Authentic Assessment Practices of Speaking Skills in EFL Classes: English Teachers’ Perspectives

Authors

Haris Sugianto,

Islamic University of Malang, Indonesia.

Publication Details

Journal: Vijoriya International Journal for Research & Innovation
ISSN: 3107-9806
Volume: 2     Issue: 1
Year: January – June 2026
Published on: 7 April, 2026
Pages: 11–21

DOI: https://doi.org/10.65595/vijri.v2i1.002

Abstract

This study reports an interview study of three vocational high school teachers in East Java regarding their perceptions of conducting authentic assessments in speaking classes. This study investigates how authentic assessment is applied in the speaking class and what the obstacles faced by teachers are. The researcher uses a descriptive qualitative design that focuses the analysis on describing the research object in the form of a narrative and avoids the use of numerical or statistical data in data analysis. The findings of this study revealed that this authentic assessment was very good for students because students were actively involved in the teaching and learning process and were able to complete all the tasks assigned to them. However, other findings also revealed that teachers experienced certain problems, such as requiring more time because it used project-based and performance-based assessments and lack of confidence in students at the beginning of giving assignments.

Keywords: Assessment, authentic assessment, speaking skill

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Cite this Article

Sugianto, H. (2026). Authentic Assessment Practices of Speaking Skills in EFL Classes: English Teachers’ Perspectives. Vijoriya International Journal for Research & Innovation, 2(1), January– June 2026. ISSN: 3107-9806. https://doi.org/10.65595/vijri.v2i1.002