ASSESSMENT IN ENGLISH LANGUAGE TEACHING

By Eka Septiana (0203517051)

Graduate Program
State University of Semarang

TOPIC: THE EFFECTIVENESS OF NATIONAL EXAMINATION

A. LIST OF JOURNAL ARTICLES AND WHAT HAVE BEEN DONE BY THE

RESEARCHERS ON THEIR RESEARCH

1) The backwash effect of the test items in the achievement exams in preparatory
classes
The purpose of the study is to give insights about the four language skills and
language use assessed in achievement tests and the possible backwash effect of the
items on both learning/teaching processes in English preparatory classes at the tertiary
level. The results have revealed that reading skill and subskills, language use and
vocabulary knowledge are assessed in the achievement tests by all institutions.
However, listening, writing and speaking skills are assessed by 70 % of the
institutions. In addition, 15% of them also assess translation in their achievement tests.
All in all, four language skills and their subskills are tested to some extent in almost
all institutions.

2) National Examination and the Quality of Education in Indonesia

The researcher did a historical analysis, field observation, and interview
techniques to answer the question about the needs and effectiveness of the national
examination as a tool of educational quality assurance in Indonesia. The researcher
elaborate some arguments from the proponents and opponents of National
examination. In this journal article, the researchers conclude that the national
examination is still needed whether as a tool of educational quality assurance, and as
an instrument to maintain the unity of the country.

3) National Exam in Indonesia and Its Implications to the Teaching and Learning of
English
The change of the status of the National Exam (NE) from high-stakes testing
to low-stakes testing inspired the researchers to explore its effects on the teaching and
learning of English. This study tried to investigate how English teachers taught their
students to prepare NE at senior high schools in two different functions by involving
six English teachers from three schools varying in the quality in terms of the schools’
 demography, academic achievement, and facilities. The study was also strengthened
by a set of secondary data from the results of the NE in 2015. The result of study
involving the six teachers shows that the higher the quality of the schools the less they
are affected by the change of the functions of the NE. The result of the analysis
involving the secondary data shows that in spite of the change of its function, the NE
tends to remain a high-stakes testing.

4) The Washback Effect of the English National Examination (ENE) on English

Teachers’ Classroom Teaching and Students’ Learning
The researchers want to explore the washback effects of the English National
Examination (ENE) in Indonesian secondary education context, involving three
Secondary Schools categorized based on their NE achievement. The results of the study
indicate that English teachers and students from the schools involved have different
perceptions on the ENE. The English National Examination has an influential impact
on teachers’ teaching in the aspect of: activity/time arrangement, teaching materials,
teaching contents, teaching methods, teaching strategies, ways of assessing, and on the
feelings and attitudes of the students. The ENE also affects the students’ learning in the
classroom in which teachers mainly teach to test, practice the test and develop test-
taking strategies. The dimensions of the washback effect of the ENE on both English
teachers and students are negative and positive, strong, specific and for a short period
time.

5) Does the National Examination of English Subject in Indonesia Test What Should
Be Tested?
This article examines the content validity of the test items of English National
Examination held by the Indonesian government. The analysis is done by comparing
the objectives of English teaching and learning at junior and senior high schools, which
are mentioned by the implemented curriculum, with the test items given in English
National Examination. The result shows that the English National Examination does
not have content-evidence of validity. The researchers can say so since the test-items
do not cover all sections required by the curriculum which are listening, speaking,
reading, and writing.
B. WHAT NEXT TO BE DONE BY THE RESEARCHERS ON THE NEXT
RESEARCHER
1) Journal 1
The researcher recommends the next researcher to focus on the testing offices.
They should produce items/tasks which are more contextual and communicative in
which learners will feel flexible to respond to carry out the required tasks without too
much anxiety to make mistakes is in real life. The achievement tests should be
designed on skill based rather than knowledge based test items/tasks.
2) Journal 2
The researchers suggest the next researchers of the latter purpose to strengthen
Indonesian nationalism through education. The UN is still able to play its role as an
instrument of distribution and improvement of the quality of education though it does
not affect the passing criteria as long as its system is continuously improved.
Therefore, the UN should not be removed. Rather its system and implementation that
should be improved.
3) Journal 3
The researchers in this journal article imply that more in-depth and/or comprehensive
studies should be conducted to investigate (1) possible relationships between the ways
of preparing students for a high-stake testing and the levels of professionalism of the
teachers, the quality of the schools, and (2) possible causal relationship between
integrity of the schools in implementing and the students in taking a high-stake testing,
and (3) what really makes an exam a high-stake testing.
4) Journal 4
The suggestion from the researchers is that testing offices should produce items/tasks
which are more contextual and communicative in which learners will feel flexible to
respond to carry out the required tasks without too much anxiety to make mistakes is
in real life. The achievement tests should be designed on skill based rather than
knowledge based test items/tasks. So, the next researchers can find the effective test
items/tasks to assess the students.
5) Journal 5
From the explanation of the journal, it concludes that the English national examination
does not have content-evidence of validity. It can say so since the test-items do not
contain all sections required by the curriculum which are listening, speaking, reading,
and writing. The researchers consider the content-coverage of the examination of the
 English national examination does not cover all of the learning objectives required by
the implemented curriculum. The next researcher can find the better assessment for
students especially in English national examination that cover all the learning
objectives required by the curriculum.

C. WHICH AREA DO YOU WISH TO EXPLORE AND WHY

The area that I want to explore is the effectiveness of National examination in form
of students’ and teachers’ point of view. Specifically, I want to explore the effective test-
items for assessing the four language skills (listening, reading, speaking, and writing) that
can be simply implemented by teachers and students. According to Rukmini and Jumaroh
(2015) that the English National Examination does not have content-evidence of validity
since since the test-items do not cover all sections required by the curriculum which are
listening, speaking, reading, and writing. Parker (2012) suggests the next researcher should
find the very effective approach to create needs for the learners to focus on four language
skills. So, I wish to explore the test-items that covers all the sections required of four
language skills, language use, and vocabulary. The complementary of them is a good way
for their academic life as the tests items/tasks have tendency to assess performance rather
than language knowledge solely.

REFERENCES

Alhadza, Abdullah & Zulkifli M. (2017). National Examination and The Quality of Education
in Indonesia. Advances in Social Sciences Research Journal, 4(21), 1-12.
doi:10.14738/assrj.421.3613.

Parker, Turan. (2013). The Backwash Effect of the Test Items in the Achievment Exams in
Preparatory Classes. Procedia-Social and Behavioral Sciences,70, 1463-1471.

Rukmini, Dwi & Jumaroh. (2015). Does the National Examination of English Subject in
Indoensia Test What Should be Tested?. Ragam Journal Pengembangan Humaniora,
15(3), 136-144.

Saukah, Ali & Agus Eko Cahyono. (2015). National Exam in Indonesia and Its Implications to
the Teaching and Learning of English. Jurnal Penelitian dan Evaluasi Pendidikan,
19(2), 234-255.
Sukyadi, Didi & Ridha Mardiani. (2011). The Washback Effect of the English National
Examination (ENE) on English Teachers’ Classroom Teaching and Students’ Leaning,
13(1), 96-111.