Class Performance, A Step toward An Authentic Assessment in Teaching English to Young Learners

Nur Fatimah



Communicative language teaching leads language learners to be able to use the language in real-life or real-life like situations. Through the learning activities, the learners are facilitated to use the language for communicative performance in the target language. Class performance is one of the activities enabling the learners to use their knowledge and to apply their skills in the demanded communication event(s). The performance provides a situation where learners can develop different skills. During the performance tasks, the teacher can observe, monitor and at the same time, the teacher can get ideas to prepare an authentic assessment. To deal with these pedagogical issues in teaching English to young learners (TEYL), the writer of this paper discusses the benefits of performance, the practice of class performance in TEYL and some insights for a performance and authentic assessment.


performance, authentic assessment, young learners

Full Text:




Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education, Inc.

--------------. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education, Inc.

Cameron, L. and P. McKay. 2010. Bringing Creative Teaching into the Young Learner Classroom. Oxford: Oxford University Press.

Cameron, L. 2001.Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Diptoadi, V. et al. 2009. Becoming a Creative Teacher: A Manual for Teaching English to Indonesian Elementary Students. Jakarta: RELO in collaboration with LBI FIPB Universitas Indonesia.

Leung, C. 2005. Classroom teacher assessment of second language development: Construct as practice. In E. Hinkel (ed) Handbook of Research in Second Language Teaching and Learning. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.

Mixon, M. and P. Temu. 2006. First road to learning language through stories. English Teaching Forum, Volume 44, Number 2. Pp 14-17.

Puchta, H. And M. Rinvolucri. 2005. Multiple Intelligences in EFL. Cambridge: Cambridge University Press.

Puppin, L. 2007. A paradigm shift: From Paper-and-pencis tests to performance-based assessment. English Teaching Forum, Volume 45, Number 4, pp 10 – 17

Richards, J.C. and R. Schmidt. 2010. Longman Dictionary of Language Teaching and Applied Linguistics. Harlow: Pearson Education Limited.

Shin, J.K. 2006. Ten helpful ideas for teaching English to young learners. English Teaching Forum, Volume 44, Number 2, pp 2 – 13

----------.2007. Developing dynamic units for EFL. English Teaching Forum, volume 45 Number 2, pp 2 – 8.

Slattery, M. and J. Willis. 2001. English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford: Oxford University Press.

Wright, A. 1995. Storytelling with Children. Oxford: Oxford University Press.

Zalta, G. 2006. Using Drama with Children. English Teaching Forum, Volume 44, Number 2, pp 24 – 27.


Article Metrics

Abstract view : 0 times
PDF - 0 times


  • There are currently no refbacks.

Copyright (c) 2021 Nur Fatimah

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

ADJES (Ahmad Dahlan Journal of English Studies)

ISSN: 2356-5012, e-ISSN: 2477-2879

Published by Universitas Ahmad Dahlan


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


View ADJES Stats