The Report of Real Teaching Related to the Use of HAIA approach in Teaching

English as Foreign Language

Theoretical Foundation

In teaching and learning process, assessment has an important roles

because it has backwash effect that influence the learning out comes both of
learners and students. Here, Hughes (2003, p. 1) and Suherdi (2012a, p. 267)
state that the effect of testing on teaching and learning is known as
backwash, and can be harmful or beneficial. Based on that statement, it can
be means that the outcomes of teaching and learning outcomes could be
bad or good for both of teacher and students depend on the assessment that
teacher give to the students. Because of the situation, arranging good
assessment is very needed to reach the objectives of teaching and learning
activities. Here in Indonesia, the focus of curriculum 2013 is that in its
assessment.
In curriculum 2013 teachers are forced to develop students character
related to core competences. The objectives of the core competence that
was made by our government is to prepare Indonesian people religiously,
productively, innovatively, and affectively in acquiring life skills not only as
an individual but also as civilization and have ability to contribute in the
civilization (Is, p. 10). As a result, in conducting the assessment, teacher
should consider to this issues.
Holistic, authentic, and integrated approach come as a solution in conducting
the assessment in Indonesia. Suherdi (2012, p.269) states that in teaching
and assessing the students, HAIA can create the successfulness of build
students language competences that related to our new curriculum.
This report was conducted to show how to apply the how holistic, authentic,
and integrated assessment in the real class.

Finding and Discussion

The video was taken on Monday 8 December 2014 at one of private
vocational school in Bandung. The purpose of creating this video is to show
how the teacher apply the assessment in the class room that based on
Holistic, authentic, and integrated assessment. Here the teaching and
learning process was discussing about Describing people. The topic stated on
the English textbook for senior high school that was created by the
government. Specifically, the topic stated on chapter 5 in that book.
The objective of this topic was to make the students be able to develop their
religiosity aspects, social aspects, knowledge aspects, and skills aspects in
terms of describing people.
The first thing that the teacher did in the classroom is building students
knowledge to the topic that will be discussed. Here, he realized that he was a
new teacher in that classroom, so he used that condition to build students
knowledge in terms of describing people. The teacher used students
curiosity to attract students understand toward what will they learn in that
day.
The teacher start by asking the students about himself. And all of the
students said that they didnt know the teacher. So the teacher start
introduced himself to the students by describing himself in front of them.

This approached was used to give example to the students about how to
introduce something. This strategy was used because we believed that
giving students example toward what will the lean was very important to the
learners.
After that, the teacher give the every single students a piece of paper and
then asked the students to write his name on the paper. The objective of this
activity that was done by the teacher was to make easier him in knowing the
students name to assess them in the teaching and learning process. Since he
was a new teacher he really need the students to write their name in the
paper.
In the next activity, after the students write their names in the paper, the
teacher repeat to describe himself ( here the teacher describe his face
appearance) as an example for the students about how to describe they own
self. But now, after the teacher finished describing himself, he asked the
students to describe their self. He asked who want to be a volunteer. One of
the students raise her hand and start describing herself. The teacher came
closer to the student and heard her explanation. When the student finished
her explanation, the teacher give a start for that student and draw it on her
paper that was given earlier. The main purpose of this activity was to assess
student affective. Moreover, the teacher also could encourage students
motivation to do the same. The fact that after the teacher give the start,
there were many students who want to try to speak although there were
many students who still shy to speak up.

After that, the teacher wrote the clues that related to the face appearance to
help the students in knowing the materials. Then, the teacher discussed
what the meaning of the words the he was written in the white board. When
the teacher finished hi explanation, he asked the students again to try to
speak and describe about their self. And some of people who in the first time
they were shy, they start to speak because they were helped by the clues
that was written in the white board.
The next activity that teacher did in the classroom was asking the students
to try the describing activity with their pairs. In this situation, the teacher
helped the students who always silent and gave them experience to try
describing their self. In this activity, the teacher also start to assess students
affective about how their practice the language with their friends.
After the teacher think that all of students are able to describe about their
self in terms of appearance, then the teacher added new material about
people characteristics. The teacher start to give example again. He describe
his characteristics to the students. Then he write the clues that related to
people characteristics.
The activity was continued by asked the students to write down their own
characteristics on the paper that was given by the teacher. And he asked the
students to practice it with their pairs. After it finished, the teacher asked the
students again about who want to try to describe their appearance and
characteristics. Some of the students raise their hand and try to speak and

give the start to the paper. Here beside the teacher can assess both of
students affective, cognitive, psychomotor, the assessment also integrated
which was started by asked the students to explain their appearance and
asked them to add their explanation toward their characteristics.
The last activity that was conducted by the teacher in the classroom was a
game. The teacher asked the students to work in groups. Then the teacher
give photos to them. Each groups have one picture. In this activity, each
group should made the description about the photo. After that finished, the
game was started. Each group, should described their photo to other groups,
then the other groups have to answer the question. In this kind of activity,
the teacher could do many assessments. The assessment also could be
authentic because every single test that has been conducted in the
classroom was in line with the objectives of the teaching and learning
process.
In the end, we could say that the assessment that was conducted by holistic.
Authentic, and integrated approach could be conducted in the teaching and
learning process.

References

Is, Syahriel. (2014). Internalisasi Kompetensi Inti untuk Optimalisasi

Implementasi Kurikulum SMK 2013. Cimahi: PPPPTK BMTI. Retrieved October
7, 2014, from:
http://www.tedcbandung.com/download/2014/artikel/20140502-SI01MK01.pdf
Hughes. (2003). Testing For Languacher 2nd Edition. UK: Cambridge