Penelitian ini bertujuan untuk menganalisis implementasi dan persepsi siswa tentang penilian autentik dalam mata pelajaran bahasa Inggris. Penelitian ini mengumpulkan data dokumen, observasi, dan wawancara yang dianalisis melalui analisis data kualitatif (coding). Dalam pelaksanaan penilaian autentik mata pelajaran Bahasa Inggris berdasarkan Kurikulum 2013, terdapat dua tahapan dalam pelaksanaan penilaian autentik; persiapan dan proses pelaksanaan penilaian autentik. Persiapan terdiri dari silabus Kurikulum 2013 untuk guru bahasa Inggris di kelas sebelas, RPP dan penilaian otentik yang digunakan. Pelaksanaan penilaian autentik membagi tiga kegiatan; pembukaan, kegiatan inti dan penutup. Sistem penilaian dalam Kurikulum 2013, penilaian dilakukan pada jam pembelajaran dengan nilai KKM 70, yaitu kognitif, psikomotorik, dan afektif (penilaian sikap). Guru menyiapkan dua pilihan penilaian autentik; remedial diberikan jika nilai siswa kurang dari KKM dan pengayaan diberikan jika nilai siswa lebih tinggi dari KKM. Guru menerapkan penilaian autentik di kelas sudah cukup baik sesuai kurikulum, mulai dari persiapan, pelaksanaan dan pelaporan di akhir pembelajaran; ditemukan bahwa guru telah membuat RPP mengikuti pedoman yang ada dan merumuskannya pada tingkat Musyawarah Guru Mata Pelajaran (MGMP), namun masih terdapat kekurangan; guru tidak memiliki pedoman yang ada, hanya melihat soft file yang tersedia di website Kemendikbud. Siswa menunjukkan perasaan puas dan persepsi positif terhadap cara penilaian dilaksanakan, bahan ajar dan media pembelajaran.

Kata Kunci : Penilaian, penilaian autentik, kurikulum 2013

This research investigated the implementation and the students’ perceptions of authentic assessment in English subject at the Eleventh-Grade of SMAN 2 Tarakan. This research employed a qualitative descriptive design. The data were collected using documents, observations, and interviews from the Principal, the English teacher, and the students in class XI of the Language Department of SMAN 2 Tarakan. The findings from this research were that in the implementation of authentic assessment, there were four stages, namely: preparation, implementation, reporting, and follow-up. In the preparation stage, the teacher prepared the 2013 Curriculum syllabus, developed lesson plans, and determined assessment tools for affective, cognitive, and psychomotor domains. In the implementation stage, the authentic assessment began by providing learning materials and then assessing the students with tasks or tests for each domain. In the reporting stage, the teacher provided students with corrections and feedback and recorded the results in the students’ grades notebook which were then included in the e-report. In the follow-up stage, the teacher provided remedial and enrichment. Finally, the students expressed their satisfaction and positive perceptions of how the assessment, the teaching materials, and the learning media were carried out by the teacher. Keywords: Assessment, Authentic assessment, Curriculum 2013