Students’ perception of speaking assessment in the English education study program
Abstract
Speaking proficiency is a vital aspect of language learning. Speaking skills have become an orientation that most students encounter in the educational field, particularly in the English Education Study Program. Therefore, this study aims to find out students’ perception of the implementation of speaking assessment. Moreover, this study also describes the issues with speaking assessment problems that students encountered. This study used a mixed method research design. The data were collected by distributing close-ended questionnaire and conducting semi-structured interview. The questionnaire adopted the theory, according to Brown (2018), and consisted of 25 items that were divided into five categories of principles in assessment: practicality, reliability, validity, authenticity, and washback. There were 44 students who filled in the close-ended questionnaire and 8 students as the interview participants. The results of this study show students’ positive perceptions of speaking assessments. It indicates that the speaking test is effective because it does not require them to use paper or any other materials (Mean=3,28). The speaking test provides clear rubrics that are applied consistently to assess their speaking skills (Mean=3,20). The speaking test provides opportunities for collaboration and communication activities that can enhance their social skills (Mean=3,43). The difficulty of the topic in the speaking test affects their performance in an oral presentation (Mean=3,20). In addition, an impromptu speaking test with limited preparation time made the students find it difficult.
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DOI: https://doi.org/10.12928/iucee2024.v3i1.14629
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Program Studi Pendidikan Bahasa Inggris
Kampus 4 Universitas Ahmad Dahlan
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