Construction of Test Instrument to Assess Foreign Student’s Competence of Indonesian Language through Objective Test

Rahmawati, Laili Etika; Suwandi, Sarwiji; Saddhono, Kundharu; Setiawan, Budhi

doi:10.29333/iji.2019.1243a

Cited by 6 publications

(10 citation statements)

References 19 publications

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“…The test is a necessary process to measure learning achievement (Rahmawati et al, 2019). TOEFL is a standardized test widely used across more than one hundred countries since its initial establishment in the early 1960s.…”

Section: Toefl Structure and Written Expressionmentioning

confidence: 99%

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Pratiwi¹,

Atmaja²,

Prasetya³

2021

jees

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The present study investigates how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2, Structure and Written Expression, and its effectiveness. It is a case study at Indonesian Railway Polytechnic. The participants were 48 students of the Railway Mechanical Technology program observed during eight online TOEFL practising classes. The data were collected using observation note to describe the implementation of e-learning technologies, comparing each score to determine the effectiveness of the technologies and a questionnaire to identify students’ feedback. The findings identified how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2 in which effective to increase students’ TOEFL score; those technologies were regarded as interesting media on practicing TOEFL structure and written expression and received more positive feedbacks than the drawback from the students of Railway Mechanical Technology program. These imply that implementing multiple e-learning technologies on practicing TOEFL structure and written expression enhances students’ learning outcomes. HIGHLIGHTS: Multiple e-learning technologies enhance students’ learning outcomes in TOEFL PBT Section 2, structure and written expression. Quizizz, Kahoot!, Socrative, and Google Forms are interesting media on practicing TOEFL Structure and Written Expression. The fourth e-learning technologies receive more positive feedbacks than the drawback from the students in on practicing TOEFL PBT section 2.

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Section: Toefl Structure and Written Expressionmentioning

confidence: 99%

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Pratiwi¹,

Atmaja²,

Prasetya³

2021

jees

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“…This study showed that the lecturers responded with "rather agree" to the statement on the instrumentation variable's item. This indicates that the lecturers may have difficulty designing the instrument for their assessment practice, especially rubrics not used by the teacher (Rahmawati et al, 2019). This may be related to the instrument requirement, which must cover validity and reliability (Bariah, 2019).…”

Section: Assessment Practice On Assessing Attitude Knowledge and Skillsmentioning

confidence: 99%

Classroom Assessment Practices of EFL Lecturers with Current Curriculum Implementation: Where Policy Meets Practice

et al. 2022

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Within the context of Indonesian higher education, the assessment focuses on the three domains of students’ competencies, namely knowledge, skills, and attitude. Therefore, this study aims to explore the assessment practice of EFL lecturers, especially the methods used in assessing the three students’ competencies. It also explores the general assessment practice and examines differences by educational degree and length of teaching experience. This quantitative study relies on survey data from 71 participants joining the EFL lecturers’ association in Indonesia. Furthermore, the convenient sampling technique was used to determine the sample, and the data were analyzed using SPSS version 24. The results showed that the lecturers employed various methods in assessing the three domains of students’ competencies. It was also found that the lecturers mostly employed observation (66.2%) for assessing attitudes domain, tests (33.8%) for assessing knowledge, and work performance (29.6%) for skills. The findings demonstrated that the lecturers have followed the assessment policy of the government related to the method, purpose, instrumentation, procedure, and reporting grade. The results also showed no differences in the assessment practice between lecturers with Master and Doctoral degrees. Additionally, there was no difference among the four categories of teaching experiences in the assessment practice. These findings are expected to become a reference for lecturers and curriculum development in conducting and designing appropriate assessments to guarantee teaching and learning quality.

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“…Differences in the level of language skills of BIPA learners will have an implication on the selection of teaching materials, methods, evaluations, and other learning tools. This proves that it is crucial to carry out a placement test before a learning process begins, because foreign students need an instrument to measure their own Indonesianlanguage proficiency (Kusmiatun, 2019;Rahmawati et al, 2019a). The result of the placement test will provide teachers with information to create lesson plans and assessments that meet learners' needs (Umam, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Indonesia, on the other hand, has developed the UKBI tests for foreign-language speakers. The prototype of this test consisted of reading and comprehension tests that were developed by the Language Development and Fostering Agency based on the competency standards for BIPA graduates (Oktriono, 2019;Prasetiyo, 2019); Rahmawati, 2019a). The four prototypes of the test are not intended to be used as BIPA placement tests.…”

Section: Introductionmentioning

confidence: 99%

Web-Based Design of BIPA Placement Test Instrument for Foreign Speakers

Boeriswati

Ningsih

Rahayu

2023

IJLTER

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This study aimed to develop a web-based Indonesian-language placement test instrument for foreign speakers, commonly called BIPA (Bahasa Indonesia bagi Penutur Asing). The research method involved design-based research (DBR) with test instrument development procedures developed by the Association of Language Testers in Europe. The results show that 89% of respondents strongly agreed that the development of a BIPA placement test instrument was very much needed in BIPA learning. To triangulate the data from the interviews and questionnaire, a bibliometric analysis was performed. From the results of the bibliometric analysis, 117 studies were found on foreign-language placement tests in the 2012–2022 range and there was no research on the development of BIPA placement test instruments. The BIPA placement test is designed to measure the level of Indonesian-language skills of foreign speakers, which include listening, reading, writing, and speaking skills. This test can be used by teachers/institutions to determine the level of Indonesian-language skills of foreign speakers, starting from levels A 1, A-2, and B-1. This test is also useful for authorized institutions to provide Indonesian-language certification to foreign speakers who need it. Further research can be done with the development of BIPA test instruments for intermediate and advanced levels.

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Construction of Test Instrument to Assess Foreign Student’s Competence of Indonesian Language through Objective Test

Cited by 6 publications

References 19 publications

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Classroom Assessment Practices of EFL Lecturers with Current Curriculum Implementation: Where Policy Meets Practice

Web-Based Design of BIPA Placement Test Instrument for Foreign Speakers

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