The Development of Authentic Assessment Instruments on Drama Text Learning for Students of Class VIII in Junior High School 6 Tebing Tinggi

This study aims to know the development of authentic assessment instruments on drama text learning for students of class VIII in Junior High School 6 Tebing Tinggi. This study used random sampling. The sample were 32 student and 3 teacher. The quality of authentic assessment instruments in drama text learning is obtained from the results of validation and assessment given by material experts, expert evaluations, teacher responses, and student responses. The result shows that the average value of the student's pretest was 68.56. Based on the average value of the student pretest data, it can be concluded that the ability of students does not experience a significant high increase and has not reached KKM. Learning by using authentic assessment instruments on drama text learning gained an average of 80.97. The lowest student score is 70 and the highest was 98. Based on the average value of student posttest data, it can be concluded that the ability of students to experience a significant increase was high and reaches KKM as expected. The effectiveness of the assessment instrument developed was 80.97% and the effectiveness before using the valuation instrument was 68.56%. Therefore, the level of students' ability to answer drama text questions increases after the product of authentic assessment instruments in drama text learning was applied in learning.


I. Introduction
The curriculum is very influential on the development of learning. The curriculum consists of Competency Standards and Basic Competencies which are the reference standards of ability that must be mastered by students. In this regard, competence is demonstrated by students through performance in the learning process.
The curriculum according to Law No. 20 of 2003 concerning the National Education System. "In the Law it is stated that the curriculum is a set of plans and arrangements regarding the content and material of the lesson as well as the methods used as guidelines for the implementation of teaching and learning activities". The curriculum is a container that will determine the direction of education. The success of an education depends on the curriculum used.
Starting in July 2013, the government has enacted a new curriculum called the 2013 Curriculum. The enactment of the 2013 curriculum emphasizes activity-based learning, so the assessment places more emphasis on process assessment both on aspects of attitudes, knowledge, and skills. Curriculum, learning process, and assessment of learning processes and outcomes are important components in learning activities. These components are interrelated with one another.
The learning process is an effort to achieve Basic Competencies formulated in the curriculum. Meanwhile, assessment activities are carried out to measure and assess the level of achievement of Basic Competence. Assessment is also used to determine the strengths and weaknesses in the learning process, so that it can be used as a basis for decision making, and improvement of the learning process that has been done. Therefore, a good curriculum and the

Drama
Drama is one of the literary works that presents a storyline with the actors who are in charge of conveying the whole story. Endraswara, (2011: 264) says that drama or theater are performances that occur in the human world. The performers of course are human beings who are good at boarding. Mastering means being good at polishing situations, can be oily in water, can express what is not real, and imaginative. Furthermore, Rosmawaty (2011: 51) explains that drama is a collective work coordinated by the director, namely theater work with the skills and expertise to lead the actresses and technical workers in the performance.
In line with the above, Kosasih (2012: 132), explained the meaning of drama as a form of literary work aimed at describing life by conveying conflict and emotion through conduct and dialogue. Drama becomes a medium in describing imagination based on sensations that have been obtained from the dynamics of the reality of human life. Dialogue on drama scripts is a medium in describing stories. Some of the meanings above, it can be concluded that drama is a literary work that depicts daily life by conveying the conduct and emotions and character of the actor through staged behavior or dialogue.

Classification of Figures
Characterization is closely related to disposition. The character's figure will be seen in the dialogue and instructions for acting or side instructions. The type and color of the dialogue shows the character of the character. Based on the role of the story there are protagonists, antagonists, and tritagonists. The protagonist is a character who supports the story. This main character is usually assisted by other figures involved in the story. An antagonist, is a character who opposes the story. Usually there is one antagonist and some of his helpers who oppose the story. Tritagonist figure is a supporting character, both for the protagonist and for the antagonist.
Based on their roles and functions in the play, there is a central figure

III. Research Methods
The study was conducted at Junior High School 6 Tebing Tinggi, located on Gatot Subroto Street Km 5, Tebing Tinggi. The study was conducted in even semester of 2018/2019 Learning Year. Data and data sources of this study were teachers and eighth grade students of Junior High School 6 Tebing Tinggi. Looking at the effectiveness of the product which being developed, the researcher only takes samples using random sampling techniques, or random samples, or mixed samples. The researcher took a sample of 32 students and 3 teachers.

IV. Discussion
The process of developing authentic assessment instruments for drama text learning is carried out in several stages, namely preliminary studies, initial product development, and product trials. Based on the table above it is known that some Indonesian language teachers of Junior High School 6 Tebing Tinggi (66.7%) stated that they knew authentic assessment instruments, while 29 students or 90.6% of the total students stated that they did not know authentic assessment instruments. All teachers and students (100%) stated that they had never used authentic assessment in drama text learning activities developed in the learning process. All teachers (100%) stated that they needed authentic assessment instruments specifically developed in drama text learning material developed in accordance with the 2013 curriculum in the learning process and 26 students or 81.3% of the total students stated that they needed authentic assessment instruments specifically developed on the material drama text learning developed in the learning process.
The cover is designed according to the characteristics of the text used in product development that is drama text. The drama text has three dimensions, namely writing (literature), movement, and speech. Movement in this case is the gesture and expression of the character when playing a role in the drama. There are two faces like masks that can be interpreted as expressions on the cover of the product being developed. First, facial expressions express sadness like the expression of a drama character who plays a sad role in the drama. Secondly, facial expressions express happiness like the expression of a drama character who plays a happy role in drama. The color of the cover only consists of three colors, namely black, white, and red. The cover also contains the title of the appraisal device contents, the identity of the author, and the identity of the supervisor. The cover image can be seen below.

Figure 1 Cover of the Assessment Instrument
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume 2, No 3, July 2019, Page: 312-332 e-ISSN: 2655-1470(Online), p-ISSN: 2655-2647 www. Discussion of the content of authentic assessment instruments on drama text learning starting from the preface, table of contents, bibliography, to the glossary more clearly can be seen in the picture of the contents of the assessment instrument below.

Figure 2 Table of Contents of Assessment Instruments
Authentic assessment instruments in drama text learning consist of 2 chapters. Each chapter contains a different study. The first chapter contains the concept of authentic assessment, forms of authentic assessment and sub-study, taxonomy of bloom and sub-studies, operational verbs (KKO) and psychomotor domain tables. The second chapter contains the substance of the instrument for authentic assessment of drama text learning, namely the analysis of KI, KD to indicators, the distribution of basic competencies in drama text learning; KD 3.15,KD 4.15,KD 3.16,and KD 4.16. More details on the picture can be seen below.  The number of multiple choice test questions on the product is ten questions in each basic competency. Authentic assessment instruments in drama text learning developed have four basic competencies in drama text learning; KD 3.15,KD 4.15,KD 3.16,and KD 4.16. Therefore, there are forty multiple choice tests in the assessment instrument. The description of multiple choice questions can be seen below. Knowledge assessment instruments that can be used by the teacher are written tests and assignment tests. Written essay tests are done by referring to the drama text that has been provided. Five questions that are made cannot be separated from the drama text. The description of the drama text and questions from written essays can be seen below.  From the table above shows that 6 items of description are at the valid level and 4 items are invalid. This refers to the rules of validity, i.e. If r count> r table, the item is valid and if rcount <rtable, the item is invalid. Therefore 6 items can be used because they are valid criteria.

Figure 5. The Written Essay Test
Different test power tests separate smart students and less intelligent students to know the level of goodness of each item. Different power criteria are 0.00 <D <0.20: bad, 0.21 <D <0.40: enough, 0.41 <D <0.70: good, 0.71 <D <1.00: very good. Based on the calculation of the different power in the attachment that 4 questions have different power on sufficient criteria (the question is revised), 3 questions on the criteria are good (the question is accepted), and 3 questions in the criteria are bad (rejected).
Difficulty level test aims to capture subjects who answer test items correctly. The criteria for difficulty level are 0.00 <P <0.30: too difficult, 0.30 <p <0.70: moderate, and 0.70 <p <1.00: too easy. Based on the calculation of the level of difficulty in the appendix, it can be seen that 5 questions have the criteria of the level of difficulty "easy" which means the question is accepted. Questions that have the criteria of "moderate" difficulty level are 5 questions. Some questions have moderate or easy and invalid criteria, so the question is not used. Based on these categories 2 questions have criteria for "invalid" validity and medium difficulty criteria. Therefore, 2 the matter is discarded / not used.
The expert instrument assessment material validates the product that has been developed. Validation of the assessment instrument material was carried out by Prof. Amrin Saragih, MA, And Dr. Shafwan Hadi Umry, M. Hum., who are the lecturer at Medan State University. The assessment of the assessment instrument material was carried out to improve the quality of the material in the assessment instruments developed. Product validation is carried out until it meets the criteria valid / feasible to be used in the field according to the validator.
The data from the expert validation of the material for authentic assessment instruments in drama text learning by validator I are Prof. Amrin Saragih, MA., Can be seen in the table below:  The data from the expert validation of the material for authentic assessment instruments on drama text learning by validator II were Dr. Shafwan Hadi Umry, M.Hum., Can be seen in the table below.   The assessment is consistent with having accurate scoring guidelines 75% Good

Average Amount of All Sub Components 91,5% Very Good
The Evaluation Expert assessed that the test instruments and material on the product of authentic assessment instruments in drama text learning developed had an average percentage score of 91.5% with the criteria of "very good". The average percentage results are obtained based on the sub-component of material suitability with basic competencies, presenting competencies that must be mastered by students, material accuracy, and authentic assessment. The percentage results of each sub-component can be seen in the table below. Average 91,5% Very Good The results of expert evaluation validation for the assessment instrument in the subcomponent of material suitability with basic competencies had an average percentage of 94% with the criteria of "very good". The sub component presents competencies that must be mastered by students having an average percentage of 88 %% with the criteria of "very good". Sub-component of material accuracy has an average percentage of 94% with the criteria of "very good". The sub component of authentic assessment has an average percentage of 90% with the criteria of "very good". The average percentage of all sub-components is 91.5% with the criteria of "very good". This means that the authentic assessment instrument in drama text learning developed has good quality worthy of being tested on the field without revisions from the validator.
The evaluation expert for the assessment instrument is Dr. Surya Masniari Hutagalung, S.Pd., M.Pd. which is a validator II. Data from the validation results by experts evaluating the quality of the assessment instruments developed can be seen in the table below. The results of the validation of expert evaluations I and II for the assessment instruments in the sub-component of material suitability with basic competencies had an average percentage of 91% with the criteria of "very good". The results of the validation of expert evaluations I and II in the sub-component present the competencies that must be mastered by students have an average percentage of 81.25% with the criteria of "very good". The results of the validation of expert evaluations I and II on the sub-component of material accuracy have an average percentage of 90.63% with the criteria of "very good". The validation results of expert evaluations I and II in the sub-component of authentic assessment have an average percentage of 91.25% with the criteria of "very good". The average percentage of all sub-components by evaluation experts I and II is 89% with the criteria of "very good". This means that the authentic assessment instrument for drama text learning developed has good quality. Therefore, an authentic assessment instrument for drama text learning is worthy of being tested in the field.  Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume 2, No 3, July 2019, Page: 312-332 e-ISSN: 2655-1470(Online), p-ISSN: 2655-2647 www.

V. Conclusion
The quality of authentic assessment instruments on drama text learning is obtained from the results of validation and assessment given by material experts, evaluation experts, teacher responses, and student responses. Based on the assessment of the design experts, evaluation experts, Indonesian language teacher assessment, and student responses. The product is known to have good quality and is worth after using the validity analysis of the product using the Sugiyono formula, then the classification of scores in the form of percentages is interpreted with qualitative sentences. The product is said to be worth for use when it reaches a score of 61% ≤ X <80% with the criteria of "good" and a score of 81% ≤ X <100% with the criteria of "very good". The product is feasible to use if it is in the criteria of "good" and "very good" with a note "without any revisions". The average percentage of all sub-components from the results of validation of design experts I and II is 81% with the criteria of "very good". The average percentage of all sub-components from the validation of material experts I and II is 88.83% with the criteria of "very good". The average percentage of all sub-components by evaluation experts I and II is 89% with the criteria of "very good". The results of the teacher's response to the authentic assessment instruments in drama text learning developed have an average percentage of 91.66% with the criteria of "very good". The results of student responses to the assessment instrument obtained the average percentage of the overall limited field test was 92.71% with the criteria of "very good".
The level of students' ability to answer drama text questions was obtained from the trials conducted by giving pretest and posttest to class VIII students of Junior High Scool 6 Tebing Tinggi, which amounted 32 students. The lowest value of students seen from the results of the pretest was 52 and the highest was 82. The average value of the student's pretest was 68.56. Based on the average value of the student pretest data above, it can be concluded that the ability of students does not experience a significant high increase and has not reached KKM. Learning by using authentic assessment instruments on drama text learning gained an average of 80.97. The lowest student score is 70 and the highest was 98. Based on the average value of student posttest data above, it can be concluded that the ability of students to experience a significant Individual Trial Small Group Trial Limited Field Trials increase was high and reaches KKM as expected. The effectiveness of the assessment instrument developed was 80.97% and the effectiveness before using the valuation instrument was 68.56%. Therefore, the level of students' ability to answer drama text questions increases after the product of authentic assessment instruments in drama text learning was applied in learning.