This research was aimed at finding out the English teachers‟ perception of authentic assessment in the 2013 curriculum at four different senior high schools. Namely SMA N 01 Maos, SMA N 01 Sampang, SMA N 01 Kroya, and SMK Muhammadiyah Sampang in academic year 2018/2019. The method used in this research was descriptive survey. The total number of the samples was 11 teachers. The techniques of data collection were questionnaire and interview. The result showed that the scale of English teachers‟ perception belongs to “positive” perception. This research consisted of four indicators, as follows; the concept of authentic assessment (99%) of English teachers had positive perception. Meanwhile, in regard to the types of authentic assessment (98%) of English teachers had positive perception. Furthermore, dealing with the steps of authentic assessment (99%) of English teachers had positive perception. Then, concerning the strengths and weakness of authentic assessment (85%) of English teachers also had positive perception. The teachers basically supported this assessement to implement in English language teaching classroom. However, the limited time in English teaching classroom brought an obstacle for the teachers. The teachers perceived that they need more time to apply this assessment since the assessment is not practical and the number of students is large. Therefore, the teachers also claimed they need technique to teach a large number of students and they need more simplified assessment rubric format.