AN ANALYSIS OF WAYS USED BY ENGLISH TEACHERS IN ASSESSING STUDENTS’ AFFECTIVE DOMAININ ENGLISH LANGUAGE LEARNING (A CASE STUDY CONDUCTED AT MTSN RUKOH BANDA ACEH)

Abstract

Assessment is an important part in teaching learning. Without assessment, teaching learning is incomplete process. There are three kinds of assessment that must be conducted by the teachers at school now based on Peraturan Pemerintah (PP) no 19, 2005, Bab 1, Pasal l1, Butir 4 concerning to standard of graduation including knowledge (cognitive), attitude (affective), and  performance. It is well-known as Bloom Taxonomies. In fact, most teachers inteaching learning pay more attention to cognitive rather than affective and psychomotor domain. This study tried to find out how the teachers at MTsN Rukoh assessed affective domain in learning English. The sample used was purposive sampling in which the teachers chosen were teachers of first, second, and third grades teachers. Furthermore, to collect the data, the researchers used interview guide. The result of this study shows that the teachersconducted the affective assessment in English language learning by assessing students’ attitude in the classroom. The teachers graded students affective based on the ways of students behave politely or impolitely toward the teachers and their friends. These ways was not proper with English subject since the ways did not correlate with the English teaching. Nevertheless, the teachers should have assessed their students affective based on five levels of affective taxonomies concerning to English subject. Before assessing students affective, the teachers should state the standards of assessment first based on the levels that they wanted toassess.