Windi T. Gang Pengarang MARCELINUS YERI FERNANDEZ AKOLI Dosen Pembimbing 2 LAURENSIUS KIAN BERA Dosen Pembimbing 1 Fransiskus Bustan Ketua Penguji Marcelinus Yeri Fernandez Akoli Penguji 1 Laurensius Kian Bera Penguji 2

The aims of this study are (1) To find out types of independent curriculum assessment. (2) To describe the implementation of independent curriculum assessment. (3) To find out the barriers faced by teacher in implementing the assessment. The research problems of this study are (1) What are the types of independent curriculum assessment in English subjects of grade X at SMA Negeri 7 Kupang. (2) How is the implementation of independent curriculum assessment in English subject of grade X at SMA Negeri 7 Kupang. (3)What are the barriers faced by teachers in implementing independent curriculum assessment. This research used a descriptive qualitative method. The data resource of this research was taken from four informants of English teachers and used observation, interview, recording, and note-taking to collect the data. The researcher analyzed the data by identifying, classifying, and analyzing the data. Based on the results of the interview, it is shown that there are three types of independent curriculum assessment. The first, diagnostic assessment is process to obtain information about students’knowledge, skills, and abilities to determine a starting point for instruction. The second, Formative assessment refers to the ongoing process of gathering information and feedback on students’ understanding, knowledge, and skills throughout the learning process. The last, summative assessment refers to method of evaluating a student’s learning at the end of a specific instructional period or unit to determine the extent of their material. The implementation of independent curriculum assessment was carried out in several steps namely assessment planning, instrument development,implementation of assessment, analysis and interpretation, feedback and follow-up and assessment report. Therefore, the assessment can run effectively and improve students’ learning outcomes. The barriers faced by teachers in implementing the assessment are the lack of understanding among teachers in developing rubrics, the large number of students, time constraints and lack ability to narrate students’ achievement. Keywords: Independent Curriculum, Implementation, Assessment