Abstract
The present study was part of a larger study concerned with examining whether students perceived the use of the national standardized test policy was taking the teaching and learning English at schools in the right direction. A total of 267 completed questionnaires received from year 1, 2, and 3 students enrolled at a public university English education program, Indonesia and answered a questionnaire addressing test preparation activities, controversial testing practices, and the use and accuracy of the national standardized test. This study shed light on our understanding of how participants perceived the national standardized test policy had changed the process of teaching and learning English in the classroom.
Highlights
Standardized testing has been part of the educational process in Indonesia and plays a key role in the education system
The purpose of this study was to examine whether students perceived the use of the national standardized exam policy was taking the teaching and learning English at schools in the right direction
This paper was part of a larger study to examine whether students perceived the use of the national standardized exam policy was taking the teaching and learning English at schools in the right direction
Summary
Standardized testing has been part of the educational process in Indonesia and plays a key role in the education system. The tests results can be used to measure the teachers’ and students’ strengths and weaknesses as a basis for planning educational programs and can inform the degree to which teaching and learning process are working in the classroom and inform policymakers about choices they want to take (Mukminin et al, 2013; Phelps, 2010; Dolezalek, 2009). Shepard and Dougherty (1991) who investigated the effects the high-stakes testing on instruction by surveying 360 teachers in grades 3, 5 and 6 They found that participants received pressure from district administration and media to improve test scores as a result participants just focused on giving basic skill instruction and giving more time on test preparation. In Indonesia, Mukminin et al (2013) who studied the voices of English teachers found that the national standardized exam had brought undesirable concerns on education
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