Wardah Zahra, Rita Inderawati, Ismail Petrus


Making use of ICT and applying authentic assessment in the teaching and learning activities represent an obligatory from Indonesian Ministry of Education and Culture. This study aimed at finding out types of ICT used in the authentic assessment of the productive skills, describing the implementation of ICT in the authentic assessment of the productive skills, explaining the possible problems faced by the English teachers in the implementation, and explaining the solution used by the teachers to solve the problems. This study was a descriptive study with qualitative approach. The data were collected through interview, observation, and documentation to three English teachers, a curriculum coordinator, a facility and infrastructure administrator, and three students, were validated through methodological triangulations and were analyzed using Miles and Huberman’s analysis model (1994), namely data reduction, data display and conclusion, and verification. The results discovered that there were three types of ICT in the authentic assessment of the productive skills, the teachers had different methods in implementing the three types of ICT tools based on the types of authentic assessment concerning aspects of productive skills, they encountered three main problems in the implementation, and they were educated and motivated to have their solutions to overcome the difficulties.


ICT; authentic assessment; ICT-based authentic assessment; speaking skill; writing skill.

Full Text:



Badan Akreditasi Nasional. (2018). Laporan standar akreditasi tahun 2018 tingkat sekolah menengah dan madrasah. Retrieved from

American Library Association. (1998). Resource guides for school library media program development. Retrieved 26 November, 2018 from

Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed). Retrieved from

Dudeney, G. (2000). The internet and the language classroom. Cambridge: Cambridge University Press.

Fraenkel, J., & Wallen, N. (2012). How to design and evaluate research in education (8th Ed). New York: McGraw-Hill Inc.

Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.

Harmer, J. (2015). The practice of English language teaching (5th ed.). London: Pearson Education Limited.

Indonesian Ministry of Education and Culture. (2016). Peraturan Menteri Pendidikan dan Kebudayaan No. 22 tentang standar proses. Jakarta: Indonesia The Ministry of Education and Culture.

Indonesian Ministry of Education and Culture. (2017). Peraturan Menteri Pendidikan dan Kebudayaan No. 27 tentang standar kompetensi kelulusan. Jakarta: Indonesia The Ministry of Education and Culture.

International Communication Union. (2017). Global ICT development index. Retrieved from

Jonassen, D., Howland, J., Marra, R. M., & Crismond, D. (2009). Meaningful learning with technology. New Jersey: Pearson Education Inc.

Luo, H., & Lei, J. (2012). Educational stages and interactive learning: From kindergarten to workplace training. China: Peking University Press. Retrieved from 10.4018/978-1-4666-0137 6.ch005.

Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: A sourcebook of new methods. London: Sage Publication, Inc.

Mueller, J. (2014). What is authentic assessment? Retrieved November 28, 2018 from

Nunan, D. (2003). Practical English language teaching. Pennsylvania, NY: McGraw-Hill Education.

Ozaslan, E. N., & Maden, Z. (2013). The use of powerpoint presentation in the department of foreign language education at Middle East technical university. Middle Eastern & African Journal of Educational Research, 2, 38-45.

Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., Weller, M., & Whitelock, D. (2014). Innovating pedagogy 2014: Open University innovation report 3. Milton Keynes: The Open University.

Selwyn, N. (2003). ICT in non-formal youth and adult education: defining territory. Philadelphia: OECD/NCAL International Roundtable.

Sicilia, C. (2005). The challenges and benefits to teachers’ practices in constructivist learning environments supported by technology. Unpublished master thesis, McGill University, Montreal.

Thakur, N. (2014). A study on awareness of trained teachers in relation to information and communication technology. IOSR Journal of Research & Method in Education (IOSRJRME), 4(1), 06–11. doi: 10.9790/7388-04150611.

Thanyalak, O. (2012). Developing speaking skills using three communicative (discussion, problem-solving, and role-playing). International Journal of Social Science and Humanity, 2(6). doi: 10.7763/ijssh.2012.v2.164.

Trisanti, N. (2014). English teacher’s perspective on authentic assessment implementation of curriculum 2013. 61st TEFLIN International Conference, Solo, Indonesia: Semarang State University.

UNESCO. (2011). UNESCO ICT: Competency framework for teachers. Fontenoy, Paris: United Nations Educational, Scientific and Cultural Organization.

Wasim, J., Sharma, S., Khan, I., & Siddiqui, J. (2014). Web based learning. International Journal of Computer Science and Information Technologies, 5(1), 446-449.

Zhang, W., & Han, C. (2012). A case study of the application of a blended learning approach to web-based college English teaching platform in a medical university in eastern China. Theory and Practice in Language Studies, 2, 1961–1970. doi: 10.4304/tpls.2.9.1961-1970.

Zaim, M. (2013). Asesmen otentik: Implementasi dan permasalahannya dalam pembelajaran bahasa Inggris di sekolah menengah. Proceeding of the International Seminar on _Languages and Arts. Padang: State University of Padang.



  • There are currently no refbacks.

Copyright (c) 2019 English Review: Journal of English Education