Teachers’ And Parents’ Perception of The Use of Rubric In Assessing Speaking Ability to Young Learners of EFL

zulfikar fuad; siti zulaiha, ma., ph.d.; dr. syaadiah arifin, m.pd.;

The purpose of this study is to determine teachers’ and parents’ perception on the use of rubric and to find out the difficulties experience by English teachers in SDIT Asy-Syukriyyah Tangerang in implementing rubric as a language assessment. The availability sampling method was used to determine teachers’ and parents’ perception on the use of rubric. The study conducted with four English teachers and eighty- eight parents. To collect the data, the researcher use interview for the teachers and questionnaire for the parents. This research took a case study method based on the phenomenon on the field. In addition, it used the approach of qualitative approach. As the result, it was determined that the teachers partially adequate in preparing and applying a rubric and face some difficulty in these process, mostly because of limited level of knowledge about rubric, time limitation and big classes, these partly affected their practice with these tools. Meanwhile, parents have a perception that rubric is important, the criteria in rubric should be informed to the parents to help their children before the speaking test conducted. Besides, parents can see the strength and weaknesses of their children through rubric. Other finding showed that one teacher does not want to design a rubric and share the criteria in rubric to the parents, because of the consequences. If she designs a rubric before the test, the consequences she has to make the result about the test through rubric and it need much time. However, the criteria in rubric should be informed to the parents and the student before the test conducted. It is useful for the students to prepare themselves and to train themselves before the test. Finally, it was found that teachers were always objective and tolerant in giving scores when scoring with rubric, never giving scores or grading without looking at the performance. Not ideally making a rubric, but teachers have notes or report about the performance.