This chapter introduces the background, problems, purposes, significance, and scope of the study. It discusses authentic assessment, including written assessment, portfolio assessment, performance assessment, and project assessment. It also summarizes three previous related studies that had different focuses than this study. The statement of problems identifies how this study will examine the implementation of project assessment at SMK 11 Malang. The purpose is to identify this implementation.

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CHAPTER I
INTRODUCTION
This introduction intends to offer a brief description about the topic that is
related to and discussed in this study. This chapter provides the background of the
study, statement of the problems, purposes of the study, significance of the study,
scope and limitation, and definition of the key terms.
1.1 Background of the study
Authentic assessment is assessments that use several aspects to complete
the whole criteria. According to John Mueller, authentic assessment is a form of
assessment in which students are asked to perform real world tasks that
demonstrate meaningful application of essential knowledge and skills. Wiggins
(1993) stated that authentic assessment refers to assessment task that resemble
reading and writing in the real world and in school. With this different learning
method, the way to measure the learning also changed. Now teacher need several
method to perfectly measured the students growth.
Basically, authentic assessment consist of four assessment method which
is; written assessment, portfolio assessment, performance assessment, and project
assessment.
To do written assessment, there are two parts to complete the assessment.
The first type is sentence correction questions that require an understanding of
sentence structure. These questions ask you to choose the most appropriate word
or phrase for the underlined portion of the sentence. The second type is
construction shift questions. These questions ask that a sentence be rewritten
according to the criteria shown while maintaining essentially the same meaning as

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the original sentence. Within these two primary categories, the questions are also
classified according to the skills being tested. Some questions deal with the logic
of the sentence, others with whether or not the answer is a complete sentence, and
still others with the relationship between coordination and subordination. Nancy
Pickett, Developmental English Department, STCC (2010)
Portfolio assessment is the systematic, longitudinal collection of student
work created in response to specific, known instructional objectives and evaluated
in relation to the same criteria. Assessment is done by measuring the individual
works as well as the portfolio as a whole against specified criteria, which match
the objectives toward a specific purpose. Portfolio creation is the responsibility of
the learner, with teacher guidance and support, and often with the involvement of
peers and parents. The audience assesses the portfolio.
Performance assessment, also known as alternative or authentic
assessment, is a form of testing that requires students to perform a task rather than
select an answer from a ready-made list. For example, a student may be asked to
explain historical events, generate scientific hypotheses, solve math problems,
converse in a foreign language, or conduct research on an assigned topic.
Experienced raters--either teachers or other trained staff--then judge the
quality of the student's work based on an agreed-upon set of criteria. This new
form of assessment is most widely used to directly assess writing ability based on
text produced by students under test instructions.
Related to project based learning study, there were three previous studies
conducted by Vega (2012), Wahyu (2012), and Rimawati (2015). All of those
studies had different focus with this study. The followings are the further
explanation about those previous studies.

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The previous study conducted by Vega (2012) showed that Project Based
Learning is a teaching method in which students gain knowledge and skills by
working for an extended period of time to investigate and respond to an engaging
and complex question, problem, or challenge. Studies have proven that when
implemented well, project-based learning (PBL) can increase retention of content
and improve students' attitudes towards learning.
Wahyu (2012) also found that. PBL are worthy to be used, the conclusion
taken from the result of the data validation in "pengembangan perangkat
pembelajaran dengan model project based learning pada mata pelajaran
matematika di smp as-salam batu". The data showed that the average score set by
the government is 4.0025. Whereas the average score of the subjects are increased
to 4.07 after the implementation of project based learning. These average score is
noted as valid. Their exam score and their graduation percentage is also increased
to 76,47%.
Rimawati (2015) also found that: (1) the implementation of PBL models
described in lesson planning, learning implementation, and evaluation of learning
(2) the constraint faced by teacher in implementation of PBL models; too much
equipment needed, take long time, and some of the students are less active in the
group (3) completion strategy that teachers do, minimize and provide simple tools
that are available in the neighborhood, teachers limit the time learners in
completing the project, the teacher need to be strict to the students who tend to
inactive. Therefore, this study will be entitles The Implementation of Project
Based Learning Based on 2013 English Curriculum.

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1.2 Statement of problems
Based on the above background, the research problems are formulated as
follows:
 How is the implementation of the project assessment at SMK 11 Malang?
1.3 Purpose of the study
In order to answer the research problems, the writer states the purposes of
the study as follows:
 To identify how the implementation of project assessment at SMK 11
Malang.
1.4 Significance of the study
The objective of this study is to give accurate representation of the
implementation of project based learning at SMK 11 Malang. The finding of this
study is expected to give some contribution to English teacher, students and next
researcher
This result of study will be useful to the teacher to evaluate themselves, so
they can also improve their teaching using project assessment. For further
researcher, this study can be used as the initial referral to engage another research
about project assessment in SMK 11 Malang. For the students, writer hope that
this study will enrich their knowledge in term project assessment method. So they
can also improvised their way of learning by implemented the project assessment
learning in another terms.

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1.5 Scope and limitation
The scoop of this study focused on the implementation of project
assessment by teacher at SMK 11 Malang. The study will be limited in teaching
English lessons for 10th and 11th grade.
1.6 Definition of Key term
1. Curriculum 2013 is the curriculum which is legally released in 2013 and is
integrated effort between (1) reconstruction of graduate competence, and
(2) compatibility & sufficiency, vastness & deepness of material, (3)
learning revolution and (4) assessment reformation (Ministry of Education
and Culture, 2013).
2. Authentic Assessment is assessment of learner performance that is as
closely related to a real life situation as possible and is not artificial or
contrived. One way to make an assessment more authentic is to have
learners choose the particular task they will use to demonstrate what they
have learned (International Bureau of Education: Glossary of Curriculum
Terminology, 2013).
3. Project-based learning refers to any programmatic or instructional
approach that utilizes multifaceted projects as a central organizing strategy
for educating students.