Siti Mariam, 0201611010 (2018) DEVELOPING AN AFFECTIVE ASSESSMENT MODEL OF ENGLISH COMPETENCE FOR UNIVERSITY STUDENTS OF NON-ENGLISH DEPARTMENTS. Doctoral thesis, Universitas Negeri Semarang.

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Abstract

Siti Mariam, 2018.Developing an Affective Assessment Model of English Competence for University Students of Non-English Departments.Dissertation. Language Education Study Program, Post-Graduate. Semarang State University. Promotors: Prof. Mursid Saleh, MA, Ph.D, Prof. Dr. Warsono, M.A, Prof. Dr. Januarius Mujiyanto, M.Hum. Keywords: affective, assessment, English competence, Rasch model. Affective assessment is one of the components in authentic assessment which is needed by an English teacher to assess students comprehensively.The purposes of this study are: (1) to analyze the ways an affective assessment is needed by English teachers and students of non English departments. (2) to analyze the dimensions or variables of affective assessment. (3) to analyze the indicators of each dimensions (4) to analyze the formulation of an affective assessment model (5) to analyze the validity and reliability of the developed affective assessment model of English competence.This study used a research and development design as a research aimed at developing product of instrument of rating scale model in which it was used to measure students’ affective domain in EFL classroom. The research process was carried out through the stages of: (1) pre-development: theoretical review on affective factors in English language teaching and learning; (2) development process consisting of: (a) arrangement of test specification and instrument items; (b) the evaluation by English Language Teaching (ELT) experts and measurement by psychometric expert; (c) analysis of tryout data quantitatively; and (3) presentation, that is to rearrange the instruments after revision so that it was ready to use. The results of the study indicate that: (1) The affective assessment is needed by English teachers and EFL learners based on the need analysis to improve students’ English competence and the quality of English language teaching (2) there are five affective dimensions or variables developed in this study. They are attitude, motivation, interest, self-concept, and personal value.(3) The 5 dimensions consist of 24 aspects or sub variables and 35 indicators.(4) The formulation of affective assessment model is constructed by 5 dimensions, 24 aspectsand 35 indicators of affective that become the basis of instrument item containing 120 items, and as inventory rating scale model covering the 4 language skills and the 3 language components(5) the instrument validity is significant as it shows, an infit mean square value for the affective measuring instrument was 0.97.The validity and reliability, in the small–scale field tryout were item reliability, 1.00 and person reliabilitynamely 0.93. Meanwhile item validity 0.90 and person validity 0.87.For that reason, it can be said that the affective measuring instrument with 120 items of statement has a model fit with the data. It means that the model is able to estimate population covariance matrix which is not different from the sample covariance matrix so that the estimation result becomes a basis to generalize.

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