Tinjauan Yuridis Proses Penyelesaian Sengketa Pembagian Harta Warisan (Studi Kasus di Pengadilan Negeri Sragen)

The objectives of this research are (1) to describe the types of authentic assessment in speaking class used by the lecturers of English Education Department in IAIN Surakarta, (2) to describe the types of authentic assessment in speaking class used by the lecturers of English Letters Department in IAIN Surakarta, (3) to find out the 7 strengths and the weaknesses in speaking class of English Education Department and English Letters Department in IAIN Surakarta. The researcher uses descriptive qualitative study to conduct this research by observation, interview, and documentation to gather the data. The subjects of this study are the lecturers and the students. Data were analyzed based on the Miles and Huberman theory’s framework for qualitative data analysis by three components: data reduction, data display, and drawing or verifying conclusion. The result of this research shows that there are three types of authentic assessment which are used by the lecturer of English Education Department, namely: (a) experiment or demonstration, (b)teacher observation, and (c) project or exhibition. In English Letters Department, there are five types of assessment which are used by the lecturers namely: (a) oral interviews, (b) story or text retelling, (c) project and exhibitions, (d) teacher observation, and (e) constructed- response items. There are strengths of authentic assessment as follow: (a) as students majoring in English, they can be trained to use English properly and correctly, (b) lecturers can mentally train students to communicate in the environment and in public, (c) students can know the rules in public speaking (d) student’s learning outcomes can be a role model for other students, and (e) the students can take advantage of technological advancements. The weaknesses of authentic assessment are as follows: (a) the students need long preparation to do the task, (b) the student cannot instantly be a good performer, and (c) the students find difficulties in timing for doing the group’s project.