Performance based Assessment in English Literature for Education Class: A narrative study of an English as a Foreign Language Teacher

Zinta, Nur Hilda Ariza (2026) Performance based Assessment in English Literature for Education Class: A narrative study of an English as a Foreign Language Teacher. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

This study aimed to explore the implementation of Performance-Based Assessment (PBA) in Interactive Speaking Activities in the English Literature for Education class. The study employed a qualitative approach using a case study design. The participant of this study was a lecturer who taught the English Literature for Education course. Data were collected through a semi-structured interview and document analysis, including assessment rubrics and students’ scoring sheets. The data were analyzed using Braun and Clarke’s (2006) thematic analysis, which consists of familiarizing the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. The findings revealed that Performance-Based Assessment was implemented through roleplay and discussion activities conducted as part of In-Class Assessment (ICA). These activities provided students with opportunities to demonstrate their speaking abilities through authentic and interactive tasks. The assessment rubric consisted of four criteria: fluency, pronunciation, performance, and preparation. The document analysis showed that students achieved an average score of 75.9 out of 100. Furthermore, the findings indicated that roleplay and discussion reflected the characteristics of interactive speaking because they involved two-way communication, idea exchange, and responses among participants. The study also identified several challenges in the implementation of Performance-Based Assessment, including students’ limited literacy, unequal participation during discussions, and the time required to prepare assessment rubrics and conduct the assessment process. The study concludes that Performance-Based Assessment serves as an authentic assessment approach that enables students to demonstrate their speaking abilities through meaningful interaction and performance.

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