English National Examination Research Articles

The Washback Effect of The English National Examination Toward English Teachers, Students, Stakeholders and Parents

This research was conducted to measure the washback effect on students, English teachers, stakeholders, and parents of students from the implementation of the National Examination. This research study is a qualitative research design; Data collection techniques in this study were interviews and questionnaires. The results of this study are that the English National Examination have a negative effect rather than a positive effect. The method teachers have used in the teaching and learning process, focusing on preparation for the English National Examination, tends to emphasize reading skills and override other English skills. Then students facing the National Examination tend to be divided into several groups; some relax without studying, but some students feel worried and afraid of being unable to pass the National Examination. National Examination activities for schools certainly impact many things, especially facilities and infrastructure that must be prepared as well as possible by schools so that the National Examination can run well. For parents of students, National Examination activities also affect the pattern of education at home; parents must provide more understanding and advice to their children to study more seriously.

THE PROFILE OF ENGLISH EXAMINATION RESULTS OF SENIOR HIGH SCHOOLS IN NUNUKAN REGENCY

This research aimed to find out whether there was any significant difference in English National Examination results by considering school status, school accreditation, major, gender, and students’ achievement. This research employed a causal-comparative design. The sample of this research was 1,728 students of Senior High Schools in Nunukan regency in the 2018/2019 academic year. Based on the results of data analysis, it was found that (1) the students in public schools were better than those in private schools, (2) the school accreditations did not give any differences in the English National Examination results where the schools with lower accreditation apparently had better English National examination results, (3) the students in natural science were better than those in social science, (4) the female students were better than male students, and (5) the English national examination results were in a low category. The students who got higher scores in English National Examination would acquire higher scores in National Examination (NUN).Â

Evaluation of English Texts' Readability in National Examination in Indonesia

The National Examination is still considered one of the main national-scale tests. As one of the subjects tested, English has used many texts in National Examination. This study evaluates the quality of reading texts' readability in the English National Examination for Junior High School from 2014/2015-2018/2019. 2019/2020 and 2020/2021 are not tested due to their cancellation under the health protocol implemented by the government. The study follows the quantitative descriptive evaluation approach. The SMOG formula is used to measure the texts' readability. From the last five English National Examination tests, 31 texts were tested. There are three aspects evaluated: the number of texts per test, words per text, and readability. The study results showed that there are 87 texts used in total from 2014-2015 to 2018/2019. Among them, only 31 texts exceed 150 words. The average texts quantity is 6,2, and the annual growth is 13,6%. The average number of words per text is 224,1, and the yearly growth is 4,6%. The main aspect, the average score of texts readability is 9,71 or at the level "Easy to Read" suitable to 6th Grader, and the annual growth of texts' readability is 3,9%. The study results show an improvement in quantity and quality, specifically for the readability, of the texts used in the English National Examination.

Analysis of readability of reading texts on English national examination on junior high school

This research aims to find out whether texts in the English National Examination at Junior High School. Conform with students' readability level or not. This research is research that uses quantitative methods. It aims to investigate the readability of the texts used in the English national examination texts for junior high school students. Subjects are 8 texts used in the English national examination texts. The instrument used to collect data is the Flesch Reading Ease readability formula. The results of the study it was found that the reading text on the National Examination test was not suitable for junior high school students. Based on the readability formula for the eight reading texts, there are 4 texts in the very easy category, in the easy category there is 1 text, in the quite difficult category there is 1 and there are only 2 reading texts that are suitable for students who are included in the standard category and are fairly easy. For those interested in studying readability, besides Flesch reading ease formula. The writer hopes this research can give more information for further research. The author expected to pay attention to producing better texts which suitable with the level of the students’ readability as the good text can help students to get a high score.

The Realization of Brown’s Theory of Assessing Reading on Reading Section of English National Examination

This study is concerned with the realization of Brown’s theory of assessing reading on the English national examination. This study focused on the English national examination for junior high schools in the academic year 2018/2019. It aimed to know what types of assessing reading were used and what the most dominant types were used on the English national examination based on the realization of Brown’s theory. The qualitative approach was employed. The method of analysis used was descriptive research. Based on the data analysis, there was only one type of the four types of reading assessment which was implemented on the English national examination. It was interactive reading. The tasks which were used in interactive reading are impromptu reading plus comprehension question as many as 49 questions which are included in 17 texts and ordering tasks as many as 1 question which was included into 1 text. All of them were spread into 17 texts. The most dominant type of assessing reading was interactive reading (50 questions) which consisted of 49 questions of impromptu reading plus comprehension questions and 1 question of ordering tasks.

AN ANALYSIS OF HIGH ORDER THINKING SKILL (HOTS) IN ENGLISH QUESTIONS OF JUNIOR HIGH SCHOOL NATIONAL EXAMINATION 2018/2019

AN ANALYSIS OF HIGH ORDER THINKING SKILL (HOTS) IN ENGLISH QUESTIONS OF JUNIOR HIGH SCHOOL NATIONAL EXAMINATION 2018/2019 *Ade Dama Yanti **Rika, S.Pd., M.Hum. **Tiarnita Maria Sarjani Br. Siregar, S.Pd., M.Hum. ABSTRACT Ade Dama Yanti. 2161121001. An Analysis of High Order Thinking Skill (HOTS) in English Questions of Junior High School National Examination 2018/2019. A Thesis. English Education Program. State University of Medan, 2020. This study aimed to find out the level of thinking skills and to describe out the thinking skills distributed in English National Examination for Junior High School academic year 2018/2019 based on HOTS of Revised Taxonomy Bloom (2001). There are three level thinking skills in HOTS, the first is anyze skill which has the subskills of differentiating, organizing, and attributing. The second is evalute skill which has the subskills of checking and critiquing. The third is create skill which has the subskills of generating, planning, and producing. In solving the problems, this study used descriptive qualitative method. The data were obtained through documentation. There were four packages of the English National Examination which consisted of 50 questions in every package. The total of the questions were 200 questions. In analyzing the data, the researcher used the techniques of observation and the documentary analysis. The findings showed that the four packages applied analyze skill and evaluate skill of HOTS which were 18,5% of analyze skill and 4% of evaluate skill out of 200 questions. While for the distribution of the subskills, for the analyze skill had all the subskills except the differetiating skill and for the evaluate skill had all the subskills in the questions of the four packages. Keywords: English Questions, HOTS, National Examination

The Correlation between School Accreditation and Students’ English Achievement of Public Senior High Schools

The objectives of the study were (1) to find out whether or not there was a significant correlation between accreditation and students’ English achievement of public senior high schools in Palembang, and (2) to find out whether or not there was a contribution of accreditation on students’ English achievement. The population of 18 accredited public senior high schools in Palembang in 2016 with 3556 students of 12th grade were selected to be the sample of the study by using the purposive sampling technique. The data of the accreditation list and students’ English national examination scores were taken from BAP S/M (The Education Accreditation Board) and Ministry of Education and Culture of Indonesia. To analyze the data, Pearson Product Moment Correlation Coefficient to find out whether or not there was a correlation between the two variables. The result showed that (1) there was no significant correlation between school accreditation and students’ English achievement (r-obtained 0.406 and p-value 0.095), and (2) there was 16.4% contribution of school accreditation on student’s English achievement.

Indonesian as the Language of ASEAN During the New Life Behavior Change 2021

Indonesian is studied and used as a language in ASEAN because Indonesian is the lingua franca. In WordPress posts, the Indonesian language ranks third after English and Spanish. However, the attitude of native Indonesian speakers is still negative, so the Indonesian language UN scores (30% do not pass) are lower than the English national examination scores (only 5% do not pass). The purpose of this research is to describe the tendency of using Indonesian in ASEAN. The research data is in the form of information about the use of Indonesian in ASEAN. The data were collected online from members of 5 (international) communities, such as MLI, KSLI (alumni), AMCCA, and lecturers who had assisted students during internships through SEA teachers, SEAMEO, and youth exchanges with partner universities. This research data analysis using the Delphi technique and inter-subjectivity test. The findings are based on the panelist reliability test with a value of 0.7441 greater than 0.70, it is concluded that the model is consistent. Besides, the model reliability test was also carried out, and the result was that the value of r11 = 0.874 was greater than 0.70, so the model was reliable. The tendency in the use of Indonesian in ASEAN carries native speakers of conditioning results (nurture nativism) with the tendency as mentioned above is valid and reliable.

EFL students’ voices on English national examination in Indonesia

This research examines the students’ voices on national examination of English subject using Computer-Based Test (CBT) in Indonesia. The research design in this study applies qualitative research. The participants of this research consist of seven graduated students from senior high school and they used CBT in their National English examination. The data was obtained through in-depth interview. Therefore, the finding of this research defines that most of the students agree with Computer-Based Test (CBT) as standardized of national examination especially in English subject in Indonesia. CBT has the positive contribution for the students, such as it is easy to access, flexible, simpler and more practical than PBT, and it is not time consuming. Besides, it motivates the students to learn English through technology and helps them answer the questions both in listening and reading sections easily. However, the students encounter some difficulties in CBT dealing with internal and external factors namely student’s anxiety, the background knowledge of the students, and lack of the school facilities, internet connection, and technical problems.

Communicative Language Ability and HOT or LOT of English National Final Examination Test Items

<p>This article aimed to observe and analyzed English national final examination test items for senior high school. This research identified and determined the variation of the test items’ level of questions, analyzed the number of higher order thinking and lower order thinking of the test items and analyzed the communicative language ability that exist in the tests items. This study was conducted through qualitative research focusing on the content analysis method. The data source used in this study was document of English National Examination including the transcript of the listening tests. The data taken from document of English National Examination were all English test items of UN for SMA 2014. The writer took documents of English UN for SMA including the cassette of its listening section from SMA Negeri 1 Rao, Pasaman Regency West Sumatera. The test items were observed, classified, analyzed, and then the results were interpreted and drew the conclusion. This study was done by analyzing the test items document due to the levels of questions and communicative language ability, after all the types was identified and written down, they were used as the basis to make inferences and draw the conclusion.</p>

ANALYSIS OF HIGHER-ORDER THINKING SKILLS (HOTS) ITEMS IN SENIOR HIGH SCHOOL ENGLISH NATIONAL EXAMINATION 2019

In order to fulfill the 21’st century skills, the implementation of HOTS items to enhance students’ reasoning skills is deemed important. Nonetheless, we need to observe more about the extent and specific dimensions of HOTS applied in the English National Examination in Indonesia. The present study, therefore aimed to classify the items that fulfilled the indicators of HOTS items in ENE 2019 and specific dimension of knowledge types and dimension of cognitive process skills of the HOTS items. The results showed there was a sufficient total of a HOTS item in ENE 2019. Out of 35 questions, 15 (42.86%) were considered as HOTS items. The second finding was the dimension of cognitive process skills were on the stage of Analyze and Create. The findings indicated that ENE 2019 already had sufficient amount of HOTS items, although the distribution of the cognitive abilities is still monotonous. It was suggested for the exam developers to implement adequate proportion of the HOTS cognitive abilities to enhance students’ HOTS.

Pelatihan Penggunaan Strategi Membaca bagi Siswa Kelas IX SMP Negeri 4 Kota Solok dalam Menjawab Soal Ujian Nasional Bahasa Inggris

The readiness of grade IX students of SMP in facing the national exam is still not optimal. It can be seen from the obstacles encountered by the students related to the amount of material being studied and the limited time available at school. Furthermore, the students are also still unfamiliar with the UN questions tested due to the lack of practice in discussing UN questions. This problem can be overcomed by providing training to students on the use of reading strategies to be applied in answering English UN questions. The subjects of this service program are grade IX students of SMP Negeri 4 Solok City who will take the national exam. The use of reading strategies is an approach to understand English texts that can be used in solving English UN questions. The method of implementing this service program is carried out through several stages, namely (1) giving try out to assess students' ability to answer UN questions, (2) giving guidance and training in using reading strategies in answering UN questions, and (3) giving final try out as evaluation of the implementation of community service activities. The results of this community service activity showed that students have broad insights on strategies to solve English National Examination questions. Students also become more enthusiastic and active in answering English UN questions. Besides that, students also get information that is very useful in preparing themselves as early as possible to face the national exam. Given the large benefits of community service activities, it is necessary to provide intensive and structured training for grade IX students of SMP on tips and tricks for answering English UN questions easily.

THE EFFECTIVENESS OF MASTERY LEARNING TECHNIQUE ON IMPROVING STUDENTS’ ABILITY IN COMPLETING ENGLISH NATIONAL EXAMINATION

This research is aimed at finding the effectiveness of mastery learning technique on improving students' ability in completing the English National Examination. This study was done at Bimbingan Belajar Gereja HKBP Sutotoyo, Jakarta. The research method used was quantitative research with "pre and post-test design", using two groups of research subjects. The population of the study 88 students consisted of Primary School (23 people) and Senior High School Students (62 persons), and the sample of the students was the Junior High School Students which was divided into group namely experimental group (33 persons) and control group (32 persons) which were selected using clustering sampling. The instrument of the research was a set of English Final Examination. The finding of the research is that the t-value is greater than t-table (4.323> 2,000) and the significance value is smaller than the significance level of 0.05 (0.000 <0.05). Then it is concluded that mastery learning technique significantly affects the students' ability in completing the English National Examination at Bimbingan Belajar HKBP Sutoyo, Jakarta. So, it is suggested that mastery learning technique should be implemented to improve the students' ability in completing the English National Examination.

Bahrain’s Secondary EFL Teachers’ Beliefs of English Language National Examination: ‘How it made teaching different?’

Bahrain’s Secondary EFL Teachers’ Beliefs of English Language National Examination: ‘How it made teaching different?’

The Washbackof the English National Examination (ENE) for Grades 9 and 10 on Teaching Practices in Ethiopia: A Case Study of Debre Markos Secondary Schools

The purpose of this study was to examine the washback effect from the Grades 9 and 10 English National Exam on teaching practices in Ethiopia. The study was conducted at secondary schools in Debre Markos, with 33 Grades 9 and 10 English language teachers participating. Data were collected from classroom observations, document analysis, questionnaire survey, and interviews and then analyzed by calculating mean percentages, performing multiple regression, and undertaking thematic analysis. The findings indicated that the washback effect from the national exam mainly influenced the teaching domains of lesson content, teaching methodology, choice of teaching materials, and classroom assessment to become exam-oriented and deviate from the learning objectives in the syllabi. Furthermore, it was discovered that the factors mediating this effect on teaching practices were students’ learning attitudes to the exam, external pressure from other stakeholders, and the teachers’ awareness of the content and form of the exam. Consequently, the exam exerted negative, strong, and overt washback effect on teaching practices.

Sosialisasi Trik Menjawab Soal Reading dalam Ujian Nasional Bahasa Inggris di SMKN 1 Samatiga Aceh Barat

Reading is one of the types of questions asked in National Examination. Senior High School/ MA/ SMK students face difficulties in answering reading questions because they require to analize and compare the passage. Based on the results of a study by the Research Center of the Ministry of Education and Culture (2019), only under 50% of students were able to answer the English National Examination questions. Based on these facts, it is necessary to hold a socialization about understanding English test questions and the types of questions asked in the National Examination. In this community service activity, students of SMKN 1 Samatiga who will face the National Examination are the target of the activity. This activity was carried out by lecturing, discussion and simulation test questions. After being given an understanding of the tricks in answering reading questions, the test results showed that students get scores above 50 for each aspect of the question discussed, namely: main ideas, direct and indirect questions, pronoun references, and vocabulary meaning.

PENGARUH LATAR BELAKANG PENDIDIKAN GURU SMP/MTs TERHADAP HASIL UN BAHASA INGGRIS 2019

Tujuan utama studi ini adalah menjawab pertanyaan berikut. Apakah terdapat pengaruh latar belakang pendidikan guru SMP/MTs terhadap hasil UN Bahasa Inggris 2019. Populasi penelitian ini adalah guru SMP/MTs yang mengajar mata pelajaran yang di-UN-kan tahun 2019. Data dalam penelitian ini berbentuk skor tes dan jawaban guru terhadap kuesioner di 34 provinsi di seluruh Indonesia. Pengisian kuesioner dilakukan secara sukarela di hari terakhir UN, sehingga jumlah responden yang mengisi kuesioner adalah 97052 guru SMP/MTs. Jumlah responden ini merupakan sampel dalam penelitian ini. Berdasarkan hasil analisis deskriptif dan varian satu jalur diperoleh hasil seperti berikut. Latar belakang pendidikan guru SMP/MTs dengan urutan tertinggi hingga terendah adalah: (1) S-1, 88,4%; (2) S-2, 6,3%; (3) SMA/D1, 3,7%; (4) D-3, 1,6%; (5) S-3, 0,1%. Adapun guru yang sudah tersertifikasai adalah baru separuh yaitu 53,2%. Pengaruh pengaruh latar belakang pendidikan guru terhadap hasil UN Bahasa Inggris 2019 adalah terbukti. Artinya terdapat pengaruh yang signifikan (P<0,000) latar belakang pendidikan guru terhadap hasil UN Bahasa Inggris 2019 (Sig. 0,000). Kesimpulannya adalah terdapat pengaruh latar belakang pendidikan guru terhadap hasil UN Bahasa Inggris 2019.

Assessing the Reading Competence Needs of Senior High School Students in National Examination: Teachers’ Perspective

The focus of this research is to asses the Reading competence needs of senior high school students in English National Examination (ENE) based on teachers’ perspective. The background in conducting this research mainly because of two things. The first one is the importance of curriculum evaluation behind the Needs Analysis itself. The second one is the importance of the certain preparation for strengthening English material to face the incoming English National Examination. Both of these backgrounds are equally important for students and teachers at once. This study is carried out with the objectives to answer the problems, that is to know what do 12 grader senior high school students’ needs in order to have English Reading competence of National Examination based on teachers’ perspective. The next objective is to find out what kinds of effort do teachers make to fulfil those needs. The last objective is to discover what obstacles are faced by teachers in order to fulfill those needs. All of these questions are framed within the scope of the teacher's perspective. The data of this research, included some questionnaires. This research already debriefed 5 English teachers who teach grade 12. They are from MGMP or English Teacher Forum of senior high schools in Boyolali Regency, Central Java Province, Indonesia. They were involved in filling out the questionnaire & also interview where the results were used as the main data in this study. The final findings in this study include the fact that: (1) the basic needs of students in reading competence are the mastership in Reading comprehension, the mastery of sufficient and adequate vocabulary and also high motivation in learning, (2) the teachers then made several programs to meet the needs of the students by providing additional Reading material and adding vocabulary, implementing Computer Based National Examination Simulation, Increasing awareness and motivation of students in reading English texts, Applying group discussion and student mentoring, Inserting speaking material in Reading learning, & makingEnglish Modules (3) students' instant habits in usinggadget, the inconsistency between the compulsory in12th grade curriculum and the material that must be taught by the teacher in the National Exam preparation class, lack of English teacher curriculum,books from the government are poor in content, low motivation & concentration of students in English lessons in the classroom, and low vocabulary mastery of studentsare the main obstacles that are facedby teachers in their efforts to increase students Reading competence in ENE.

THE NEEDS ANALYSIS OF SENIOR HIGH SCHOOL STUDENTS’ READING COMPETENCE IN NATIONAL EXAMINATION: STUDENTS’ PERSPECTIVE

The focus of this research is to asses the Reading competence needs of senior high school students in English National Examination (ENE) based on students’ perspective. The background in conducting this research mainly because of two things. The first one is the importance of curriculum evaluation behind the Needs Analysis itself. The second one is the importance of the certain preparation for strengthening English material to face the English National Examination. Both of these backgrounds are equally important for students and teachers at once. The research questions of this study are framed within the scope of students’ perspective. The method of this research included some of questionnaires which was then analyzed using the five-points Likert Scale method. This research already debriefed 106 senior high school students in grade 12 from Boyolali regency, Central Java. They were involved in filling out the questionnaire where the results were used as the main data in this study. The final findings in this study include the fact that: (1) The Reading questions in National Examination are in moderate level of difficulty based on the students perspective, (2) The Reading National Examination materials are clearly taught by the teachers, (3) Reading is very important material to be mastered in National Examination, (4) The students are in moderate level dealing with their mastery of Reading material in National Examination, (5) The use of technology in Reading material learning is very important method based on students’ perception, and (6) The frequency of use of technology in Reading lessons by teachers is quite often (moderately) based on student opinions.

HIGHER-ORDER THINKING SKILL (HOTS) QUESTIONS IN ENGLISH NATIONAL EXAMINATION IN INDONESIA

The using of HOTS questions to stimulate the learners’ thinking skills is essential to meet the challenge of 21 st century. However, we know little about to what extent and what particular aspects of HOTS implemented in Indonesia English National Examination. Therefore, in order to fulfil the gap, the present study attempts to identify the use of HOTS-based questions and what particular skills appearing under HOTS category in English National Examination. We examine one package of each English National Examination from 2013 until 2018. We analyse 210 multiple-choice items in which each examination contain 35 items of reading comprehension. The items are analyzed quantitatively through content analysis based on the aspects of HOTS in Revised Bloom’s Taxonomy. The researchers find that there is insufficient amount of HOTS questions in English National Examination. 157 items classified into the LOTS and only 53 (25.23%) items are classified into HOTS. The second finding is that the level of HOTS included in English National Examination 2013-2018 is only the level of Analyze. The Differentiating and Organizing are the subskills of the aspect of Analyze that are mostly included in all examinations. There is strong evidence for encouraging the test developers to provide adequate portions of HOTS-based items in English National Examination.