Implementation the teacher’s role an assessor in the classroom activity at SMA

muhammadiyah 01 medan

Arlyanita br Sitepu and Delvia harnianti

English Departement,Faculty of Language and Arts
State University of Medan,Indonesian

Abstract :
The objectives of the study are to knowing how far the teachers realize their role as assessor and
how far their implementation in that role in SMA MUHAMMADIYAH 01 Medan. This study was
a descriptive qualitative research conducted in class XI Mia-1 at SMA MUHAMMADIYAH 01
Medan, which consisted of 22 students. The instrument used in this study was the researcher
accompanied with an observation schedule, an interview guide and a questionnaire in collecting
the data. The data were collected, selected, and reduced and analyzed into types. The result of
the study shows that both teacher and students know and realize that one of teachers role is as
assessor. Teacher’s implementations in this role are creative enough to their students. The
assessment used by the teacher is in the form of tests, quizzes, questions and answers, and
games. From the questionnaire we found that the assessment used by the teacher was in
accordance with the abilities of the students. But 5 other people of them or 22.72% did not feel in
accordance with the assessment given by the teacher because of the way the assessment given by
the teacher was boring.

Keyword :Teacher Teacher’S Role,Teacher’s role An Assesor,Classroom Activity.

INTRODUCTION: form of science. The communication process

will achieve the goal if both the sender and
Nowadays, the teachers mostly forget and don’t
the recipient can have the same
care about their role. The existence of this
understanding of the message and
teacher greatly influences the learning
information being communicated. From the
process and learning outcomes of students.
description above, the researcher tries to
Teachers must create an effective learning
study more deeply about “Implementation
process one of the characteristics is to
Teacher’s role as assessor at SMA
stimulate students to learn various ways of
Muhammadiyah 01 Medan”.
learning (learning how to learn).Learning is
like the heart of the education process. Good
learning tends to produce graduates with
good learning outcomes. In the learning
process the teacher conveys a message in the
2. REVIEW OF LITERATURE
1. Teacher’s Role as an Assessor
a. Definition of Teacher’s Role
(Nyerere, 1996) A teacher is the only person
who is capable of imparting knowledge and
shaping the youths to the wider scope of
knowledge. Teachers are capable of living and
moulding the youths such that their power is
paramount as they determine the fate of the
society. Both teachers and parents live with
the children for a long time and hence they
are capable of imparting knowledge, skills an
values that cannot be easily challenged by the
society. The more significant the presence of
teachers carrying out their roles and tasks the
more guaranteed the creation of reliability
and the fostering of one’s readiness. In other
words, the portrait of the future human being
is reflected in the portrait of the teacher in
the present and the progress in the dynamics
of life is very dependent on the “image” of
the teacher in the midst of society. The
teacher has a variety of tasks that are
implemented in the form of service. The task
covers the professional fields. Tasks include
educating teachers as a profession, teaching
and training. Educate means to continue and
develop the values of life. Teaching means
continuing and developing science and
technology. While training means developing
skills in students. According to Adams (1970),
the role of a teacher relates to what
individuals actually do (their behavior), while
the role of an individual can also be
influenced by the expected actions of
individuals (p. 121), in particular the
individuals’ own expectations (i.e., the
teachers themselves) or the expectations of
others (pupils, students, parents, colleagues,
school leaders, society, etc.). The role of the
teacher is never uniquely defined, and its
definition is influenced by many factors. It is
defined by cultural and social events and the
environment, and both influence the
differences that occur in the conceptions of
the roles of teachers within different cultures
and societies, including the geographic
environment. Teacher plays his role as a
subject in teaching while students undergo
their role as subjects who will get input and
output as a result of the process. In this case,
teacher holds his responsibility to manage the
teaching program, even in material
preparation, application of teaching method,
and also selection of proper evaluation
techniques. Richards & Rodgers(2014) state
that ‘Role’ refers to the part that learners and
teachers are expected to play in carrying out
learning tasks as well as the social and
interpersonal relationships between the
participants. In attempting to determine a
problem language, the teacher has some
roles. A good teacher should have a capacity
to perform his roles depend on different
circumstances effectively. According to
Harmer (1990), a teacher has six roles in
managing a class, they are controller,
assessor, organizer, prompter, participant,
and resource. Additionally, Sanjaya (2007)
also states that teacher has six roles in
managing a class during teaching and learning
process, they are teacher as a learning
source, facilitator, manager, demonstrator,
guide, and motivator.
Teacher’s role divided into some parts, there
are: teacher’s as planner, teacher’s as an
information provider, teacher’s as facilitator,
teacher’s as assessor, teacher’s as reformer,
and teacher’s as role model.
b. Aspects of A Teacher’s Role
Teacher’s as Planner
Teachers are planners. This is the essential
role of successful teaching. The beginning
teacher first becomes a manager and then a
planner. As any teacher will admit, crashes
lead to successes; successes, to experience;
and experience lead to the happy veteran
teacher. Planning is preparing a course of
action to achieve specific objectives. There
are three levels of planning. The curriculum is
planning over a year or years of learning
experiences. It is the overall course of action
within a district or a school or a classroom for
an extended period of time. On the next level
is the unit. The unit is a section of the
curriculum that deals with related material.
The unit usually is designed to last for weeks
or days. The practical working level of a unit is
the daily lesson plan. It is the course of action
for the day.
Teacher’s as an Information Provider
This is the traditional role of the teacher. The
teacher lectures the students on a particular
subject, through lessons that build on
students' prior knowledge and moves them
toward a deeper understanding of the subject
at hand.
Teacher’s as Facilitator
The teacher's main role is as a facilitator –
there to offer support and advice when
needed, and to provide the necessary
scaffolding and teaching of skills when
necessary.
Teacher’s as Assessor
A teacher cannot just teach a lesson and then
move on. Teachers must assess each
student's growth and mastery of the lesson
objectives. This assessment can happen
informally through classroom observation or
through formal methods like quizzes and
tests. Expert teachers are able to recognize
patterns in the test results of their students
and then plan their lessons to meet their
students' needs.
Teacher’s as Reformer
The teacher as reformer means the teacher
must continue to fine or make new ways of
teaching in class so students always feel
exited when learning about new material.
Teacher’s as Role Model
Students look to teachers as examples of
professional adults. They often have more
contact with their teachers than their own
parents, so it's important for teachers to
always reflect a positive image and teach
children things like respect, trust, and
responsibility. A teacher can do this through
his actions and words in the classroom,
leading by example.
c. Teacher’s as Assessor
The teacher as an assessor is teacher who
assesses the activity of students during the
teaching and learning process. Provides
students with feedback regarding their
performance and grades them in distinct
ways. Teachers as assessor means giving
evaluation about how well students are
performing or how well they performed. In
addition, many things should do by teacher
such as assesing their students, giving
correction, Extending of success or failure,
solving problem content, focusing linguistic
perfomance, recording of errors.
Part of the professional role of teachers is to
make use of assessment data in schools to
make decisions on teaching, instruction and
students’ learning. Teachers need to know
how to analyse data regarding students’
knowledge, and decide what tasks students
need to complete to demonstrate their
knowledge (Pellegrino, DiBello, & Goldman,
2016). Assessment, simply defined as the
process to establish what students know and
are able to do, is generally classified into two
broad categories; assessment designed to
support teaching and learning in classrooms;
and assessment programmes for public
reporting, certification, for selection and for
system accountability (Barber & Hill, 2014).
While these two broad categories are
sometimes referred to as formative and
summative, respectively, these titles can be
misleading. For example, on occasions,
summative assessment, point-intime
judgement of student achievement, can be
designed with the sole purpose of improving
teaching and learning. On other occasions,
evidence of student learning gathered
primarily through formative assessment to
provide feedback to students and teachers on
next steps for teaching and learning may be
included for assessment for reporting or
certification. Brown (2011) also notes that
teachers have been reported as having
multiple and conflicting conceptions of
assessment. He points out that teachers have,
in the same studies, at once agreed that
assessment can improve learning yet
indicated that they treat assessment as
irrelevant. Brown and harmer had explored
what should the teachers did if they were as
assessor. Many tasks should be done by the
teacher and they did not only give
explanation about the lesson, but also assess
their job or task.
2. Teacher’s Role in The Classroom Activities
Furthermore, there are several roles of
teachers in order to make conducive to
teaching and learning process and to create
interactive classroom which concluded by
Brown and Harmer (2007:108). His theories
could be relevant with this research because
He classified about the teachers’ roles in
detail so that it will make the researcher get
easier in conducting the studies. After
combining their theories, it can be
summarized as follows:
1. Teacher as Controller: They are in charge of
the whole class and of the activity-taking
place and are often 'leading from the front',
telling students instructions, organizing drills,
reading aloud.
2. Teacher as Prompter: The teacher
encourages students to participate and makes
suggestions about how students may proceed
in an activity. The teacher should be helping
students only when necessary.
3. Teacher as Participant: The teacher
sometimes wants to join the activity done in
teaching and learning process. In this stage,
the teachers are expected to take part during
the classroom activities.
4. Teacher as Resource: In this stage, the
teacher can be one of the most important the
sources in the teaching and learning process.
She / he can provide all information needed
by students. In another words, resource acts
as students’ reliable resource when they
encounter difficulties.
5. Teacher as Tutor: acting as tutor, the
teacher can combine both prompter and
resource role during the teaching and
learning process. In this case, tutor works
with students individually or in small groups if
they undertake challenging learning
programs.
6. Teacher as Assessor: Provides students
with feedback regarding their performance
and grades them in distinct ways. Teachers as
assessor means giving evaluation about how
well students are performing or how well
they performed. In addition, many things
should do by teacher such as assesing their
students, giving correction, Extending of
success or failure, solving problem content,
focusing linguistic perfomance, recording of
errors.
7. Teacher as organizer: Perhaps the most
difficult and important role the teacher has to
play. Teacher organize activities depend on
good organization lead in instructions initiate
in the classroom. The success of many
activities depends on good organization and
on the students knowing exactly what they
are to do. Giving instructions is vital in this
role as well as setting up activities.
8. Teacher as Corrector: Offers students
correction of their linguistic errors while
assessing their language learning
competence.
9. Teacher as Observer: Observes students’
performance to offer them individual or
group feedback.
10. Teacher as director : teachers is like
conductor in a drama who keep the process
of teaching and learning efficient. Based on
the theories above, it can be summarized that
teacher as one of essential components to
the quality of teaching and learning process
should consider many aspects in order to be
an ideal teacher for the learners.

4. MATERIALS AND METHODS

According to research conducted on grade XI
students of SMA Muhammadiyah 01 Medan,
the aim of the researcher was to determine
the teacher's role as an assessor and the
extent to which students were given an
assessment by the teacher. The study was
conducted on 30 October 2019 and the
samples taken for this study were 22 students
and 1 teacher to be interviewed.

5. RESULTS & DISCUSSIONS

From the questionnaire that given to the
students, we got the data below :

students already know the teacher's role as an 95.45% /100%

assessor

Assessment given by the teacher was boring. 77.27% /100%

The assessment used by the teacher was 45.45% /100%

effective.

The assessment used by the teacher was in 77.27%/100%

accordance with the abilities of the students

That the assessment used by the teacher can 59.09% /100%

really train

The assessment given by the teacher had not 72.72% /100%

been interesting.

The assessment given by the teacher varied. 81.81% /100%

The giving of questions was in accordance with

the material taught as a form of assessment 72.72% /100%
given by the teacher

The teacher had explained the assessment 59.09% /100%

process

So, from all of the questionnaire we found that:

Teacher's implementation

30%

Yes
No

70%
6. CONCLUSIONS
According to research conducted on grade XI
students of SMA Muhammadiyah 1 Medan,
the aim of the researcher was to determine
the teacher's role as an assessor and the
extent to which students were given an
assessment by the teacher. The study was
conducted on 30 October 2019 and From this
study involved 22 Students and 1 Teacher
from Grade XI Muhammadiyah 1 Medan who
were the research subjects.
A total of 22 students were given a
questionnaire using a questionnaire
instrument by giving a list of 10 questions to
respondents to answer. From the collection
of data obtained answers “Yes” and “No”
along with the reason from the respondent.
There are 152 answers “Yes” and 68 answers
‘No” of all the answers that have been
collected.

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