Differentiated Reading Assessment by Teacher Professional Program (PPG) Graduates in Junior High School in Mojokerto East Java

Differentiated Reading Assessment by Teacher Professional Program (PPG) Graduates in Junior High School in Mojokerto East Java

ABSTRAK
Isnaini, Moh, 2025. Differentiated Reading Assessment by Teacher Professional Program (PPG) Graduates in Junior High School in Mojokerto East Java. Thesis, Program Studi S-2 Pendidikan Bahasa Dan Sastra, Fakultas Bahasa Dan Seni, Universitas Negeri Surabaya. Pembimbing: (I) Syafi'ul Anam, Ph.D. and (II) Ahmad Munir, S.Pd., M.Ed., Ph.D.
 
Kata kunci: Differentiated Reading Assessment, Program Pendidikan Profesi Guru (PPG), Kualitas asesmen membaca, Tantangan dalam Implementasi Asesmen Terdiferensiasi
 
Penelitian ini mengkaji penerapan Differentiated Reading Assessment (DRA) oleh lulusan Program Pendidikan Profesi Guru (PPG) pada jenjang Sekolah Menengah Pertama (SMP) di Mojokerto, Jawa Timur. Seiring dengan meningkatnya keberagaman siswa di Indonesia dan semakin besarnya perhatian terhadap kelas inklusif, asesmen yang terdiferensiasi menjadi sangat penting—terutama dalam pembelajaran membaca bahasa Inggris—untuk mengakomodasi perbedaan kebutuhan belajar, latar belakang, dan tingkat kemampuan siswa. Meskipun nilai penting dari DRA telah diakui secara luas, masih sedikit diketahui tentang bagaimana lulusan PPG menerapkannya di lapangan.
Dengan pendekatan studi kasus kualitatif, penelitian ini melibatkan dua guru lulusan PPG dan konteks pengajaran mereka, yakni di kelas akselerasi (Cerdas Istimewa) dan program Tahfiz (fokus pada hafalan Al-Qur’an). Teknik pengumpulan data mencakup wawancara semi-terstruktur, observasi kelas, serta analisis dokumen berupa RPP dan instrumen penilaian. Analisis difokuskan pada tiga aspek: (1) penggunaan DRA untuk mendukung pengajaran, (2) kualitas asesmen ditinjau dari kepraktisan, validitas, keadilan, dan reliabilitas, serta (3) tantangan yang dihadapi guru.
Hasil penelitian menunjukkan bahwa kedua guru mengintegrasikan DRA dalam berbagai bentuk, termasuk asesmen multimodal dan formatif, untuk menyesuaikan dengan kebutuhan siswa secara individual dan kelompok. Kualitas asesmen dikategorikan dalam tingkat cukup hingga baik, terutama pada aspek kepraktisan dan keadilan. Namun, masih ditemukan kendala dalam aspek validitas dan kesesuaian tugas dengan keterampilan membaca tingkat tinggi. Guru juga menghadapi tantangan utama berupa keterbatasan waktu, minimnya sumber daya, kurangnya pelatihan tentang asesmen terdiferensiasi, serta kebijakan sekolah yang belum mendukung.
Penelitian ini berkontribusi pada literatur yang masih berkembang tentang asesmen terdiferensiasi dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing (EFL) di Indonesia. Temuan ini menegaskan pentingnya pelatihan sistematis mengenai asesmen membaca dalam program PPG serta perlunya dukungan kelembagaan untuk memperkuat asesmen yang inklusif dan berpusat pada siswa di dalam kelas.

ABSTRACT

Isnaini, Moh, 2025. Differentiated Reading Assessment by Teacher Professional Program (PPG) Graduates in Junior High School in Mojokerto East Java. Thesis, Study Program of Master in Language and Literature Education, Faculty of Language and Art, Universitas Negeri Surabaya. Supervisors: (I) Syafi'ul Anam, Ph.D. and (II) Ahmad Munir, S.Pd., M.Ed., Ph.D.

 
Keywords: Differentiated Reading Assessment, Teacher Professional Program (PPG), Quality of reading assessment, Challenges in Implementing Differentiated Assessment
 
This research examines the application of Differentiated Reading Assessment (DRA) by the graduates of the Teacher Professional Program (Pendidikan Profesi Guru/PPG) for Junior High School in Mojokerto, East Java. With diversity among Indonesian students on the rise and with more attention paid to an inclusive classroom, differentiated assessment is important—especially in English reading instruction—to accommodate students’ different learning needs, backgrounds, and levels. While the value of DRA is well recognised, little is known about how PPG graduates actually use it.
Adopting a qualitative case study approach, the study included two PPG graduates and their respective teaching to compare their competences of teaching: an accelerated (Cerdas Istimewa) class, and Tahfiz (Qur’an memorization) program. The instrument for data collection was a semi-structured interview alongside classroom observations and document analysis of lesson plans and assessment instruments. An analysis is described in the areas of (1) use of the DRA to inform instruction, (2) quality of assessment in terms of being practical, valid, fair, and reliable, and (3) teacher challenges.
The results show both teachers integrated different in ways, formant and multimodal assessment, to address their individual students, cluster affiliation need. The ratings indicated fair-good quality, and fair-good evidence of practicality. But problems remained with validity and correlating tasks with complex or higher level reading skills. Shortage of time, lack of resources and being not trained on differentiated assessment, unfriendly policies emerged as teachers’ major challenges.
This research contributes to an emerging literature on differentiated assessment in an Indonesian EFL context. It highlights the necessity for systematic training in reading assessment in the PPG program and institutional support to improve the inclusive, student-driven assessment in classrooms.