CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Basis
1. Authentic Assessment
Authentic assessment related to the 2013 curriculum. The characteristics of the 2013
curriculum are that students must have a balance between the development of religious and
social attitudes, curiosity, creativity, teamwork with intellectual, affective and psychomotor
abilities. The 2013 curriculum applied is; knowledge, skills, and attitudes. Students must be able
to create, evaluate, analyze, apply, and understand the material in teaching and learning
expositions.

Implementation of the 2013 curriculum uses a scientific approach in learning expositions.

Learning emphasizes inquiry expositions and answering a question as a specialty in scientific
investigation, namely observing, asking, gathering information, associating, and communicating.
The scientific procedure is called the 5M Mengamati, Menanya, Menalar, Mencoba, dan
Mengomunikasikan (Observing, Asking, Associating, Gathering, Communicating).

Observing

Communicating K 13 Asking

Associating Gathering

Scientific approach
Figure 2.1: Scientific Approach

In this scientific approach frame is same with 5M Mengamati, Menanya, Menalar,

Mencoba, dan Mengomunikasikan (Observing, Asking, Associating, Gathering,
Communicating). The appropriate assessment with curriculum 2013 is authentic assessment that
refer to the scientific approach (Wijayanti, 2014).” Scientific approach can be improve the
assessment in 2013 curriculum. The students also can improve the skill because with the
authentic assessment students more assignment and experiences for the learning. The authentic
assessment is match for the compare with Project Based Learning because the applying for
scientific approach the students can improve the skills so, students get a final project.
“As 21st century teachers transition from traditional forms of assessment to authentic
assessments, they are constantly finding new and creative ways to assess their students' learning.
Authentic assessments are any type of assessment that requires students to demonstrate skills and
competencies that represent real-word problems and situations. Mantero (2002) discussed the
effectiveness of using authentic assessments with ELLs, especially as they allow planning,
revising discourse, collaboration among peers, and helping students 'play' within contextualized
worlds inside of the classroom that are based on studied language's culture.”
“In addition O’Malley and Pierce (1996) mention three types of authentic assessment
namely performance assessment, portfolios, and students-self assessment. Similar to those above,
the 2013 Curriculum suggests three types of authentic assessment: performance, portfolio, and
project assessments.” “According to Gotlieb (1995), there are some steps in implementing a
portfolio assessment in the classroom activities. Those steps are:
1) The teacher should explain to the students that portfolio will give benefits for both teacher
2) Together with the students, the teacher decides the samples of portfolio tasks
3) The tasks are collected and organized into a special folder
4) Every task is identified based on the date of submission so that the teacher can track the
students’ progress during a given time
5) The teacher determines the criteria of scoring with students
6) The teacher may ask students to check their own work and at the same time help them how to
assess and improve the task
7) If the students get a low score on the assessment, the teacher may give them opportunity to
improve their works within a particular time
8) Finally, each of student work is collected into one file as the portfolio assessment archive.”

a) Design and Score of Authentic Assessment

To implementation the authentic assessment, that teachers have to prepare there are some
crucial points. First, teachers have to be able designing the authentic assessment and learning
objectives as suitable as possible for the students. Barker (1993) suggested, to following eight
steps in planning and designing authentic assessment:
 (1) Building a team
(2) Determining the purpose of the authentic assessment
(3) Specifying objectives
(4) Conducting professional development on authentic assessment
(5) Collecting examples of authentic assessment
(6) Adapting the existing authentic assessment or developing a new one
(7) Trying out the assessment, and
(8) Reviewing the assessment.
In addition, another important the point which should be provided is the scoring for
instrument. State of Nitko, 1983, the authentic assessment is scored by using a rubric, rating
scales and a checklist. A rubric is a scoring guide consisting of specific pre-established
performance criteria, used in evaluating student works on authentic assessments (Mertler, 2001).
There are two types of rubrics: holistic and analytic. A holistic rubric requires a teacher to
score the overall process or product as a whole, without judging the component parts separately.
Whereas in an analytic rubric, the teacher scores separate, individual parts of the product or
performance first, then sums the individual scores to obtain a total score (Nitko, 1983).
Nitko, further suggested that there are three types of rating scales namely a numerical rating
scale, a graphic rating scale, and a descriptive graphic scale that will serve the teacher well for
most purposes. A checklist consists of a list of specific behaviors, characteristics or activities or a
place for marking whether or not each is present. Teacher may use a checklist for assessing
procedures students use, products students produce, or behaviors students’ exhibit.

b) Types of Authentic Assessment

According to, O’Malley and Pierce (1996) mention three types of authentic assessment
namely performance assessment, portfolios, and students-self assessment. Similarity to those
above, the 2013 Curriculum suggests three types of authentic assessment: performance, port-
folio, and project assessments.
 A performance assessment is an assessment which is conducted by observing students
activities in doing particular thing: a portfolio assessment is a purposeful collection of student’s
work that is intended to show the progress over time (O’Malley & Pierce, 1996).
According to Gotlieb (1995), there are some steps in implementation a portfolio assessment
in the classroom activities. Those steps are:
(1) The teacher should explain to the students that portfolio will give benefits for both teacher
and students
(2) Together with the students, the teacher decides the samples of portfolio tasks
(3) The tasks are collected and organized into a special folder
(4) Every task is identified based on the date of submission so that the teacher can track the
students’ progress during a given time
(5) The teacher determines the criteria of scoring with students
(6) The teacher may ask students to check their own work and at the same time help them how to
assess and improve the task
(7) If the students get a low score on the assessment, the teacher may give them opportunity to
improve their works within a particular time
(8) Finally, each of student work is collected into one file as the portfolio assessment archive.
The next authentic assessment chosen by the teachers was the project assessment. It is an
integrated unit of works which cannot be finished at a time (Phillips, Burwood, & Dundorf,
1999). A project requires the students to do a series of task which will result in a specific product
or data.
c) Authentic Assessment of Speaking
This assessments of speaking should focus on student’s ability to interpret and convey
meanings for authentic purpose in interactive context. Teachers need to use assessment tasks
which are as authentic as possible in a classroom setting. This means:
(1) Using authentic language in speaking
(2) Setting real world task, and
(3) Giving the students opportunities to use language in situation based on everyday life. That is
important to expose students to authentic language and help them work out strategies for dealing
with less than total comprehension (Porter & Roberts, 1987). O’Malley and Pierce (1996)
provide some steps in preparing speaking assessment:
(1) Identifying purpose
(2) Planning for assessment
(3) Developing scoring procedures
(4) Setting standard
(5) Selecting assessment activities, and
(6) Recording information.
2. Project Based Learning

According to,Thomas (2000) identified five key components of effective PBL: 1)

Embedded in the curriculum
2) Organized around driving questions that lead students to encounter central concepts or
principles
3) Focused on a constructive investigation that involves inquiry and knowledge building
4) Student-driven and managed, and
5) Focused on authentic, real-world problems.”
“Many students who had previously struggled in traditional instructional settings were often
found to excel when participating in PBL instruction. Project-based learning (PBL) has been
shown to have a great impact on student learning in recent years. PBL involves completing
educational tasks which result in a realistic product, event, or presentation to an audience.” “This
is because PBL learning better matches their learning preference for collaboration and activity
type learning (Kingston, 2018).”
“As defined by Blair (2012), 21st century learners demand quick technology access for
knowledge and are skillful in engaging in learning at a whole new level through, critical
thinking, creativity, communication, and collaboration.” “Today many tools used in the class
can provide students with the opportunities needed to become critical thinkers (Intel Education
Project Based Learning, 2010). Along with the use of new technological tools, teacher also may
need a new approach to teaching to meet these new higher levels of engagement and student
learning.” Project based learning (PBL) is a learning with the collaboration of knowledge and
art, so the students get a knowledge and project from the material. “This is because PBL
learning better matches their learning preference for collaboration and activity type learning
(Kingston, 2018).” “
 According to researcher, learning with project based learning can improve the student skill,
such us: four basic skills English that are listening, speaking, reading and writing, creativity
skill student, personality skill. Project based learning is different with learning art and craft but
for the different is PBL make a project with the skill, if art and craft is learning make a
something is like in theme. “Through PBL, students are encouraged to participate in active
learning as they connect with and explore the subject matter. This further allows them to apply
their knowledge in the world around them.

Topic

Project Based Learning (PBL)

Project Knowledge

Figure 2.2: Project Based Learning

The researcher using the Y chart to implementation of Project Based Learning (PBL) in
English learning especially in speaking skill. Project Based Learning is which the student
learning is study about knowledge and project. Why digital storytelling? Because digital
storytelling can improve the knowledge, speaking skill, and technology. “Through UCF courses
and professional development, a high interest was developed in Project-Based Learning (PBL)
because of its constructivist approach and non-traditional method of teaching (Buck Institute for
Education, 2012).”

Likewise with project-based learning, to assess every activity carried out by students, the
teacher must apply authentic assessment. Because project learning is authentic learning, it
involves real, visible, and projects that are personally tailored to students (Fogarty, 1997).
According to Fraenkel and Wallen (2009) authentic assessment is a form of assessment in which
students asked to perform real-world tasks that demonstrate the meaningful application of
essential knowledge and skills. According to Permendikbud No. 66 of 2013, it is stated that
authentic assessment is a comprehensive assessment to assess learning inputs, expositions, and
yields. Through authentic assessment all activities carried out by students in project-based
learning, can be assessed thoroughly.

3. Digital Storytelling

Well-developed and meaningful curricular assignments enhance students' independent

learning and motivate them to become more involved in learning (Park, 2019). Educators must
design classes which facilitates more autonomous participation. To this end, project-based
learning (PBL) — a pedagogical methods that enable students to take part in student-driven
learning and experiences that centered around inquiry and answering authentic questions —
enabling students to collaborate and develop critical thinking skills while focusing on their own
ideas (Krajcik and Blumenfeld, 2006). PBL often encourages students to think reflectively when
they answer interestingly questions and examine their own work and interactions with colleagues
(Chime, 2010). Technology tools can facilitate these expositions (Mohamadi, 2018). New
technology integration and multimodal resources can support a variety of tasks and projects,
further enhancing reflection. One a promising technology is digital storytelling.

Digital storytelling is a 2-5 minute product that includes images, text, sound, voiceover,
and other media. According to, Ohler (2018) describes how advanced stories use "personal
digital technology to combining a number of media into a coherent narrative” (p. 15). Advanced
storytelling provides space and time for students to share their experiences and reflect on those
experiences, encourage students to think more deeply about their learning (Kim and Jia, 2020;
Kim and Li, 2020). Digital story requires a particular process, from the figure is used with author
permission, shows the process implemented in this study.

Figure 2.3: Digital Storytelling Process

 For the purpose of this study, instructional scaffolding replaced step: Storyboard/Plan with a
simple storyboard template to assist the children to design and create their movies. The software
implemented, 2.3 Figure, is designed by Tech 4 Learning. The goal of their stories was to inform
their audience of their scientific thinking and findings. After a series of hands-on activities,
through images, graphs, voice-overs, and music the students were to communicate their
knowledge of the life science standards implemented (Educate Learning Initiative, 2007).

In digital story-making expositions, students reflect on people, places, experiences, and

objects in new ways when they incorporate them into their work (Lambert, 2012). These
expositions can be very powerful for high school students. High school students need exposure
information and opportunities to relate the material to their thinking about and experience with
the material, thereby deepening their learning through reflection (Moon, 1999). To do this, they
need opportunities to engage in metacognition and participate in mentoring reflection. With
opportunities for reflection, students' mastery of content can be strengthened (Eisenbach, 2016).

Digital storytelling is an innovative way of telling and sharing stories that allows students to
develop their voice and thus facilitate engagement in their learning (Park, 2019; Shelby-Caffey et
al., 2014). Drawing on the instructional potential of technology-enhanced PBL, and Realizing the
importance of reflection for student learning, we designed a virtual reality-based teaching project
for high school students and adopted advanced storytelling as a means for students to deepen and
demonstrate their learning. Virtual Reality (VR) is a "use" computer graphics system in
combination with a variety of display devices and interfaces to provide immersion effect in an
interactive 3D computer generated environment" (Uğur and Kalayci, 2007, p. 158) by combining
virtual reality with advanced storytelling, we can facilitate student engagement and learning.

The researcher describes about speaking learning with digital storytelling. The students
learning with digital storytelling using project based learning they can improve the 4C (Critical
Thinking, Communication, Collaboration and Creativity), speaking skill (such us add
vocabularies, be better pronunciation), technology, and knowledge. So, digital storytelling fit to
improve the speaking skill like this with digital storytelling.

4C
Technology
Project Digital
Students Based Speaking
Storytelling
Learning skill
 Figure 2.4: Digital Storytelling frame Knowledge

Meadows (2003), “believes that digital storytelling is a social practice in storytelling which
uses low-cost computerized cameras, non-straight manufacturing tools, and computers to make
short mixed media stories”. The Computerized Storytelling Association (2002) explains, “digital
storytelling as: a present day expression of the ancient art of storytelling”. Throughout history,
storytelling has been used to share knowledge, wisdom, and values. Story has been taken many
different shapes. Stories have been adapted to each successive medium that has appeared, from
bedside programming interface circles to the silver screen, and now computers screen. Robin and
Pierson (2005) believe that digital storytelling has captured the imagination of both students and
teachers and the act of composing meaningful stories has increased experience for students and
teachers.

B. Review of Previous Related Studies

There are some studies related by Haswani (2020) entitled “To develop assessment based
on project assessment of student’s writing recount text and to design the appropriate assessment
for computer network engineering students grade X at SMK Negeri 2 Binjai” . This study aimed
to the assessment developed for computer network engineering students’ writing based on
project assessment for grade tenth at SMK Negeri 2 Binjai. Qualitative research used a research
and development method. The data were analyzed and developed into writing assessment. The
English writing assessment was developed through six phases, they were; 1) gathering
information, 2) analyzing data, 3) designing new writing assessment, 4) validating by experts, 5)
revising writing assessments, and 6) final product.

The second study done by Hung, C.-M., Hwang, G.-J., & Huang, I. (2012) entitled “A
project-based digital storytelling approach for improving students' learning motivation, problem-
solving competence and learning achievement.” The study aimed is, a project-based digital
storytelling approach is proposed to cope with this problem. With a quasi-experiment, the
proposed approach has been applied to a learning activity of a science course in an elementary
school. Quantitative With a quasi-experiment, the proposed approach has been applied to a
 learning activity of a science course in an elementary school. A web-based information-
searching system, Meta-Analyzer, was used to enable the students to collect data on the Internet
based on the questions raised by the teachers, and Microsoft’s Photo Story was used to help the
experimental group develop movies for storytelling based on the collected data. The
experimental results show that the project-based learning with digital storytelling could
effectively enhance the students’ science learning motivation, problem-solving competence, and
learning achievement.

The third study done by Puspita (2020), entitled “The application of project-based learning
(pbl) through storyboard to improve reading achievement of the 10th grade students of sma
srijaya negara palembang”. This study was aimed at finding out (1) whether there was any
significant difference in students’ reading achievement of the 10th grade students of SMA
Srijaya Negara Palembang between before and after they are taught through PBL, (2) whether
there was any significant difference in students’ reading achievement of the 10th grade students
of SMA Srijaya Negara Palembang between the experimental group who are taught through PBL
and the control group who are not, and (3) how are the students’ perspectives on the use of PBL
in learning reading. This study used quasi experimental method. This study used quasi
experimental method. The subjects of this study were 72 students of the tenth grade students of
SMA Srijaya Negara Palembang. The pre-test, post-test, and the questionnaire were used to
collect the data. The results showed that there was a significant improvement in the students’
reading achievements after using Project-Based Learning with a significant level of 0.000. This
indicates that the implementation of Project-Based Learning helps the students’ of experimental
group improve their reading achievement.

C. Conceptual Framework
The characteristics of 2013 curriculum are that students must have a balance between the
development of religious and social attitudes, curiosity, creativities, team-work with intellectual,
affective and psychomotor abilities. In research to implementation of authentic assessment on
project based learning with digital storytelling.

Project Based Learning

Authentic Assessment
 English Teachers

Teaching Speaking

Digital Storytelling

Figure 2.4: Conceptual Framework

According to the conceptual framework above, the writer associates the concept of English
teachers, students and Authentic Assessment on Project Based Learning with Digital
Storytelling. In order to make this conceptual framework as a limitation of this study, the
Authentic Assessment of senior high school especially for English teacher and Project Based
Learning with Digital Storytelling for students on senior high school.

D. Assumption
It assumption from this research is authentic assessment for English teachers that is
improve for assessment in 2013 curriculum. Authentic assessment of learning emphasizes
inquiry expositions and answering a question as a specialty in scientific investigation, namely
observing, asking, gathering information, associating, and communicating.

For 2013 curriculum applied is: knowledge, skills, and attitudes. Students must be able to
create, evaluate, analyze, apply, and understand the material in teaching and learning
expositions. So, that students apply for project based learning for speaking skills with digital
storytelling. The students also using a technology to study on project based learning.