Lilis Lisdawati
181102010952
The advances of communication in this 21st century require the ability of
critical thinking in maintaining all the changes and developments. Critical thinking
is conceptualized as the ability to be responsible for the thoughts that are made in
making decisions. Critical thinking becomes one of the adaptive skills that is
expected to be involved in the learning process due to the students’ critical thinking
ability in Indonesia is still low. In order to attract students’ critical thinking skills,
the disposition to think critically should be nurtured. Furthermore, this study aims
to find out the role of authentic assessment of students’ critical thinking and to what
extent it promotes students’ critical thinking. This qualitative study targeted two
respondents who become English teachers and uses narrative inquiry to investigate
the participant’s experiences and stories about the use of authentic assessment in an
English classroom with the technique of data collection of observation, in-depth
interview, FGD and documentation. The findings of this study show several great
impacts of authentic assessment for the students’ performance; motivated students
to be active in the learning process, stimulated English competencies in a real
exploration, and promoted students’ critical thinking. There are some
opportunities/dispositions attract students’ critical thinking on the applied
assessments such as; teamwork and monitoring that promoted students in
identifying other people ideas, evaluating the proof of particular issue/idea,
reflecting that issue by bringing the logic opinion, drawing the conclusion of the
issue and presenting point of view of the issue as the extent of critical thinking skill.
For future study, the researcher suggests a study that focuses on the use of
performance assessment with various instructions that have been modified to
promote students’ critical thinking.
Keywords: Authentic Assessment, Authentic Assessment In English
Classroom, Critical Thinking.