`Aziz, Tria Rohmatul (2026) Implementation of Independent Learning Assessment in English Language Teaching at MAN 2 Madiun. Undergraduate (S1) thesis, UIN Kiai Ageng Muhammad Besari Ponorogo.
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Abstract
`Aziz, Tria Rohmatul. 2026. Implementation of Independent Learning Assessment in English Language Teaching at MAN 2 Madiun. Sarjana’s Thesis, English Language Teaching Department, Faculty of Tarbiyah and Teacher Training State Islamic University of Kiai Ageng Muhammad Besari Ponorogo. Advisor: Dr. Ahmadi, M.Ag.
Keywords: Assessment, Independent Learning, English Language Teaching.
Assessment is an essential aspect of the learning process. It does not only function as a tool for measuring students’ learning outcomes, but also for monitoring their learning development throughout the instructional process. In English language learning, assessment includes diagnostic, formative, and summative assessments, as well as the development of four language skills, namely listening, speaking, reading, and writing. This shows the importance of studying the implementation of Independent Learning Assessment in schools.
This study aims to (1) describe the implementation of Independent Learning Assessment in English Language Teaching at MAN 2 Madiun, which includes planning, realization, evaluation, and the types of assessment used; (2) identify the challenges faced by teachers; and (3) identify the benefits of Independent Learning Assessment for students.
This research used a qualitative approach with a descriptive method. The data were collected through interviews, observation, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing.
The results of the study show (1) That the implementation of Independent Learning Assessment in English Language Teaching at MAN 2 Madiun is carried out through three stages, namely planning, implementation, and evaluation. In the planning stage, the teacher analyzes the Learning Outcomes (CP), formulates learning objectives, and designs assessment types. In the implementation stage, assessment is integrated into learning activities that cover the four language skills using diagnostic, formative, and summative assessments. In the evaluation stage, the teacher reviews learning achievements and makes improvements for future instruction. (2) The challenges faced include limited time, differences in students’ abilities, large class sizes, and limited access to devices for students from Islamic boarding schools in the implementation of Exambro-based assessments. (3) The benefits of the assessment for students include improved understanding of materials, clearer mapping of students’ abilities, and increased confidence in learning English.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Ahmadi |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 19 Jun 2026 01:26 |
| Last Modified: | 19 Jun 2026 01:26 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/40511 |
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