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ANALYSIS OF STUDENTS’ PERCEPTION ON THE IMPACT OF FORMATIVE AND SUMMATIVE TEST FOR THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT IN IAIN SALATIGA IN THE ACADEMIC YEAR OF 2015/2016 A Graduating Paper Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher Training and Education Faculty State Institute of Islamic Studies (IAIN) Salatiga

NAFIATUL KHASANAH 113 12 134

ENGLISH EDUCATION DEPARTMENT TEACHING TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2016

DECLARATION In the name of Allah, the Most Gracious and the Most Merciful. Hereby the researcher fully declares that this graduating paper is made by the researcher herself, and it is not containing materials written or has been published by other people and other peoples‟ ideas except the information from references. The researcher is capable to accounting for this graduating paper if in the future it can be proved of containing others‟ ideas, or in fact, the researcher imitates the others‟ graduating paper. In addition, this declaration is made by the researcher and she hopes that this declaration can be understood.

Salatiga, September 13th, 2016 The Researcher

Nafiatul Khasanah NIM. 11312102

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Motto

Being a little weird is just a natural side-effect of being awesome. -Sue Fitzmaurice-

Maybe you have to know the darkness before you can appreciate the light. -Madelaine L‟Engle-

When you do what you fear most, then you can do anything. -Stephen Richards-

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DEDICATION

This graduating paper is sincerely dedicated for: My most beloved parents Mrs. Mahmudah and Mr. Kamsin, and also the decease my father Mr. Khafidzin.

My dearest sister Chusnania Maulida

My beloved relative ... Aisiyah, Rohadi, Juwahir, Isna, Muslihah

Absolutely great for having you in my life

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ACKNOWLEDGEMENTS Bismillahirrahmanirrahim, In the name of Allah, the Most Gracious and Merciful, the King of universe and space. Thank you to Allah because the researcher can complete this graduating paper as one of requirement to finish the study in English Department of States for Institute Islamic Studies Salatiga. This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to: 1. Dr. H. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga. 2. Suwardi, S. Pd., M. Pd. as the Dean of Teacher Training and Education faculty of State Institute Islamic Studies (IAIN) Salatiga. 3. Noor Malihah, Ph. D. as the Head of English Language Teaching Department of State Institute Islamic Studies (IAIN) Salatiga 4. Dr. H. Sa‟adi, M. Ag. as my counselor who has guide, directed, motivated, and advised me patiently in the process of accomplishing this graduating paper. Thank you for your patience and care. 5. Mr. Nazil Iqdami who gave the opportunity and permission for the researcher to conduct classroom mobservation to this research. 6. All lecturers in the English Language Teaching Department who have given much knowledge, the writer deeply thanks to you all.

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7. My beloved family, thanks for your spirit and patient. 8. All of staffs who have helped the writer in processing of graduating paper administration. 9. All friends in English Department. Thank for your friendship and kindness. 10. Special thanks someone who help and accompany directly in working with this thesis; Aditya and Deni who always help me and thanks for your big support. 11. The fourth semester students of English department of IAIN Salatiga in the academic year 2015/2016. 12. Those cannot be mentioned one by one. Eventually, this graduating paper is expected to be able to provide useful knowledge and information to the readers. The researcher is pleased to

accept

more suggestion and contribution for the improvement of this

graduating paper.

Salatiga, September, 13th 2016 The Researcher,

Nafiatul Khasanah 113-12-134

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ABSTRACT Khasanah, Nafiatul. 2016. The Analysis of Students‟ Perceptions for The Impact of Formative and Summative Test for The fourth Semester Students of English Education Department in IAIN Salatiga in The Academic Year of 2015/2016. A Graduating Paper. Teacher Training and Education Faculty. English Department. State Institute of Islamic Studies (IAIN) Salatiga. Counselor: Dr.H. Sa‟adi, M.Ag Keywords: Perception, Formative and Summative Test, English Classroom The present study investigates the students‟ perception for the impact of formative and summative test. This research is mainly aimed to find out the students perceptions of formative and summative test, and also their impacts in Englishlearning process. The data is collected from questionnaire of 45 students of the fourth semester of English education department in the academic year of 2015/2016. The additional data was taken from classroom observation and documentation. Since this research explores the students‟ perception which come from the students‟ experiences, qualitative approach is considered as an appropriate approach. The result of this research is presented descriptively in order to reveal the students‟ perception comprehensively. It was found that in students‟ opinion, formative and summative test had some impacts. Most of the students surveyed felt the formative and summative test had motivated them to make a greater effort to learn English. Many students seemed to be willing to put more efforts on English language skill such as listening, speaking, reading, and writing. Formative and summative test influenced the students‟ goal orientation, motivation, self-efficacy, and also anxiety in learning English. However, this research provides important evidence about the impacts of formative and summative test toward students English-learning in IAIN Salatiga, and directions for further research are also suggested.

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TABLE OF CONTENTS TITLE PAGE

………………………………....…………………..............…………. i …....……………………………………………………................. ii

DECLARATION

ATTENTIVE COUNSELOR

……………………………………………................ iii

BOARD EXAMINER .......................................................................................... iv MOTTO

………………...……….………………………………………….............. v

DEDICATION

……….…………….……………………………………….............. vi

ACKNOWLEDGEMENT .…………………………………………………..............

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ABSTRACT ………………………………………………………………….............

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TABLE OF CONTENTS ...…………………………………………………..............

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LIST OF TABLE …………………………………………………………................ xiii LIST OF FIGURES

....................................................................................... xv

CHAPTER I INTRODUCTION A. Background of the Research ....………..…………………………….................1 B. Research Question ..……….… ……………………………………..................3 C. Objectives of the Research ...…....……………........………………...................3 D. Benefits of the Research ............................... ………………………..................3 E. Limitation of the Problem ................................................................................ ..4 F. Definition of the Key Terms ….......……………………………….................. 5 G. Review of Previous Researches ….……………………………..…….............. 6 H. Methodology of The Research............................................................................ 9

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I. Outline of The Research ..................................................................................... 11 CHAPTER II THEORITICAL FRAMEWORK A. Perspective of Perception …………………................................................... 13 B. Language Testing …..………………….…………….................................... 17 C. Test ................…..………….....................……………………...................... 17 CHAPTER III RESEARCH METHOD AND DATA PRESENTATION A. Research Method ..................……………..………………………................ 26 1. Research Design …………………………………………….................. 26 2. Sites and Participants …………….......…………................... ............... 27 3. Data Collection ………………………………...……………................. 28 4. Techniques of Analyzing Data………….....…………………................ 30 5. Research Prosedure ...……………………………….......………............ 32 B. Data Presentation ………………………………………................................ 32 CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS A. Research Findings ....……………….......………………………….……........ 36 1. Questionnaire ...............................................................................................36 2. Observation ..................................................................................................37 3. Documentation .............................................................................................39 B. Results and Discussions………………………….....………………................ 39 1. Students‟ Perceptions toward Formative and Summative Test..........39

2. Impacts of Formative and Summative Test ......................................54

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CHAPTER V CLOSURE A. Conclusions………...……………………………………………….............. 86 B. Suggestion .......…..........…………………………………………………….. 89 BIBLIOGRAPHY APPENDICES

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LIST OF TABLE

Table 3.1

Sheet for Observation Page 29

Table 3.2

Table 4.1

Table 4.2

List of The Fourth Semester Students‟ of English Education Department

Page 33

Number and Percentage of Students‟ Perception toward Formative and Summative Test

Page 39

Number and Percentages of “Formative and summative test affects the students‟ interest and achievement”

Page 46

Table 4.3 Goal Orientation Page 54

Table 4.4

Motivation Page 56

Table 4.4.1

Table 4.4.2

Table 4.4.3

Formative and summative test make me study hard.

Page 58

Formative and summative test make me more motivated to learn English.

Page

Formative and summative test make me have a large collection of English language film as a medium for learning listening

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Page 60

Table 4.4.4

Table 4.4.5

Table 4.4.6

Table 4.4.7

Table 4.4.8

Table 4.4.9

Table 4.4.10

Table 4.4.11

Table 4.5

Formative and summative test make me dilligent to write

Page 61

Formative and summative test make me joy to read the newspaper/ media in English

Page 62

Formative and summative test make me often speak in English in every day of life

Page 63

Formative and summative test make me often watching English movie

Page 64

Formative and summative test make me more critical in learning activities in the classroom.

Page 66

Formative and summative test make me challenged by the material that never been learned.

Page 66

Formative and summative test motivated me be able to master English.

Page 68

Formative and summative test make me know how much my understanding about English

Page 69

Self-Efficacy Page 70

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Table 4.5.1

Table 4.5.2

Table 4.5.3

Table 4.5.4

Table 4.5.5

Table 4.5.6

Table 4.5.7

Table 4.5.8

Table 4.6

Formative and summative test make me master listening

Page 71

Formative and summative test make me master speak English

Page 73

Formative and summative test make me mastered many vocabularies

Page 74

I get a lot of vocabularies when learning to prepare formative and summative test.

Page 75

Formative and summative tests are able to improve translating ability

Page 76

Formative and summative test are very effective toimprove the confidence in learning English

Page 77

Learning English is fun because of formative and summative test

Page 78

Formative and summative test make me familiar with the materials have been learned

Page 79

Anxiety Page 80

Table 4.6.1

Formative and summative test make me bored to follow English lessons

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Page 81

Page 82 Table 4.6.2

Formative and summative test make me frustrated

Table 4.6.3

Formative and summative test make me afraid to learn English for further.

Table 4.6.4

Formative and summative test make me lazy to follow English lesson

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Page 83

Page 84

LIST OF FIGURES Figure 4.1

Students‟ Perceptiontoward Formative and

Page 40

Summative Test Figure 4.2

Number and Percentages of “Formative and

Page 47

summative test affects the students‟ interest and achievement” Figure 4.3

Goal Orientation

Page 55

Figure 4.4.1

Formative and summative test make me study hard.

Page 58

Figure 4.4.2

Formative and summative test make me more Page 59 motivated to learn English

Figure 4.4.3

Formative and summative test make me have a large

Page 60

collection of English language film as a medium for learning listening Table 4.4.4

Formative and summative test make me dilligent to Page 61 write

Figure 4.45

Formative and summative test make me joy to read

Page 62

the newspaper/ media in English Figure 4.4.6

Formative and summative test make me often speak

Page 63

in English in every day of life Figure 4.4.7

Formative and summative test make me often

Page 65

watching English movie Figure 4.4.8

Formative and summative test make me more critical Page 66 in learning activities in the classroom.

Figure 4.4.9

Formative and summative test make me challenged Page 67 by the material that never been learned.

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Figure 4.4.10

Formative and summative test motivated me be able Page 68 to master English.

Figure 4.4.11

Formative and summative test make me know how Page 69 much my understanding about English

Figure 4.5.1

Formative and summative test make me master Page 72 listening

Figure 4.5.2

Formative and summative test make me master speak

Page 73

English Figure 4.5.3

Formative and summative test make me mastered

Page 74

many vocabularies Figure 4.5.4

I get a lot of vocabularies when learning to prepare

Page 75

formative and summative test. Figure 4.5.5

Formative and summative tests are able to improve

Page 76

translating ability Figure 4.5.6

Formative and summative test are very effective to Page 77 improve the confidence in learning English

Figure 4.5.7

Learning English is fun because of formative and Page 78 summative test

Figure 4.5.8

Formative and summative test make me familiar with Page 79 the materials have been learned

Figure 4.6.1

Formative and summative test make me bored to Page 81 follow English lessons

Figure 4.6.2

Formative and summative test make me frustrated

Figure 4.6.3

Formative and summative test make me afraid to Page 83 learn English for further.

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Page 82

Figure 4.6.4

Formative and summative test make me lazy to Page 85 follow English lesson.

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CHAPTER I INTRODUCTION A. Background of the Research English is an international language. It is very significant in the communication and in the collection of information. It has important role in any sphere of activities to be used as a means of communication in both written and spoken. So, this language becomes the first foreign language that should be learnt and be thought by English learners in every level education in Indonesia. Now, it becomes a compulsory subject that must be learnt in elementary schools, junior high schools and also senior high schools. Then it becomes complementary subject in university. In English teaching process, evaluation or testing is an important thing used to measure students‟ mastery. Lecturers in collage use it to evaluate students‟ mastery for every subject in English learning process. Evaluation can have a formative function, it can help teachers to improve their teaching and also learners to improve their learning. It also has summative purpose which provides end-of-course information about learners‟ achievements. As Erwin and Knight (1995: 183) states evaluation is generally understood as testing, that is, a reliable procedure for collecting summative data, but it can also refer to the making of inferences based upon students‟ performances on authentic learning activities, whether the inferences are for summative or formative purpose.

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Summative test is a type of test that is commonly used by teachers of English as foreign language. It is a type of test that be held as final examination in a academic year, and comprising every theme or topic of learning that students have learnt. CERI (2008: 3) explains, summative evaluations are used to measure what students have learnt at the end of a unit, to promote students, to ensure they have met required standards on the way to earn certification for school completion or to enter certain occupations or as a method for selecting students for entry into further, education. Formative test is a test or evaluation conducted when a unit or topic is finished. Then this test exists to measure students‟ mastery about certain unit. Cowie and Bell (1999: 103) define formative test as the process used by teachers and students to recognize and respond to students' learning in order to enhance that learning, during the learning. The two types of testing above are same, those are used to measure students‟ mastery toward the course in English learning process. However, formative or summative test will have some impacts for students. Then, students‟ perceptions are very important to know about the implementation and the impact of formative and summative test. Based on the explanation above, it gives an inspiration to the writer to conduct a research related to the students‟ perceptions for the impacts of formative and summative test. The researcher focuses the research to the fourth semester students of English education department in IAIN Salatiga

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in academic year of 2015/ 2016. Then, the researcher intends to research entitled “The Analysis of Students’ Perceptions on The Impact of Formative and Summative Test for The Fourth Semester Students of English Education Department in IAIN Salatiga in The Academic Year of 2015/2016”. B.

Statement of the Research To clarify problem that is going to be analyzed, the researcher makes statements of the problems as follows: 1.

What are the students‟ perceptions about the impact of formative and summative test?

2.

What are the impacts of formative and summative test for fourth semester students of English- learning practice?

C.

Objectives of the Research Research question above is purposed to be answered by the researcher. Therefore, after understanding the research question above, the purposes of this research are listed as follows: 1.

To find out the students‟ perceptions for the impacts of formative and summative test.

2.

To find the impacts of formative and summative test for students‟ English- learning practice.

D.

Benefits of the Research The researcher has a high expectation that the result of this research is expected to give some benefits for:

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1.

The readers: readers will know about the students‟ perceptions for the impacts of formative and summative test for students‟ Englishlearning practice and conditions in IAIN Salatiga.

2.

The students: students can realize what the impacts of formative and summative test for their English- learning practice and conditions.

3.

The researcher: to find out the students‟ perceptions for the impact of formative and summative test in English education department IAIN Salatiga.

4.

Teachers: teachers will know about the impacts of formative and summative test that has been applied for the students.

5.

English department of IAIN Salatiga: the result of this research can be used as a new research contribution about developing class management which focuses on evaluation process in English department of IAIN Salatiga.

E.

Limitation of the Problem In research, it is very important to limit the scope of analysis to get the relevant data. The researcher limits the problem mainly on the students‟ perception about the impact of formative and summative test. In this research, the researcher will analyze the students‟ perceptions for the impact of formative and summative test, especially for students of the fourth semester English Education Department at IAIN Salatiga.

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F.

Definition of the Key Terms 1.

Students’ Perception Students‟ perception can be understood as the students‟ ability to justify their own opinions and distinguish it from research being presented in the class (McGoldrick and Caffrey, 2009:2)

2.

Formative test Cowie and Bell (1999: 103) define formative test as the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning. According to Brown (2003: 6), formative test is evaluating process to forming students‟ competencies and skill with the goal to helping them continue the growth process. In collage, formative test is usually known as daily test or midterm test. In other words, this test held in the end of a theme material. It is used to measure students‟ mastery towards every theme has been learnt.

3.

Summative Test Summative test is final test which is executed after completing program of teaching and learning (Sudijono, 1996: 72). As Brown (2003: 6) assumes summative test aims to measure, or summarize, what a student has grasped at the end of a course or unit of instruction. For example: final exams in a course, midterm examination, and general proficiency exams.

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According to explanation above, summative test is called as final examination. It is held in the end of the semester, and all materials of each theme have been finished. It can be mid-term examination and final examination. Then, this kind of evaluation is used to measure students‟ mastery toward materials that has been learnt. G.

Review of Previous Researches In this research, the researcher takes some reviews from other thesis as a comparative in this research. The first journal is “Perception of teacher‟s knowledge, attitude and teaching skill as predictor of academic performance in Nigerian secondarfy schools”. It is written by adediwura and Tayo (2007). They investigate the relationship or effect of students‟ perceptions of teachers‟ knowledge of subject matter, attitude to work and teaching skills on students‟ academic performance. The second is done by Hongli Li (Georgia State University), Qi Zhong (Central University of Finance and Economic, China), and Hoi K. Suen (The Pennsylvania State University) conducted the research of students‟ perception of the impact of College English Test (CET) (2012). In their thesis, they investigated students‟ perceptions of the impact of the CET on English-learning practice and affective condition. They found out that students perceived the impact of the CET had a greater impact on what they studied. That study provides important evidence about how the CET influences college students‟ English learning in China. 6

The third, a thesis entitled “Perception of Formative Evaluation Practices and Students‟ Academic Performance in Junior Secondary Certificate Examination in Social Studies” done by Udoukpong and Okon (2012). The study explored the extent to which students‟ academic performance in Junior Secondary Certificate Examination (JSCE) in social studies is differentiated by their perception of teachers‟ formative evaluation practices. A sample of 300 Junior Secondary Three (JS-3) students was surveyed. Students‟ academic performance in social studies differed significantly on the basis of their perception of teachers‟ formative evaluation practices. Students who perceived their teachers‟ formative evaluation practices as “enhancing to learning” (positive), performed better than their counterparts who viewed same as “not enhancing to learning” (negative). The fourth, some researchers namely Al- Kadri, Al- Moamari, Maghzoub, Roberts, and Vleuten (2012) conducted a research of students‟ perception of the impact of assessment on approaches to learning. In this thesis, they observed students‟ perceptions of assessment and the resulting learning styles. This research analyzed students‟ personal perceptions of assessment function, students‟ perception of learning outcomes, and the student experience of authentic assessment in the environment. The fifth, Panchbhai and Shrivastva (2014) have result a research entitles

“Students`

Perception

about

The

Formative

Assessment

Examinations”. Those two researchers explore the undergraduate students‟

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perception about formative assessment examination. The result showed that students agreed the utility of formative assessments in academic progression and expressed that feedback mechanism be more structured. Overall, the response of the students was very encouraging about the utility of formative examination. The 95.46% students agreed that some drive as FA is needed to compel them to study. The students strongly agreed that FAs are of help to them (47.7%) and that FA improve the student‟s knowledge and skill. (48 %) However, few students were neutral and mentioned that they can study even in the absence of any drive. Some researches above resolve about the students‟ perception toward assessment and kinds of evaluation separately. Therefore, the present research, the researcher interested to analyze the students‟ perceptions for the impact of formative and summative test for the fourth semester students of English education department in IAIN Salatiga. This research strengthens the previous research and gives the viewpoint about the impacts of formative and summative test based on students‟ perception. The differences of present research are the subject and object of the research. This research is conducted for college students of English education department in IAIN Salatiga and will investigate the impacts of formative and summative test that included in English learning process according to students‟ point of view.

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H.

Methodology of the Research 1. Research Design This research is conducted to reveal students‟ perceptions toward the impacts of formative and summative test that occurred in English classroom activities. So that, the perceptions itself need to be presented comprehensively in order to get deep explanations of the real condition. For this reason, the researcher uses descriptive qualitative study as the research design. According to Brannen (1993:4) in Khasanah et al (2015: 24), qualitative research is to look through a wide lens, searching for patterns of interrelationships between a previously unspecified set of concepts. This research is focused on students‟ perception for the impacts of formative and summative test for the fourth semester students of English education department in IAIN Salatiga academic year 2016. 2.

Sampling a. Population Population of this research is 198 students of the fourth semester students of English education department in IAIN Salatiga in the academic year 2015/ 2016. There are five class groups and total numbers of population from all of them are 198 students. b. Sample The researcher takes some students that join in the class of listening as the participants. According to Arikunto (2006: 134), if

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the number of subjects in research is more than 100 person, the researcher takes 10% - 15% or 20% - 25% of the population. Based on Arikunto‟s statement, the researcher choose 45students as the sample of the research. 3.

Technique of Data Collection The researcher uses observation and questionnaire to collect the data. a. Observation Fraenkel and Wallen (2010:133) writes observation is a method of collecting data by observing people about their activities. b. Questionnaire Then the researcher uses questionnaire. Questionnaires serve several questions that participants must answer in order to collect the data. c. Documentation According to Arikunto (2010: 274), documentation is an activity to look for variable like notes, transcribes, books, newspapers, magazines, etc. In this method, researcher holds a check- list to look for the variable that had been decided.

4.

Techniques of Analyzing Data After collecting the data, the writer applies an analysis to find out the students‟ perceptions about the impact of summative and formative test for the fourth semester students of English education department in

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IAIN Salatiga. Besides, the theories of formative and summative are used to categorize and classify the data. The procedures in analysis are: a)

Finding the impacts of formative and summative test.

b)

Analyzing the students‟ perception for the impact of formative and summative test.

c)

Interpretation of the data: 1)

Data on the table will be discussed according to the classification of the kinds of test.

2)

Data will be described qualitatively.

3)

The results of the data are put in chapter 4 which are interpreted according to the classification of students‟ perceptions for the impacts of formative and summative test.

I.

Outline of the Research In brief, the thesis of the research is organized as follow: Chapter I is introduction. It covers the background of the study, problems of study, purposes of research, benefits of study, limitation of the study, the definition of key terms, literature reviews, research methodology, and thesis organization. Chapter II is theoretical Framework. This chapter covers the theories that relate to the research.

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Chapter III is research methodology. This chapter consists of the type of research, research method, object of the research (data and data source), technique of collecting data, and technique of analyzing data. Chapter IV is data analysis and findings. In this chapter, the researcher gives explanation about the differences and similarity of imperative sentences in English and Javanese language. Chapter V is closure. This chapter deals to the writer‟s conclusion after analyzing the data, the implementation for learning and the suggestions.

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CHAPTER II THEORETICAL FRAMEWORK This chapter presents the comprehensive theories which will be the basis for this research. It takes a part as the foundation for determining the extent of the research. Since the research concerns on the students‟ perception impacts of formative and summative test for the fourth-semester students of English Education department in IAIN Salatiga in the academic year 2015/2016. A. Perspective of Perception Perception is a word that is closely related to human psychology. It has been defined in various ways, from a layman's perspective, the perception is defined as the conscious act of a person's environment through physical sensation, which demonstrates the ability of individuals to understand. Meanwhile, in the opinion of experts, the perception is defined in accordance with the opinions and views of someone (Unumeri, 2009: 18). To be the source from Nelson and Fast (1997:83-84), “perception is the process of interpreting the information about other people”. The point is that human opinion of others depending on the amount of information available and the extent to which they can interpret the information that has been obtained by right. In other words, some people may have the same information that others have in certain situations, however, a person or group has different conclusions because of individual differences in the capacity to interpret the information. According Rao and Narayan

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(1998:329-330) describes the main characteristics of the above definition. However, they emphasize that perceptions are among the "important cognitive factor of human behavior" or psychological mechanism that allows people to understand their environment. In their own language, "perception is the process by which people select, organize, and interpret sensory stimuli become meaningful information about their work environment." They argue that perception is the most important determinant of human behavior. Adediwura and Tayo (2007:165-167) elaborate the theories of perception by collecting some experts‟ explanation. First, they define perception as the way individual judge or evaluate others in everyday life. In cognitive dimension, they see that perception is the process by which people attach meaning to experiences. It means that perception appears after people attend to certain stimuli in their sensory memories. However, perception is critical because it influences the information in working memory. Background knowledge in the form of schemas affects perception and subsequent learning. Even, research finding approves this claim that background knowledge resulting from experience strongly influence perception. Meanwhile, experts strengthen the definition of perception as as the process by which we try to understand other people. Attempt to get information about temporary causes of others behaviors (Adediwura and Tayo, 2007: 166-167).

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For further, Adediwura and Tayo show the process of having perception. They explain that every impression that comes in from outside, be a sentence, something we hear, an object or vision, no sooner enters our consciousness than it is drafted off in some certain directions or others, making a connection with other materials already there and finally producing a reaction. From this, it is clear that perception is the reaction elicited when an impression is perceived from without after making a connection

with

other

materials

in the

consciousness

(memory)

(Adediwura&Tayo, 2007: 165-166). From this point of view, it could be concluded that perception cannot be done in a vacuum, it depends on some background information that will think out a reaction. Perception may be energized by both the present and past experience, the individual attitude at a particular moment, the physical state of the sense organ, the human interest, the level of interest, and the interpretation of the perception (Adediwura andTayo, 2007: 166). Students‟ perception can be understood as the students‟ ability to justify their own opinions and distinguish it from research being presented in the class (McGoldrick and Caffrey, 2009:2) From a few statements from experts above, it can be concluded that the perception is an excitatory stimulus preceded sensor of the senses and delivered to the human brain consciously or unconsciously. Perception is subjective, depending on one's perspective on a particular object. So that the

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relative perception is influenced by factors originating from within themselves issued with their own thoughts from someone. According to Walgito (2003: 54-55), the perception is influenced by factors that have been classified, among others: a. External factors, namely the stimulus and traits that stand out in the neighborhood behind the objects that constitute a determination or unity subtle, among others: social and environmental. b. Internal factors, i.e. factors related to the ability of self that comes from a relationship with facets, mental, intelligence, and bodily. David Krech and Richard. S. Critchfield quoted by Setiyana (2012: 11-12), mentions the perception influenced by functional and structural factors. a. Functional factors or personal factors are factors relating to the individual's understanding of the impact of the stimuli generated, or can be referred to the benefits of stimuli generated. b. Structural factors or situational factors are external factors that affect an individual's understanding of the existing stimuli. From the explanation above, the researcher concludes that those two experts have the same theories. The differences of these are: according to David Krech and Richard. S. Critchfield, internal and external factors are included in functional and structural factors.

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B. Language Testing Language testing is the study of evaluating the individual's expertness in using a particular language adequately (Brown, 2003: 42). The purpose of language test is to establish a person knowledge and ability in the language and to differentiate the persons‟ ability from others. Such ability may have different kinds, achievement, proficiency, and aptitude. Tests unlike judgement, it consists of certain tasks through which language abilities are emerged. The term language test is used somewhat broader to include for example classroom testing for learning and institutional examinations. Actually, there are many ways that can be used to evaluate the students‟ learning process. One of the ways is test. The test arranged to motivate learners and provide unified unit of the materials being studied at different times. It can be used as material to prove their skills and abilities in learning. From the explanation above, the researcher tries to expand the explanation more specifically in order to easy to understand. C. Test 1. Definition of Test There are some definitions about the test. A test, in simple terms, is a method of measuring a person's ability, knowledge, or performance in a particular domain (Brown, 2003: 3). According to Tinambunan (1988: 3), test is questions that each question has a correct answer and

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the examinees are usually answered orally and in writing. Linn & Gronlund, (1995: 5) state, test is one assessment typically consists of a set of questions given to students during the period of time specified in a condition that is quite comparable to all students. In addition, Griffin and Nix (1989: 5-6) argue that tests can be used to establish a structured observation and provide a wide range of assessment information from the right sources. They also say that the test is formal, systematic, and procedural and used to gather information about student achievement or other cognitive skills. To find out the results of the learning process, teachers must evaluate the students. Thus, teachers can collect information or have a concept about the success of teaching and learning activities. Gronlund says that “test is a means to motivate students to learn or review a particular material” (Gronlund, 1982: 6). It means that test is one students‟ motivation to learn or review material in their study. Then, Fernandes (1984: 1) argues that the test as a systematic procedure examine the behavior of people and explained with the help of a numerical scale data category system. In addition, according to Harmer (2001: 379), the test is a tool to measure the students‟ abilities in a course or institution in order to show how well they getting on. From the explanations above, the researcher concludes that test is a type of assessments to consolidate learning and motivate students by giving some task or set of tasks. Through the test, teachers not only can

18

measure and motivate students‟ ability but also improve the lesson in learning process. 2. Purpose of the Test According to Tinambunan (1988: 7), “test is used to measure the student achievement of learning”. According to Nitko (1983: 6) the purposes of the test are: a.

Help to attain the instructional process as well as products of instruction.

b.

Suggest multifarious kinds of instructional process constructs and variables and how they might be measure.

c.

To help in assigning to the students.

d.

To provide feedback to students about their learning.

e.

Serve motivation for students to study. While according to Herbert and William (1966: 578), test is

intended to: a.

Provide convenience for student progress.

b.

Assess students‟ progress.

c.

Understand the individual students.

d.

Facilitate self-understanding by the student.

e.

Appraise instructional program. Base on the explanation above, the researcher summarizes that

the main purpose of test is to know whether the materials have been

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achieved or not, to know students‟ intention and to know how successfully teaching learning activity. 3. Kinds of Test There are many kinds of test to measure the students‟ mastery in learning. The researcher discusses the kinds of test based on two experts‟ theories. First, according to Brown, there are three kinds of tests. They are achievement test, aptitude test, and proficiency test. Here, the writer likes to explain more about kind of tests. a. Achievement Test Achievement test developed to measure learning outcomes, such as knowledge about certain facts, the ability to apply facts and principles (Tinambunan, 1988: 28). A test made by classroom teachers to evaluate their students and may not be used again. While Gronlund‟s opinion (1982: 1), an achievement test is a systematic procedure for deciding the amount a student has learned. Although the assertion is on measuring learning outcomes, it should not be implied that testing is to be done only at the end of instruction. According to Brown (2003: 47), an achievement test is a test that related directly to classroom lessons, units, or the entire curriculum. Achievement test limited to certain material which is included in the curriculum and is offered after the course is completed. Then achievement tests are often summative because they are administered at the end of a unit or term of study.

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Furthermore, Hughes (2003: 13) said that achievement tests are directly related to language course, their objective being to determine how successful individual students, group of students, or the courses themselves have been in achieving objectives. There are two kind of test: final achievement tests and progress achievement tests. 1) Final achievement tests are those administered at the end of a course of study. 2) Progress achievement tests, as their name suggests, are intended to measure the progress that students are making. In addition, achievement test is arranged to point out the degree of students‟ success in some past learning activities (Tinambunan, 1998: 9). This purpose of achievements test is apparently different from the purpose of aptitude test, where the aptitude test is designed to portend success in some future learning activities. In order to have a good achievement test form, a test maker should realize that achievement test much be arranged well by paying attention to some following basic principles (Gronlund 1988: 303). They are: 1) Achievement tests should measure the learning outcomes appropriately and in accordance with the instructional objectives.

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2) Achievement test must measure an adequate sample of learning outcomes and subjects matter content contained in the instructions. 3) Achievement tests should include of the tests items. 4) Achievement tests should be made as reliable as possible and should then be interpreted with caution. 5) Achievement tests should be used to improve student learning. Based on the theories above, the researcher concludes that the achievement test must support and strengthen other aspects of the learning process. Hopefully they can help both teachers and students in assessing the learning readiness. b. Aptitude Test The second type of test is the aptitude tests. According to Brown (2001: 391), a language aptitude test is designed to measures a persons‟ capability or general ability to learn a foreign language and to be successful in that endeavor. Aptitude test is considered to be autonomous of a particular language. Fundamentally, aptitude tests have different features in nature from achievement test, which has been discussed previously. Aptitude tests are primarily designed to predict success in some future learning activities, whereas achievement tests are designed to indicate degree of success in some past learning activity (Tinambunan, 1998: 7).

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From a comparison above, it can be comprehended that a distinction founded between these two tests is made in term of the use of the results. It is rather than the qualities of the tests themselves. c. Proficiency test The third kind of test is proficiency test. This test is used to know the proficiency of test-takers. This test is aimed to know the students‟ ability in their language ability, especially English. According to Hughes (2003: 11), proficiency test is a test which used to measure people‟s ability in a language. The content test is based on a specification of student proficiency in language. While Harmer (2001: 321) said that the proficiency tests give a wide range of students‟ knowledge and ability. The test is generally used when a person wants to go to college, registering a job, or to obtain a certificate. Proficiency tests has a strong influence because it is an external exam, so students really hope can get through, and teachers‟ reputation tend unfair because it depends on how many students are successful. According to researcher‟s experience, this test can be multiple-choices in structure, reading comprehension, listening comprehension, and writing.

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Second, Tinambunan(1998: 11) assumes, there are four types of achievement test which are commonly used by teachers in the classroom: 1) Placement test Placement test is used to establish students‟ performance in the beginning of instruction. 2) Formative test Cowie and Bell (1999: 103) define formative test as the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning. Formative tests aim to monitor the learning progress during learning activities and to give continuous feedback for students and teachers about the learning success. This was done at the end of the unit in the course book or after the lessons is designed. The results of these tests will immediately give students feedback. According Tinambunan (1988: 8), there are important formative tests are: a. Formative test provides continous feedback concerning

the

progeress of learning. b. Formative tests extend the students information about their comprehension toward particular material have been learnt. c. Formative test emphasis on cognitive behavior.

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3) Diagnostic Test Diagnostic test means to analyze learning difficulties during learning. The main purpose of a diagnostic test is to determine the cause of learning difficulties and then make plans for improvements. 4) Summative test According to Tinambunan (1988: 9), summative tests are intended to show the standards that students have been attain in relation to other students at the same stage. The purpose of summative test is to determine students' success in learning, since the main purpose of summative test is grading or certification of pupil achievement. According to Tinambunan (1988: 9), the important of summative tests are: a.

Summative test is used to assigning course grades.

b.

Certifying students‟ mastery of the learning outcomes.

c.

Reflect the content of the whole course. Then, the researcher concludes that general test is

systematic and objective procedure which is used to determine the knowledge and skills learned by someone.

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CHAPTER III RESEARCH METHOD AND DATA PRESENTATION This chapter presents research methodology that included research design, sites and respondents, data collections, techniques of collecting the data, research prosedure, and data presentation. A. Research Method 1.

Research Design This research is conducted to reveal students‟ perception toward the impacts of formative and summative test that occurred in English classroom. The perception itself needs to be presented comprehensively in order to get deep explanations of the real condition. For this reason, the researcher applies descriptive qualitative study as the research design. To be the source of Brannen (1993:4), qualitative research is to look through a wide lens, searching for patterns of interrelationships between a previously unspecified set of concepts. It is a process that is trying to gain a better understanding of the complexities involved in human interaction. Qualitative research produces and processes the data descriptively, such as interview transcripts, field notes, drawings, photographs, videotapes, and so forth. According to Cresswell (1994: 2), qualitative research is defined as the process of research for understanding human social

26

problems, by building a holistic view of complex, formed by the words, report detailed information, and natural. For that, it should not restrict individuals or groups into multiple variables or hypotheses. The data obtained in this study were obtained qualitatively. It is also called naturalistic study because the study was conducted in a natural setting. Qualitative research was considered as the most appropriate one in exploring of students‟ perceptions and the impact of formative and summative test in English teaching learning process. In addition, the problems observed in this research were not definite, holistic, and dynamic. A list of numbers would not be adequate enough to represent it. It needs a deep analysis to find hidden reason and meaning behind the problems. This research is focused on students‟ perception for the impacts of formative and summative test for the fourth semester students of English education department in IAIN Salatiga academic year 2016. 2. Sites and Participants a. Place State Institute of Islamic Studies or IAIN Salatiga is the place of research. The institute that the rector is Mr. Rahmat Hariyadi was categorized as a very good quality of Islamic institute in Salatiga, proved with having good grade for the accreditation for each faculty, especially for education and teaching trainee faculty.

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The institute that is located in Pulutan, Sidorejo Salatiga is strategic enough and suitable for teaching learning process. b. Object The object for the research study should be selected in purpose as stated by Sugiyono (2006: 299). The fourth semester students of English education department in IAIN Salatiga in the academic year of 2015/2016 were considered as the object in this research. The total of population are 198 students. According to Arikunto (2006: 134), if the number of subjects in research is more than 100 person, the researcher takes 10% - 15% or 20% - 25% of the population. Based on Arikunto‟s statement, the researcher choose 45students as the sample of the research. 3. Data Collection Data collection is regarded as the most important step in the research due to the fact that the main purpose of doing research is to gain the required data. In qualitative research, the data can be retrieved from the archive documents, written or verbal expression or behavior of people they are, etc. (Moleong, 2010: 157). Thus, the methods that were utilized in the process of gathering the research data could be categorized as follow: a. Observation

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Fraenkel and Wallen (2010:133) writes observation is a method of collecting data by observing people about their activities. In collecting the data, the researcher applied an observation. The observation was conducted on June, 1st 2016. The researcher came to the classroom and saw all the activities that occured during teaching-learning process. Then, the researcher used systematic observation to collect the data during the teaching learning process used observation checklist. Table 3.1 Sheet for Observation Checklist No.

Statements

1.

Lecturer greets the students before the lesson.

2. 3.

Lecturer leads the students to pray before the lesson begin. Lecturer gives apperception to the students.

4.

Lecturer preparing the audio for listening test.

5.

Students pay attention to the played audio.

6.

Students do the test well.

7.

Lecturer give some ice-breaking.

8.

Lecturer reviews the answer of the task

9.

Lecturer gives feedback after the lesson.

10.

Lecturer gives the score by calling the students one by one. Lecturer gives motivation for students.

11.

29

Yes No

b. Questionnaire Then the researcher used questionnaire. Questionnaires serve several questions that participants must answer in order to collect the data. In this research, the researcher used two types of questionnaire. Those are close-ended questionnaire and openended questionnaire. Closed-ended (or “closed question”) is a question in which a researcher provides a suitable list of responses. While Open-ended (or “open question”) is a question where the researcher does not provide the respondent with a set answer from which to choose. Rather, the respondent is asked to answer in their own words. After the data had been collected, the researcher grouped the students‟ perception into students‟ opinion about formative and summative test and students‟ perceptions toward the impact of formative and summative test. Every student who choose one kind of perception were calculated with total of students, so the researcher used percentage score to analyze the result. Percetage score: P=

Explanation: P = percentage

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F = frequency N = total students c. Document According to Arikunto (2010: 274), documentation is an activity to look for variable like notes, transcribes, books, newspapers, magazines, etc. In this method, researcher holds a check- list to look for the variable that had been decided. 4. Techniques of Analyzing Data After collecting the data, the writer applied an analysis to find out the students‟ perceptions about the impact of summative and formative test for the fourth semester students of English education department in IAIN Salatiga in the academic year 2015/2016. Cresswell (2009: 184) says that qualitative data analysis is conducted together with gathering data, making interpretations, and writing reports. Meanwhile, Sugiyono (2010: 335) states that a qualitative data analysis is a process of searching and arranging the obtained data systematically, field notes, and documentation by categorizing data, explaining into units, synthesizing, arranging into patterns, sorting the important ones, and drawing conclusions in order to be comprehended by the research or the readers. From those two similar definitions, there are two common things in the process of analyzing gained data i.e. categorizing, synthesizing, arranging the pattern, and presenting the result.

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Then, the researcher applied some prosedures to analyzing the data. The procedures in analysis are: a) Finding the impacts of formative and summative test. b) Analyzing the students‟ perception for the impact of formative and summative test. c) Interpreting the data: 1) Data on the table will be discussed according to the classification of the kinds of test. 2) Data will be described qualitatively. 3) The results of the data are put in chapter IV which are interpreted according the classification of students‟ perceptions for the impacts of formative and summative test. 5. Research Procedure The research moves on through several steps as explained below: a. Observing Class Observing class is conducted to obtain an image about the classroom condition during teaching learning process b. Distributing Questionnaire Questionnaires are distributed for 45 students who follow listening class. c. Presenting the Results Descriptively

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All results of the research eventually concluded and presented descriptively in the form of this research report. B. Data Presentation There are 45 students from English education department in the fourth semester became participants in this research. The following table presents list of students‟ name: Table 3.2 List of The Fourth Semester Students’ of English Education Department No.

Name

NIM

1.

113-14-075

DIMAZ AL-MIFTAH

2

113-14-182

ACHMAD MUNAJA GHUFRON

3

113-14-016

NASTITI ARIF

4

113-14-033

LINA NURUL HALIMAH

5

113-14-089

NURUL ALFIATUN KHASANAH

6

113-14-058

ANIDA NURMAYA SARI

7

113-14-020

NUR KAYATI

8

113-14-110

PUTRI DEWI MASITHOH

9

113-14-116

FAUZI NURUL ARIFIN

10

113-14-115

SITI FATIMAH

11

113-14-097

MAHARDIKA EKA

33

12

113-14-021

IRMA INNAYATI

13

113-14-038

FATCHUL LUTFAH

14

113-14-184

YULFITA NURMAYAWATI

15

113-14-085

M. MISBAKHUL MUNIR

16

113-14-188

HENDRAWAN YANUAR P

17

113-14-045

DWI PURWASIH

18

113-14-034

HIDAYATUL KHOIROH

19

113-14-129

ELSA PUTRI NOVITASARI

20

113-14-140

AHMAD NASIRUN

21

13-14-088

LAILA K.H

22

113-14-189

ANIS „AZZAH

23

113-14-068

AGUSTINA RIDHO UTAMI

24

113-14-147

ISTI WULAN

25

113-14-081

TRI AGUSTINA

26

113-14-124

ERLINA HIDAYANTI

27

113-14-157

JAUHARIN INSIYAH

28

113-14-114

M. RAFI NAUFAL

29

113-14-074

ISNAINI NAILIL FARIH

30

113-14-082

HARTATIK

31

113-14-093

DIAH TRI HASTUTIK

34

32

113-14-167

FITREEYA WAEDERY

33

113-14-108

EVI NUR LATIFA

34

113-14-094

AINUR R

35

113-14-059

ARIS JIN

36

113-14-109

SIGIT HARIYANTO

37

113-14-013

QUEENADYA D

38

113-14-168

UMULIMAN YUSUF

39

113-14-200

LAILATUL MAGHFIROH

40

113-14-030

HAYYU NAFI‟ATUL F

41

113-14-017

DIAN AMALIA

42

113-14-134

AYU WULANDARI

43

113-14-137

PIPIT MARTIANI

44

113-14-118

ZALSA FEBRINA SYABILLA

45

113-14-136

NURMA DWIAIRISA

35

CHAPTER IV RESEARCH FINDING AND DISCUSSION This chapter presents the findings of the research. All the collected data are discussed and analyzed descriptively. Due to the appliance of the qualitative research, every aspect of research findings and discussion are presented in narrative. Research findings give the results and analysis of classroom observation and questionnaire. Research findings are developed in the part of discussion through descriptive explanation. A. Research Finding 1. Questionnaire Based on the questionnaire that has been given to the students, the researcher found the data of students‟ perception for the impacts of formative and summative test. The data was translated into descriptive codes and the print out enclosed in appendix. After the data had been collected, the researcher grouped the students‟

perception into students‟ perceptions of formative and

summative test and the impacts of formative and summative test. Every student who chosen one kind of the students‟ perceptions for the impacts of formative and summative test were calculated with total of students, so there were found percentage.

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2. Observation Beside the data from questionnaire, there was additional data from classroom observation. The process of interview itself took place in the campus of IAIN Salatiga on May 20 th, 2016 and June 1st, 2016. On the first date the researcher observed the formative test activities, while on the second time observed the summative test activities. As the observer, actually the researcher did not limit the numbers of students. The interviewer investigated all of the students in the two class of listening. There were forty five students who should answer the same questions in the questionnaire. The researcher used mobile phone as instrument to collect documentation. Note taking technique also used as other instrument to get addition information during the observation. The researcher observed the learning activities in the class. a) Learning Activities in Formative Test On the first time the researcher observe the sequence of activity during in the test. Firstly, the lecturer greeted the students then led them to reciting QS. Al Fatihah. The lecturer also give apperception to the students while prepare the audio. Then, the test of listening was started. In this occasion, the task formed of multiple choices. There are fifty questions and the students have to choose the correct one from A, B, C, D, or E. The task was TOEFL standardization. In order

37

to minimize the stress or, lecturer gave some ice-breaking to the students. So that, the students can finish the task in relax. After finishing the task, the lecturer gave feedback, he review the answer of the questions together with the students. Finally, the lecturer gave the score by calling students one by one. Then, students know their comprehension in the test and it can motivated them to stuck or be better. b) Learning Activities in Summative Test The same as the observation held in the first time, in the second time of observation that has been conducted on June 1st, 2016. on this time, summative test was the final of the semester. The lecturer also held the test to measure students‟ comprehension. The activities before the test started are same with the formative test. The differences are at this test the lecturer replayed the audio in three times and the students paid attention more. There are 50 questions that divided into 3 parts. The first is multiple choices with the direction are completing some conversation. Secondly, multiple choices with completing or fill the blank sentences in some text. Then the third is answering the questions from a text read by the narrator in audio. Then in final of the activity the lecturer give the score to the students.

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3. Documentation The researcher used documentation to look for notes, and score transcript of the students. The transcript is used to support the data of students‟ perceptions for the impact of formative and summative test. In fact the students‟ perceptions also influenced toward their score. B. Results and Discussion 1. Students’ Perceptions toward Formative and Summative Test The findings below present the result of student‟s perception toward formative and summative test. They answer the first question sentence in the open questionnaire which written as: “Bagaimana pendapatmu tentang tes formatif dan summatif yang pernah kalian ikuti? (What do you think about the formative and summative tests ever you follow?) Table 4.1 Number and Percentage of Students’ Perception toward Formative and Summative Test No.

Category

1.

Formative and summative tests are 32 effectively implemented. Formative and summative tests are 10 less effective. Formative and summative test are 3 ineffectivelyimplemented.

2. 3.

Frequency

39

Percentage 71.1% 22.2% 6.7%

Figure 4.1 Students’ Perception toward Formative and Summative Test

Percentage 71.10%

22.20% 6.70%

Ineffectively implemented Effectively implemented

Less effective

Based on table 4.1 above, the researcher gets the result that most of students‟ perception toward formative and summative test is categorized into three categories: a.) Formative and summative test I ever follow are effective (71.1%), b.) Formative and summative test I ever follow are less effective (22.2%), and c.) Formative and summative test I ever follow are ineffectively implemented (6.7%). Their opinions are written descriptively in the following passages. Data (1): “Tes formatif dan sumatif yang pernah saya ikuti sudah effektif, karena saya mendapatkan progress dalam setiap tesnya”. (Formative and summative test I've ever played has been effective, because I get progress in every test).

40

Data (5): “Tes formatif dan summatif sangat baik dilaksanakan.. Dengan adanya tes tersebut, dapat mengevaluasi kemampuan belajar saya. Saya rasa kedua tes tersebut sangat baik dan cocok untuk diterapkan”. (Formative and summative test very well executed. With such tests, I can evaluate my learning ability. I think both of these tests been very good and suitable to be applied). Data (6): “Kedua tes tersebut dilaksanakan secara efektif, dengan adanya tes formatif dan summatif saya bisa mengetahui kemampuan saya memahami suatu materi”. (Both of these tests are carried out effectively, with formative and summative test I can find my ability to understand the material). Data (10): “Menurut saya tes formatif dan summatif sangat berguna dalam pengembangan bahasa Inggris meskipun itu kurang kita sadari”. (I think the formative and summative test very useful in the development of English although we did not realize enough). Data (11): “Efektif dilaksanakan, karena lebih bisa membuat saya menguasai materi”. (These effectively implemented, because it makes me master the materials more). Data (22): “Benar-benar sangat efektif untuk diadakan. Dengan tes tersebut, kita bisa mengukur kemampuan kita/ mengetahui sejauh mana pemahaman kita terhadap materi yang diberikan”. (It's really

41

effective to be held. With these tests, we can measure our capabilities / know the extent of our understanding of the material provided). Data (26): “Kedua tes tersebut memang harus dilakukan, karena itu untuk mengetahui seberapa jauh pemahaman kita terhadap pelajaran”. (Both of the tests had to be done, because it was to see how far our understanding of the lesson). Data (29): “Menurut saya tes formatif dan summatif sebaiknya harus diadakan, karena setelah mengikuti tes tersebut saya lebih tertantang untuk mengetahui materi-materi baru”. (I think the formative and summative test preferably should be held, because after the test, it makes me more challenged to find new material). Data (32): “Untuk mengetahui sejauh mana pemahaman saya terhadap materi yang telah disampaikan, kedua tes tersebut sangatlah membantu, sehingga efektif untuk diadakan”. (To determine the extent of my understanding of the material that has been delivered, the two tests are very helpful, so effective to be held). Data (35): “Menurut saya bagus jika kondisi penyampaian materi di pertemuan haruslah tersampaikan semua”. (I think it is good if the condition of the delivery of content in the meeting must be delivered all). Data (36): “Berdasarkan pengalaman yang saya dapat, tes formatif dan sumatif terlaksana secara efektif, karena saya dapat mengukur pemahaman saya”. (Based on the experience, formative and

42

summative test have been done effectively, because I can measure my comprehension). Data (39): “Menurut saya tes formatif dan sumatif yang sudah diadakan atau pun yang belum sangatlah baik, karena dapat dijadikan tolak ukur pemahaman siswa pada materi”. (I think the formative and summative test that have been conducted or not are very good, because it can be used as a benchmark of student understanding in the matter). Data (42): “Ya saya sih sangat setuju kalau tes formatif dan summatif diadakan, karena dalam dunia akademis memang dibutuhkan sebuah bukti bahwa saya telah mempelajari bahasa Inggris yang salah saatunya melalui tes yang diadakan oleh pihak sekolahan”. (Yes, I strongly agree with formative and summative test, because in academia is needed proof that I have been studying English through the test held by the school). Data (44): “Bagi saya tes formatif dan summatif sangat positif karena dengan adanya hal tersebut mahasiswa menjadi merasa harus memenuhinya dan secara otomatis mereka telah mendapatkan pelajaran baru dalam hidupya”. (In my opinion, the formative and summative test very positive, because those tests make the students feel that they must be met and automatically they have to get a new lesson in their life). Data (45): “Menurutku tes formatif dan summatif sangat bagus untuk mahasiswa karena bisa meningkatkan wawasan siswa, mengukur

43

sejauh mana kemampuan kita”. (I think the formative and summative tests are great for students because it can improve students' insight, to measure the extent of our ability). The data (1), (5), (6), (10), (11), (22), (26), (29), (32), (35), (36), (39), (42), (44), and (45) above are some of thirty two (71.1%) students‟ perception about formative and summative test that have been followed. They claimed that formative and summative test is effective to be held. Both are very good for students to know about their comprehension, result of their study, and supporting them to study hard. Through those tests, the students also master the materials more because they can review materials when they study to preparing the test. Data (2): “Menurut saya tes formatif dan summatif tidak begitu penting untuk dilaksanaka, karena yang kita butuhkan adalah proses bukan hasil dalam belajar”. (I think the formative and summative tests not too important to be implemented, because what we need is not a result of the learning process). Data (9): “Tes formatif menurut saya kurang menarik, saya lebih suka tes summatif karena bisa dijadikan sebagai kebiasaan”. (In my opinion formative test less attractive, I prefer to summative test because it can be used as a habit). Data (14): “Pendapat saya tentang tes formatif dan summatif yang pernah saya ikuti dalam beberapa mata pelajaran membuat saya

44

pusing”. (In my opinion, formative and summative tests I have ever followed in a few subjects make me dizzy). Data (37): “Saya tidak setuju dengan adanya tes formatif dan summatif, karena bukan kesukaan saya. Tes itu hanya menghasilkan sebuah hasil yang berbentuk nilai dan menurut saya nilai bukanlah tolak ukur dalam sebuah pembelajaran”. (I disagree with formative and summative test, because it is not my favorite. The test was only producing a result in the form of value and in my opinion, it is not a benchmark value in learning). Dat (40): “Tes formatif dan summatif yang pernah saya ikuti cenderung kurang efektif, karena memberatkan beban siswa dalam belajar”. (Formative test and summative I've ever followed tend to be less effective, because it adds to the burden of students in learning). Data (2), (9), (14), (37), and (40) above are the second perception for formative and summative test. There are ten students (22.2%) assumed that the tests are not effective enough, it caused by the students did not interested to both tests. They claimed that formative and summative test make the students have heavier responsibility. Those tests just result a mark, while a mark is not standard in study except a process.

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Then, data (4), (8), and (33) show that three students (6.7%) stated that formative and summative test are not effectively implemented. But they have no resons about their statements about these. To find out the impacts of formative and summative test, then the researcher made the second question of the open questionnaire which written as: “Apakah tes formatif dan tes summatif berpengaruh terhadap minat dan prestasi dalam belajar Bahasa Inggris? Berikan alasannya!” (Is the formative and summative test affects the interest and achievement in learning English? Give your own opinion!) Table 4.2 Number and Percentages of “Formative and summative test affects the students’ interest and achievement” No.

Category

Frequency

1.

Yes, those tests affect interest and 32

Percentage 71.1%

achievement in English-learning. 2.

No, formayive and summative tests 10 do

not

affected

the

22.2%

students‟

interest and achievement. 3.

Undecided

3

46

6.7%

Figure 4.2 Number and Percentages of “Formative and summative test affects the students’ interest and achievement”

Percentage 71.10%

22.20% 6.70% Agree

Disagree

Undecided

Some students argued that formative and summative test affect their interest and achievement in learning English. It can increase the students‟ motivation to learn English more. Some of them also argued that both tests did not affect their motivation and achievement. Data (1): “Ya, tes ini menjadikan saya termotivasi untuk selalu belajar dan mendapatkan progres dalam setiap tesnya”. (Yes, those tests make me motivated to keep learning and getting progress in every test). Data (5): “Sangat berpengaruh terhadap minat dan prestasi belajar saya. Karena saya selalu tertantang dan terdorong untuk selalu belajar. Dan juga, dengan adanay tes tersebut, dapat mengevaluasi

47

kemampuan belajar saya, sudah sampai di level mana. Saya rasa kedua tes itu baik dan cocok diterapkan”. (These very affect the interests and achievements of my study. Since I am always challenged and encouraged to learn everytime. And also, with such tests, I can evaluate my learning ability. I think the test is good and suitable to be applied). Data (6): “Tes formatif dan summatif ini berpengaruh terhadap minat dan prestasi saya dalam belajar bahasa Inggris. Karena saya bisa menambah kosa kata, bisa speaking dengan lancar”. (This formative and summative test affect the interest and my achievements in learning English. Because I can increase vocabulary, I can speak fluently). Data (15): “Sangat berpengaruh pada minat dan prestasi belajar saya, jadi saya bisa tau seberapa pemahaman saya tentang bahasa Inggris, dan itu bisa membuat saya lebih giat belajar lagi untuk menguasai lebih jauh”. (It affects the interests and learning achievement, so I can know how far my comprehension of the English language and it will make me study hard again to master any further). Data (16): “Iya sangat berpengaruh sekali karena dengan diadakan tes tersebut saya menjadi bisa mempersiapkan diri untuk menghadapi tes, sehingga nanti saya akan lebih giat belajar. Dan tidak hanya itu, ketika hasil dari tes itu saya ketahui, saya menjadi lebih termotivasi

untuk

mendapatkan

hasil-hasil

nilai

yang

lebih

memuaskan”. (Yes, these very influential because, through the tests I

48

able to prepare for the test, so that later on I will study harder. And not only about that, when I know the results of the tests, I became more motivated to get more satisfactory results). Data (23): “Tes formatif dan summatif sangat memberikan pngaruh yang positif terhadap penguasaan materi. Selain itu juga bisa mendorong siswa untuk terus berlatih (belajar) untuk meningkatkan skor yang didapat sebelumnya. Sehingga siswa paham, materi mana yang harus lebih dikuasai lagi/ ditingkatkan agar lebih menguasai”. (Formative and summative tests give positive effect towards mastery of the material. It can also encourage students to continue practicing (learning) to improve the scores obtained previously. So that students understand, which material should be controlled more / improved in order to dominate). Data (31): “Sangatlah berpengaruh dalam saya belajar bahasa Inggris atau pun yang lainnya. Karena adanay tes tersebut saya dapat meningkatkan belajar saya dari pada sebelumnya. Dengan adanya tes tersebut saya tambah rajin dan semangat dalam belajar”. (It is very influential in my English learning or the other, because the test can improve my learning than ever before. I feel more diligent and enthusiasm in learning). Data (38): “Menurut saya tes formatif sangatlah berpengaruh bagi saya, karena saya bisa mengingat pelajaran yang sudah saya pelajari.

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Disaat rasa malas mulai menghampiri, dengan adanya tes tersebut setidaknya membantu saya untuk belajar, karena kalau tidak ada tes biasanya saya malas belajar. Sama saja dengan tes summative”. (I think the formative tests are very influential for me, because I can remember the lessons I have learned. When the laziness start over, the presence of the test at least help me to learn, because if there is no test I usually lazy to learn. It is same with the summative test). Data (39): “Menurut saya tes formatif dan summatif berpengaruh terhadap minat untuk belajar. Akan tetapi berkisar pada saat itu juga. Dan hanya akan menjadi momok dan berorientasi pada hasil akhir”. (In my opinion, formative and summative tests affect the interest to learn. But only revolve at that time. And will only become a scourge and results-orientated). Data (41): “Tes formatif dan summatif mempengaruhi mahasiswa dalam belajar setiap harinya. Tes tersebut memang mempengaruhi minat dan prestasi dalam belajar bahasa Inggris. Jika seorang mahasiswa paham tentang content materi pastinya akan tertarik. Dan jika masih sulit untuk memahami pastinya dengan tes tersebut akan membuat mahasiswa terbebani harus belajar dan membuatnya stress”. (Formative and summative tests affect students in learning each day. The tests are indeed affected the interests and achievements in learning English. If a student understands the content material, definitely he or

50

she will be interested. And if it is still difficult to understand, exactly the test will make students burdened to learn and it makes them stress). Data (21): “Menurut saya kedua tes tersebut dapat mempengaruhi minat dan prestasi dalam belajar. Ketika hasil dari tes tersebut kurang memuaskan, tentunya bagi sebagian orang itu dapat menimbulkan motivasi untuk belajar lebih giat”. (I think both of these tests may affect the interest and achievement in learning. When the results of these tests are less satisfactory, of course, for some people it may lead to motivation to study harder). Data (33): “Meskipun kadang saya merasa stress dengan adanya tes tersebut mampu membuat saya menjadi agak rajin untuk belajar”. (Even the tests sometimes make me feel stressed, but it is able to make me a bit diligently to learn). Data (1), (5), (6), (15), (23), (31), (38), (39), (41), (21), and (33) are some of thirty two (71.1%) students argued that formative and summative test affect their interest and achievement in learning English. Students consider that those tests very helpful to improve their motivation. Some of them opine that tests can improve their willingness to study, have enthusiasm to study, and try to understanding materials. Those test made them endeavor to gain the best mark to increase their achievement. Despite the tests affect their interest and achievement, the students assumed that sometimes they feel stress and dizzy to study the

51

complicated materials and it may trigger a spooky, because they only orientated to the results or mark. Contradiction statement was also said by some students. They have opinion that formative and summative test are not affect their interest and achievement in learning English. Data (14): “Tes formatif dan summatif tidak begitu berpengaruh terhadap minat dan prestasi dalam bahasa Inggris”. (Formative and summative test are not so affected to the interest and achievement in English). Data (37): “Saya rasa dengan adanya tes tersebut tidak berpengaruh sama sekali terhadap minat dan prestasi dalam belajar bahasa Inggris. Tes itu bukan merupakan tolak ukur dalam menentukan minat dan prestasi dalam penguasaan proses belajar bagi saya atau dalam hal belajar bahasa Inggris”. (I think the presence of the test is not really affected to interest and achievement in learning English. In my opinion, the test was not measurement in determining interest and achievement toward the mastery of the learning process, or in the case of learning English). Data (43): “Tidak berpengaruh, karena kemauan saya biasanya dipacu oleh rasa ingin tahu saya, bukan berdasarkan tes”. (These have no effect, because my intention is usually driven by my curiosity and not based on the test).

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Data (30): “Tidak berpengaruh, karena minat dan prestasi itu tidak ada hubungannya dengan sebuah tes. Minat dan prestasi itu biasanaya tumbuh dalam suatu keinginan”. (These have no effect, because the interests and the achievements have nothing to do with a test. Interests and achievements as a rule, it grows into a desire). Data (25): “Tidak terlalu mempengaruhi minat dan prestasi tapi lumayan membantu belajar. Karena saya sangat imposibel kalau saya belajar di rumah. Jadi harapannya, hanya belajar di kelas saja. Tambah lebih prakteknya aja, itu lebih ngebantu”. (These not too affect the interests and achievements but passable assist learning, because I am very impossible if I study at home. So, I hope, only learned in the classroom. Add more practice wrote, it was more useful). Data (34): “Menurut saya, tes formatif dan summatif tidak begitu berpengaruh terhadap minat dan prestasi saya secara pribadi, karena tes formatif dan summatif hanya dapat meningkatkan beberapa skill saja”. (In my opinion, formative and summative tests not too affect the interests and accomplishments to me personally, because those tests only can improve some skills). Data (14), (37), (43), (30), (25), and (34) are six of ten (22.2%) data of the students‟ rejection if formative and summative test affect their interest and achievement in learning English. In their opinion, the

53

tests are not related to the achievement and their interest, because achievement and interest came from the students‟ wants. 2. Impacts of Formative and Summative Test Based on the close questions given by researcher, students had many kinds of perception toward the impacts of formative and summative test. Those impacts are divided into goal orientation and motivation, and self-efficacy and anxiety. a. Goal Orientation and Motivation Goals provide students with direction and a purpose for engaging in an activity (Pintrich&Schunk, 1996 in Li (2012: 8)). Then, according Anderman, Austin, & Johnson (2002) in Li (2012: 8) goal orientations constitute students‟ reason engaging in academic tasks. One item is related to goal orientation. As shown in Table 4.1. Table 4.3 Goal Orientation No. Item

Formative 1.

SA

A

SD

D

No.

%

No.

%

No.

%

No

%

14

31.1

27

60

3

6.7

1

2.2

and

summative test spur me to improve achievement in learning English.

Note: SA = Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree. All numbers in the cells are amount of students.

54

Figure 4.3 Goal Orientation Formative and summative test spur me to improve achievement in learning English. 60%

31.10%

6.70%

Strongly agree

Agree

Disagree

2.20%

Strongly disagree

About 31.1% of the students strongly agree that formative and summative test spur them to improve achievement in learning English. 60% students agree, 6.7% disagree, and 2.2% or only one student strongly disagree. A concept related to goal orientation is motivation, which is the process whereby goal-directed activity is instigated and sustained (Pintrich&Schunk, 1996 in Li (2012: 9)). Motivation is a broader concept, and different theoretical models have been developed to describe it. Motivation in the present study is mainly operationalized by how much effort the students were willing to do to pass the test. Table 4.2 shows the results of 11 items related to motivation.

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Table 4.4 Motivation SA

A

D

SD

20

22

2

1

14

24

6

1

23

15

0

0

20

22

3

1

19

20

5

3

21

18

2

4

18

23

0

3

25

17

0

challenged by the material that has never been 6

29

9

1

15

25

4

1

25

20

0

0

No. Items 1.

2.

Formative and summative test make me study hard. Formative and summative tests make me more motivated to learn English. Formative and summative test make me have a

3.

large collection of English language film as a 7 medium for learning listening.

4.

5.

6.

7.

8.

Formative and summative test make diligent to write. Formative and summative test make me joy to read the newspaper / media in English. Formative and summative test make me often speak in English in everyday of life. Formative and summative tests make me often watching English movies. Formative and summative test make me more critical in learning activities in the classroom. Formative and summative test make me be

9.

learned. 10.

11.

Formative and summative tests help me motivated to be able to master English. Formative and summative test make me know how much my understanding of English.

Note: SA = Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree. All numbers in the cells are amount of students.

56

Table 4.4 shows number of motivation categories. There are 11 statements that indicated students perceptions in categori of motivation. They are spread out in the statements number 2, 10, 12, 13, 14, 15, 16, 17, 19, 22, and 24. Statement number 2 is “Formative and summative test make me study hard”. “Formative and summative tests make me more motivated to learn English” is statement for number 10. Statements for number 12, 13, and 14 are “Formative and summative test make me have a large collection of English language film as a medium for learning listening”, “Formative and summative tests make me often watching English movies”, and “Formative and summative test make diligent to write” statement for number 15 is “Formative and summative test make me joy to read the newspaper / media in English” Formative and summative test make me often speak in English in everyday of life”, “Formative and summative tests help me motivated to be able to master English”, and “Formative and summative test make me familiar with the materials have been learned” are statements for number 16, 17, and 18. Statement “Formative and summative test make me more critical in learning activities in the classroom” is for number 19. Statement for number 22 is “Formative and summative test make me be challenged by the material that has never been learned”.Then the last statement for number 24 is “Formative and summative test make

57

me know how much my understanding of English”. The detail ercentages of each statements are showed on the following tables: Table 4.4.1 Formative and summative test make me study hard. No.

Category

Frequency

Percentage

1.

Strongly Agree

20

44.4%

2.

Agree

22

48.9%

3.

Disagree

2

4.4%

4.

Strongly Disagree

1

2.2%

Figure 4.4.1 Formative and summative test make me study hard.

Percentage

44.40%

Strongly Agree

48.90%

Agree

4.40%

2.20%

Disagree

Strongly Disagree

There are some students argued that formative and summative test made them frustrated. It may cause by a factor that students did not prepare it first. So, if the students want to pass the

58

test clearly they need to study first. To begin with, 44.4% of the students strongly agree that formative and summative test made them study hard. 48.9% of the students agree about that, and then 6.7% of the students disagreed or strongly disagreed. Table 4.4.2 Formative and summative test make me more motivated to learn English. No.

Category

Frequency

Percentage

1.

Strongly Agree

14

31.1%

2.

Agree

24

53.3%

3.

Disagree

6

13.3%

4.

Strongly Disagree

1

2.2%

Figure 4.4.2 Formative and summative test make me more motivated to learn English

Percentage 53.30% 31.10% 13.30%

2.20% Strongly Agree

Agree

59

Disagree

Strongly Disagree

Over 80% of the students strongly agree or agree that formative and summative test made them more motivated to learn English, because through those test they will know how their progress. Oppositely, there are 14.3% of the students disagreed or strongly disagreed if formative and summative test motivated them in learning English. Table 4.4.3 Formative and summative test make me have a large collection of English language film as a medium for learning listening No.

Category

Frequency

Percentage

1.

Strongly Agree

7

15.6%

2.

Agree

23

51.1%

3.

Disagree

15

33.3%

4.

Strongly Disagree

0

0%

60

Figure 4.4.3 Formative and summative test make me have a large collection of English language film as a medium for learning listening

Percentage 51.10% 33.30% 15.60% 0% Strongly Agree

Agree

Disagree

Strongly Disagree

The data shows that formative and summative test give some positive impacts to the students. Some of those impacts are related to students‟ behavior. Begin from 66.7% of the students agree or strongly agree that formative and summative test made them have a large collection of English-language film as a medium for learning listening. While about 33.3% of the students disagreed. Then, 44.4% of the students stated that formative and summative test made them diligent to write, whereas the students that disagreed or strongly disagreed about that totaled 55.6%. the detail percentage of each statements shows on the table below.

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Table 4.4.4 Formative and summative test make me dilligent to write No.

Category

Frequency

Percentage

1.

Strongly Agree

0

0%

2.

Agree

20

44.4%

3.

Disagree

22

48.9%

4.

Strongly Disagree

3

6.7%

Table 4.4.4 Formative and summative test make me dilligent to write Percentage 44.40%

48.90%

67%

Agree

Disagree

Strongly Disagree

0% Strongly Agree

Table 4.4.5 below presents the detail percentage about statement number 15 that states formative and summative test make me joy to read the newspaper/ media in English. Table 4.45 Formative and summative test make me joy to red the newspaper/ media in English No.

Category

Frequency

Percentage

1.

Strongly Agree

1

2.2%

62

2.

Agree

19

42.2%

3.

Disagree

20

44.4%

4.

Strongly Disagree

5

11.1%

Figure 4.45 Formative and summative test make me joy to read the newspaper/ media in English Percentage 42.20%

44.40%

11.10% 2.20% Strongly Agree

Agree

Disagree

Strongly Disagree

Less than 45% of students strongly agree or agree that formative and summative test made them joy to read the newspaper/ media in English. It means that 20 students agree about this statement. Then, 55% or more than 23 of the students disagree about that. Table 44.6 Formative and summative test make me often speak in English in every day of life No.

Category

Frequency

Percentage

1.

Strongly Agree

3

6.7%

63

2.

Agree

21

46.7%

3.

Disagree

18

40%

4.

Strongly Disagree

2

4.4%

Figure 44.6 Formative and summative test make me often speak in English in every day of life Percentage 46.70% 40%

6.70%

Strongly Agree

4.40%

Agree

Disagree

Strongly Disagree

Table and figure 4.4.6 shows the percentage of statement number 16, “Formative and summative test make me often speak in English in every day of life”. About 6.7% of the students agreed or strongly agreed they often speak in English in everyday of life because of formative and summative test, 46.7% strongly agree. This score rather agrees with Li‟s (2012: 9) observation that there are 52.6% students would pay attention to English use in real life. This relative low percentage might be explained by the fact that it is difficult for standardized

64

language test to directly assess authentic language use in real life, especially if the students usually use mother tongue language in everyday of life. Table 4.4.7 Formative and summative test make me often watching English movie No.

Category

Frequency

Percentage

1.

Strongly Agree

4

8.9%

2.

Agree

18

40%

3.

Disagree

23

51.1%

4.

Strongly Disagree

0

0%

Figure 4.4.7 Formative and summative test make me often watching English movie Percentage 51.10%

40%

8.90% 0% Strongly Agree

Agree

65

Disagree

Strongly Disagree

Watching English movie is fun for people who understand about English conversation. But, for people that have superficial comprehension, they need subtitle to watch it. As we know if we accustomed watching English movies, it can improve our English comprehension, especially for vocabulary and conversation mastery. 48.9% of students agree and strongly agree that formative and summative test made them often watching English movies. While the rest of 51.1% answered disagree. Table 4.4.8 Formative and summative test make me more critical in learning activities in the classroom. No.

Category

Frequency

Percentage

1.

Strongly Agree

3

6.7%

2.

Agree

25

55.6%

3.

Disagree

17

37.8%

4.

Strongly Disagree

0

0%

Figure 4.4.8 Formative and summa tive test make me more critical in learning activities in the classroom.

66

Percentage 55.60%

37.80%

6.70%

0%

Strongly Agree

Agree

Disagree

Strongly Disagree

Formative and summative test also made the students more critical in learning activities in the classroom. Approximately 66.7% of the students agreed and more than a half of the students (55.6%) strongly agreed about that. It might appear caused by pretension to knowing, whereas 77.8% of the students disagreed. Table 4.4.9 Formative and summative test make me challenged by the material that never been learned. No.

Category

Frequency

Percentage

1.

Strongly Agree

6

13.3%

2.

Agree

29

64.4%

3.

Disagree

9

20%

4.

Strongly Disagree

1

2.2%

67

Figure 4.4.9 Formative and summative test make me challenged by the material that never been learned.

Percentage 64.40%

20% 13.30% 2.20% Strongly Agree

Agree

Disagree

Strongly Disagree

Based on table 4.4.9, shows that students who agreed or strongly agreed that formative and summative test made them be challenged by the material that has never been learned totaled 77.8%, and 22.2% of students disagreed or strongly disagreed. Table 4.4.10 below presents the detail percentage of statement number 17, “Formative and summative test motivated me be able to master English”. Table 4.4.10 Formative and summative test motivated me be able to master English.

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No.

Category

Frequency

Percentage

1.

Strongly Agree

15

33.3%

2.

Agree

25

55.6%

3.

Disagree

4

8.9%

4.

Strongly Disagree

1

2.2%

Figure 4.4.10 Formative and summative test motivated me be able to master English. Percentage 55.60% 33.30% 8.90% Strongly Agree

Agree

Disagree

2.20% Strongly Disagree

Approximately, 88.9% of the students agreed or strongly agreed that formative and summative test help them motivated be able to master English, and only 11.1% disagreed or strongly disagreed. Finally, all students agreed or strongly agreed that formative and summative test made them know how much their English comprehension. It showed on table 4.4.11

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Taable 4.4.11 Formative and summative test make me know how much my understanding about English No.

Category

Frequency

Percentage

1.

Strongly Agree

25

55.6%

2.

Agree

20

44.4%

3.

Disagree

0

0%

4.

Strongly Disagree

0

0%

Figure 4.4.11 Formative and summative test make me know how much my understanding about English

Percentage 55.60% Strongly Agree

44.40% Agree

0%

0%

Disagree

Strongly Disagree

Based on the table and figure 4.4.11, 55.6% and 44.4% of the students strongly agree and agree if formative and summative test make them know how much their understanding about English. No one of them disagree or strongly disagree about that. It means that formative and summative test make 100% students know how much their understanding about English.

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b. Self-Efficacy and Anxiety According to Bandura (1994) in Li (2012:9), self-efficacy is defined as people feeling about their ability to produce appointed levels of performance that test influence the phenomena that affect their lives. Table 4.5 Self-Efficacy No. 1.

2.

3.

4.

5.

6.

7.

8.

Items Formative and summative test make me master lisening. Formative and summative test make me master speak English. Formative and summative test make mastered many vocabularies. I get a lot of new vocabularies when learning to prepare formative and summative test. Formative and summative test able to improve the translating ability. Formative and summative test very effective to improve the confidence in learning English. Learning English is fun because of formative and summative test. Formative and summative test make me familiar with the materials have been learned.

SA

A

D

SD

8

30

6

1

12

19

13

1

16

24

4

1

16

24

4

1

9

32

3

1

10

20

15

0

4

29

10

2

13

30

2

0

Note: SA = Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree. All numbers in the cells are amount of students.

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Table 4.5 shows number of Self-efficacy. There are eight statements that indicated self-efficacy. They are spread out in the statements number 3, 4, 5, 6, 7, 9, 11, and 18. Statement number 3 is “Formative and summative test make me master lisening”. “Formative and summative test make me master speak English” is statement for number 4. Statement number 5 and 6 are “Formative and summative test make mastered many vocabularies” and “Formative and summative test able to improve the translating

ability”. “Formative and summative test very effective to improve the confidence in learning English” and “Learning English is fun because of formative and summative test” are statement for number 7 and 9. Statement number 11 is “I get a lot of new vocabularies when learning to prepare formative and summative test”. The last one, “Formative and summative test make me familiar with the materials have been learned” is statement for number 18. The detail percentage of each statements shows on the following tables: Table 4.5.1 Formative and summative test make me master listening No.

Category

Frequency

Percentage

1.

Strongly Agree

8

17.8%

2.

Agree

30

66.7%

72

3.

Disagree

6

13.3%

4.

Strongly Disagree

1

2.2%

Figure 4.5.1 Formative and summative test make me master listening Percentage 66.70% 17.80%

13.30%

Strongly Agree

Agree

Disagree

0 Strongly Disagree

As shown in table 4.5.1, more than half of students exactly 84.4% agreed that formative and summative test made them master listening, 13.3% disagreed and 2.2% strongly agreed. Table 4.5.2 Formative and summative test make me master speak English No.

Category

Frequency

Percentage

1.

Strongly Agree

12

26.7%

2.

Agree

19

42.2%

3.

Disagree

13

28.9%

4.

Strongly Disagree

1

2.2%

73

Figure 4.5.2 Formative and summative test make me master speak English Percentage 42.20% 28.90%

26.70%

2.20% Strongly Agree

Agree

Disagree

Strongly Disagree

Whereas 26.7% of the tudents agreed and 4.2% strongly agreed that formative and summative test made them master speak in English. Some of them, 28.9% of the students disagreed and 2.2% students strongly disagreed about that statement. This statement is related with the students‟ behavior of watching English movies that can improve their vocabulary and conversation ability. Furthermore, table 4.5.3 shows the detail percentage of statement number 5. Table 4.5.3 Formative and summative test make me mastered many vocabularies No.

Category

Frequency

Percentage

1.

Strongly Agree

16

35.6%

2.

Agree

24

53.3%

74

3.

Disagree

4

8.9%

4.

Strongly Disagree

1

2.2%

Figure 4.5.3 Formative and summative test make me mastered many vocabularies Percentage 53.30% 35.60%

8.90% 2.20%

Strongly Agree

Agree

Disagree

Strongly Disagree

Around 88.9% of the students agreed or strongly agreed that formative and summative test made them master many vocabularies. Automatically, the students got many vocabularies when learning to prepare formative and summative tests, while the students who disagreed or strongly disagreed toteled 11.1%. this percentage are same whit the statement below: Table 4.5.4 I get a lot of vocabularies when learning to prepare formative and summative test. No.

Category

Frequency

75

Percentage

1.

Strongly Agree

16

35.6%

2.

Agree

24

53.3%

3.

Disagree

4

8.9%

4.

Strongly Disagree

1

2.2%

Figure 4.5.4 I get a lot of vocabularies when learning to prepare formative and summative test. Percentage 53.30% 35.60%

8.90% 2.20% Strongly Agree

Agree

Disagree

Strongly Disagree

Table and figure 4.5.4 above shows detail percentage of statement “I get a lot of new vocabularies when learning to prepare formative and summative test”, that is same with statement before.

76

Table 4.5.5 Formative and summative tests are able to improve translating ability No.

Category

Frequency

Percentage

1.

Strongly Agree

9

20%

2.

Agree

32

71.1%

3.

Disagree

3

6.7%

4.

Strongly Disagree

1

2.2%

Figure 4.5.5 Formative and summative tests are able to improve translating ability

Percentage 71.10%

20%

Strongly Agree

Agree

6.70%

2.20%

Disagree

Strongly Disagree

For the students who agreed or strongly agreed that formative and summative test able to improve translating ability totaled 91.1%, while 6.7% and 22% of students are disagreed and strongly disagreed. It is same with listening mastery. Translation was always

77

been a focus in a test, whereas the students have to know the meaning og the English direction or question given in the task. Table 4.5.6 below presents the detail percentage of statement number 7 in questionnaire. Table 4.5.6 Formative and summative test are very effective toimprove the confidence in learning English No.

Category

Frequency

Percentage

1.

Strongly Agree

10

22.2%

2.

Agree

20

44.4%

3.

Disagree

15

33.3%

4.

Strongly Disagree

0

0%

Figure 4.5.6 Formative and summative test are very effective to improve the confidence in learning English Percentage 44.40% 22.20%

33.30% 0%

Strongly Agree

Agree

Disagree

Strongly Disagree

Formative and summative tests are very effective to improve the confidence in learning English. When the test is held, students

78

have to be confident with their ability to finish it. More than 60% students agreed or strongly agreed about that. That confidence is increased. However, 33.3% students disagree if their confidence increased. Then around 73.3% of the students agreed or strongly agreed that learning English is fun if there are formative and summative test. While the rest of 22.2% and 4.4% of the students are disagreed and strongly disagreed. Table 4.5.7 below presents the detail percentage. Table 4.5.7 Learning English is fun because of formative and summative test No.

Category

Frequency

Percentage

1.

Strongly Agree

10

22.2%

2.

Agree

20

44.4%

3.

Disagree

15

33.3%

4.

Strongly Disagree

0

0%

Figure 4.5.7 Learning English is fun because of formative and summative test

79

Percentage 44.40% 22.20%

33.30% 0%

Strongly Agree

Agree

Disagree

Strongly Disagree

Table 4.5.8 presents the last statement about Self-efficacy. This table shows the detail percentage of “Formative and summative test make me familiar with the materials have been learned”. Table 4.5.8 Formative and summative test make me familiar with the materials have been learned No.

Category

Frequency

Percentage

1.

Strongly Agree

10

22.2%

2.

Agree

20

44.4%

3.

Disagree

15

33.3%

4.

Strongly Disagree

0

0%

Figure 4.5.8 Formative and summative test make me familiar with the materials have been learned

80

Percentage 44.40% 33.30% 22.20%

0% Strongly Agree

Agree

Disagree

Strongly Disagree

About 95.5%students agreed or strongly agreed that formative and summative test make me familiar with the materials have been learned and 4.4% of the students disagreed about that.

Table 4.6 Anxiety

No. 1. 2. 3.

4.

Items Formative and summative test make me bored to follow English lessons. Formative and summative test make me frustrated. Formative and summative make me afraid to learn English for further. Formative and summative test make me lazy to follow English lessons.

SA

A

D

SD

2

0

38

5

3

12

20

10

6

29

9

1

0

4

28

12

Note: SA = Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree. All numbers in the cells are amount of students.

81

Spielberger (1983: 1) in Li (2012: 10) stated, “Anxiety, defined as the subjective feeling of tension, apprehension, nervousness, and worry related with arousal of the automatic nervous system”. It is also an important of the test‟s impact. Table 4.6 shows number of Anxiety. There are four statements that indicated anxiety. They are spread out in the statements number 8, 20, 21, and 23. The statement for number 8 is “Formative and summative test make me bored to follow English lessons”. “Formative and summative test make me frustrated” is statement for number 20. Then, the statements for number 21 and 23 are “Formative and summative make me afraid to learn English for further” and “Formative and summative test make me lazy to follow English lessons”. Table 4.6.1 Formative and summative test make me bored to follow English lessons No.

Category

Frequency

Percentage

1.

Strongly Agree

2

4.4%

2.

Agree

0

0%

3.

Disagree

38

84.4%

4.

Strongly Disagree

5

11,1%

82

Figure 4.6.1 Formative and summative test make me bored to follow English lessons

Percentage 84.40%

11%

4.40%

0%

Strongly Agree

Agree

Disagree

Strongly Disagree

Table 4.6.1 presents the detail percentage of statement number 8. As shown in table 4.6.1, only 4.4% of the students agreed or strongly agreed that formative and summative test made them bored to follow english lesson. 84.4% others disagreed and 11.1% strongly disagreed. Table 4.6.2 Formative and summative test make me frustrated No.

Category

Frequency

Percentage

1.

Strongly Agree

3

6.7%

2.

Agree

12

26.7%

3.

Disagree

20

44.4%

4.

Strongly Disagree

10

22.2%

83

Figure 4.6.2 Formative and summative test make me frustrated

Percentage

44.40%

26.70%

22.20%

6.70%

Strongly Agree

Agree

Disagree

Strongly Disagree

Based on table 4.6.2, 6.7% students agreed and 26.7% strongly agreed that formative and summative test make them frustrated. 44.4% and 22.2% students disagree and strongly disagree abourt that. Table 4.6.3 Formative and summative test make me afraid to learn English for further. No.

Category

Frequency

Percentage

1.

Strongly Agree

6

13.3%

2.

Agree

29

64.4%

3.

Disagree

9

20%

84

4.

Strongly Disagree

1

2.2%

Figure 4.6.3 Formative and summative test make me afraid to learn English for further.

Percentage 64.40%

20%

13.30%

2.20% Strongly Agree

Agree

Disagree

Strongly Disagree

Table 4.6.3 above presents detail percentage of statement number 21. It shows that 13.3% students agree and 64.4% strongly agree that formative and summative test make them afraid to learn English for further. 20% and 2.2% students disagree and strongly disagree. It means that 22.2% students are not afraid to face formative and summative test in order to learn English for further.

85

Table 4.6.4 Formative and summative test make me lazy to follow English lesson. No.

Category

Frequency

Percentage

1.

Strongly Agree

0

0%

2.

Agree

4

8.9%

3.

Disagree

28

62.2%

4.

Strongly Disagree

2

26.7%

Figure 4.6.4 Formative and summative test make me lazy to follow English lesson.

Percentage 62.20%

26.70% 8.90% 0% Strongly Agree

Agree

Disagree

Strongly Disagree

The table above shows that finally 8.9% students become lazy to follow English lesson because of formative and summative test.

86

Then, 88.9% students did not take that statement as the matter. They say active to follow English lesson. This is somewhat in contrast with the increasing self-efficacy they reported in terms of their English ability as illustrated in Table 4.5, this contrast may represent the actual situation regarding the students‟ perceptions for the impact of formative and summative test. On the one hand, students felt more confident about their English ability as a result of putting more effort into preparing for those tests. On the other hand, the test preparation put them under great pressure, such that they became anxious about frustrated, bored, afraid, and lazy with learning English.

87

CHAPTER V CLOSURE A. Conclusions The prominent part of presenting conclusion is to reveal the answer of the research questions. Based on the research that has been conducted in the listening class in IAIN Salatiga, below are the conclusions of the research. The conclusion is presented as the answers of the research questions. They reveal the statement of the problem of the research. 1. The students‟ perceptions toward formative and summative tests are very various. They have their own opinion with its strong reasons. For thirty two (71.1%) students assumed that formative and summative test they have followed in IAIN Salatiga were effectively implemented. From those tests they could evaluate their comprehension of learning English. Through these test they knew the results of their study. Those tests were also very useful in the development of English. They opined that formative and summative test influenced interest and achievement in learning English. Students considered that those tests were very helpful to improve their motivation. These would improve their willingness to study, have enthusiasm to study, and try to understanding materials. Those tests made them endeavor to gain the best score to increase their achievement. Despite the tests affected their interest and achievement, the students assumed that sometimes they felt

88

stressed and dizzy to study the complicated materials and it might trigger a spooky, because they only orientated to the results or score. So that, these testing was very good to be applied to evaluate students in learning English. Ten (22.2%) students argued that the tests were not effective enough. They caused by the students were not interested to both tests. They claimed that formative and summative test made the students more burdened. Those tests just result a score, while a score was not standard in study except a process. So, they disagreed if formative and summative test affected their interest and achievement in learning English. In their opinion, the tests were not related to the achievement and their interest, because achievement and interest came from the students‟ wants. Besides that, three (6.7%) of forty five students argued that formative and summative test were ineffectively implemented. They did not have any reason about those two tests. 2. The impact of formative and summative test. a. Goal Orientation and Motivation Regarding to the goal orientation and motivation, formative and summative give several impact to the students. They are: 1) Spur the students to improve achievement in learning English (91.1%) 2) Make the students study hard (93.3%)

89

3) Make students more motivated to learn English (84.4%). 4) Make students have a large collection of English-language film as a medium for learning listening (66.7%). 5) Make them often watching English movies (53.3%). 6) Make the students diligent to write and joy to read the newspaper / media in English (44.4%). 7) Make the students often speak in English in everyday of life and make them more critical in learning activities in the classroom (52.2%). 8) Make students be challenged by the material that has never been learned (77.8%). 9) Help students to be able to master English and make them know how much their understanding of English (88.9%). b. Self-Efficacy and Anxiety Formative and summative test make the students: 1) Master listening (84.4%). 2) Speak in English fluently (68.9%). 3) Get a lot of new vocabulary when learning to prepare formative and summative tests and master many vocabularies (88.9%). 4) Able to improve the translating ability (91.1%). 5) More confident in learning English (66.7%). 6) Familiar with the materials have been learned (95.6%). 7) Feel fun if there are formative and summative test (73.3%).

90

8) Bored to follow English lessons (4.4%). 9) Frustrated when learning English (33.3%). 10) Afraid to learn English for further (77.8%). 11) Lazy (8.9%). B. Suggestions From the findings presented earlier in chapter four, there are some suggestions that can be taken as a consideration for English teachers to conduct formative and summative test in English-learning practice: 1. Formative and summative test are two important things in learning.

However, these tests have to be applied in every subject of learning even though the form of the test is different. Because these test are instruments to evaluate and measure the students‟ comprehension in learning. In the implementation, teachers or lecturers have to be understood about the impacts of formative and summative test. So that, teacher or lecturer must conduct an environment in the test, which students feel comfortable and confident and more motivated toward the formative and summative test had been executed. 2. According to the results, there were some students still assumed that

formative and summative test were not effectively implemented. The teacher or lecturers have to create formative and summative test more effectively implemented. English teacher can make self-reflecting about their teaching, such as record their teaching, make observation and teaching journal, and can also apply surveys and questionnaires.

91

Therefore, the test must conduct appropriate with the objectives of the learning or study. Then, it will produce satisfactory results which prevailed to the students or teacher. 3. Further researchers hopefully able to conduct and develop another

research about tests or evaluation. So, the other researchers can be completed in the next time to be better research. 4. Evaluation or testing is very important in en education, it is used to

measure or determaine the students‟ achievement. So that, English Education Department is suggested to organize formative and summative test more effectively.

92

REFERENCES

Adediwura, A & Tayo. Perception of Teacher Knowledge, Attitude, and Teaching Skills as Predictor of Academic Performance in Nigerian Secondary Schools. Educational Research and Review Vol. 2 (7), July, 2007. Pp: 165- 171. Arikunto, S. 1997. Dasar-Dasar Evaluasi Pendidikan Jakarta: Bumi Aksara. Cet. 3. Arikunto, S. 2006. Prosedur Penelitian Suatu Pendekatan Praktek. Edisi Revisi IV. Jakarta: Rineka Cipta. Brown, H. D. 2003. Principles of Language Assessment. San Francisco: Addition Wesley Longman, Inc. Cowie, B. & Bell, B. 1999 The Characteristics of Formative assessment in Science Education. Vol. 1 (3), September, 2000. Pp: 101-116. Creswell, J.W. 2009. Research Design: Qualitative, Quantitative, and Mix Method Aprroaches. USA: Sage Publication, Inc. Fraenkel, J.R & Wallen, N. E. 2006. How to Design and Evaluate Research in Education.New York: McGraw-Hill Humanities/ Social science. Gronlund, N.E. 1982. Constructing Achievement Tests. United States of America: Virginia Livsey. Harmer, J. 2001. The Practice of English Language Teaching. Edinburgh: Pearson Education Limited. Third Edition. Hughes, A. 2003. Testing for Language Teachers. New York: Cambridge University. Komarudin. 2000. Persepsi Mahasiswa UNY Angkatan Tahun 1999 Terhadap Pendidikan Jasmani.UNY Yogyakarta: Thesis Unpublish. Li, et al. 2012. Students’ Perceptions of the Impact of College English Test. China: Journal of Language Testing in Asia. Vol. 2 (3), July, 2012. Pp: 77-94. Moleong, L. 2009. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya. Munadliroh, S. 2015. Items Analysis on The Score of the English Summative Test. STAIN Salatiga: Thesis Unpublish. Nitko, A. J. 1983. Educational Test and Measurement an: Introduction: New York: Hnancort Brace jovanovich.inc

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Panchbhai & Shrivasta. 2001. Students‟ Perception About The Formative assessment Examinations. India: JHSE. Sudijono, A. 1996. Pengantar Evaluasi Pendidikan. Jakarta: PT. Raja Grafindo Persada. Sugiyono. 2006. Metode Penelitian Pendidikan Kualitatif, Kualitatif dan R & D. Bandung: Alfabeta. Udoukpong , B & Okon, C. Perception of Formative Evaluation Practices and Students’ Academic Performance In Junior Secondary Certificate Examination in Social Studie. International Journal of Business and Social Science Vol. 3 (15) August 2012. Pp. 201-210. Unumeri, G.O.2009. Perception and Conflict. Nigeria. Walgito, Bimo. 2003. Pengantar Psikologi Umum. Yogyakarta: Andi Offset.

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APPENDICES

95

Curriculum Vitae

Name

: Nafiatul Khasanah

Place of Birth

: Batang

Date of Birth

: January, 20th 1994

Sex

: Female

Religion

: Islam

Address

: Ngaliyan RT 02/ RW 04, Kecamatan Limpung Kabupaten Batang, 51271

E-mail/Phone Number

: [email protected] / 089685029325

Education

: 2000-2006

: SDN 1 Limpung, Kab. Batang

2006- 2009 : SMP N1 Limpung 2009-2012

: SMA N1 Subah, Batang

2012- 2016 : IAIN Salatiga

Salatiga, September, 14th 2016

Nafiatul Khasanah

96

The Collected Data about Students’ Perception for the Impacts of Formative and Summative Test

No.

The Impacts of Formative and Summative Test

Amount of The Students' Perceptions Strongly agree

Agree

Disagree

Strongly Disagree

Total

No.

%

No.

%

No.

%

No.

%

No.

%

1

Formative and summative tests spur me to improve achievement in learning English.

14

31.1

27

60

3

6.7

1

2.2

45

100

2

Formative and summative test make me study hard.

20

44.4

22

48.9

2

4.4

1

2.2

45

100

3

Formative and summative test make me master listening.

8

17.8

30

66.7

6

13.3

1

2.2

45

100

4

Formative and summative test make me master speak in English.

12

26.7

19

42.2

14

31.1

1

2.2

45

100

5

Formative and summative test make me mastered many vocabularies.

16

35.6

24

53.3

4

8.9

1

2.2

45

100

6

Formative and summative test able to improve the translating ability.

9

20

32

71.1

3

6.7

1

2.2

45

100

7

Formative and summative test very effective to improve the confidence in learning English.

10

22.2

20

44.4

15

33.3

0

0

45

100

2

4.4

0

0

38

84.4

5

11.1

45

100

8

Formative and summative test make me bored follow English lessons.

9

Learning English is fun if there are formative and summative test.

4

8.9

29

64.4

10

22.2

2

4.4

45

100

10

Formative and summative tests make me more motivated to learn English.

14

31.1

34

75.6

6

13.3

1

2.2

45

100

97

11

I get a lot of new vocab when learning to prepare formative and summative tests.

16

35.6

24

53.3

4

8.9

1

2.2

45

100

12

Formative and summative test make me have a large collection of Englishlanguage film as a medium for learning listening.

7

15.6

23

51.1

15

33.3

0

0

45

100

4

8.9

18

40

23

51.1

0

0

45

100

13

Formative and summative tests make me often watching English movies.

14

Formative and summative test make diligent to write.

0

0

20

44.4

22

48.9

3

6.7

45

100

15

Formative and summative test make me joy to read the newspaper / media in English.

1

2.2

19

42.2

20

44.4

5

11.1

45

100

3

6.7

22

48.9

18

40

1

2.2

45

100

16

Formative and summative test make me often speak in English in everyday of life.

17

Formative and summative tests help me motivated to be able to master English.

15

33.3

25

55.6

4

8.9

1

2.2

45

100

18

Formative and summative test make me familiar with the materials have been learned.

13

28.9

30

66.7

2

4.4

0

0

45

100

19

Formative and summative test make me more critical in learning activities in the classroom.

3

6.7

27

60

17

37.8

0

0

45

100

20

Formative and summative test make me frustrated.

3

6.7

12

26.7

20

44.4

10

22.2

45

100

22

Formative and summative test make me be challenged by the material that has never been learned.

2

4.4

4

8.9

23

51.1

16

35.6

45

100

21

Formative and summative

6

13.3

29

64.4

9

20

1

2.2

45

100

98

make me afraid to learn English for further.

23

Formative and summative test make me lazy to follow

0

-

4

8.9

28

25

55.6

20

44.4

0

62.2

12

26.7

45

100

45

100

English lessons.

24

Formative and summative test make me know how much my understanding of English.

0

Students’ Perceptions about Formative and Summative Test No .

Students' Perception about the

Effectively Implemented

Less Effective

Ineffectively Implemented

Total

Impacts of Formative and Summative Test

No.

%

No.

%

No.

%

%

32

71.1

10

22.2 3

6.7

100

1. What do you think about the formative and summative test ever you follow?

2. Is the formative and Pro summative test affected 32 the interest and achievement in the learning English?

Conts 71.1

99

10

Neutral 22.2 3

6.7

100

FIGURE OF STUDENTS' PERCEPTIONS ABOUT FORMATIVE AND SUMMATIVE TEST Effectiveness of formative and summative test formative and summative test affect the students' achievement 71.10%

71.10%

22.20%

22.20% 6.70%

Effective

Less effective

6.70%

Ineffective

Students’ Score of Listening Class for Formative and Summative Test Weekly Assignments

Total

No

Fina MID

Name .

Week 1

2

3

4

5

6

Final

Final

Score

Grade

l Test

ly

Test

1.

Data 1

6

4

6

7

8

10

41

21

32

73%

B

2.

Data 2

5

6

6

8

9

10

44

22

40

81%

AB

3.

Data 3

4

6

8

7

10

35

15

37

69%

B-

100

4.

Data 4

5

6

6

8

6

10

41

14

39

72%

B

5.

Data 5

5

9

7

8

8

7

44

29

30

79%

B+

6.

Data 6

5

5

6

5

4

25

5

34

55%

BC

7.

Data 7

6

5

6

7

8

9

41

16

42

74%

B

8.

Data 8

7

6

4

8

8

10

43

18

32

71%

B

9.

Data 9

5

7

6

8

10

36

17

38

71%

B

1

1

10.

Data 10

10

41

10

35

63%

BC

0

0

6

5

11.

Data 11

7

7

9

7

7

10

47

18

30

70%

B-

12.

Data 12

5

6

5

7

9

10

42

19

45

81%

AB

13.

Data 13

5

4

8

6

10

33

13

35

64%

BC

14.

Data 14

5

6

8

7

7

33

14

30

59%

BC

15.

Data 15

10

43

21

47

84%

AB

1 7

9

7 0

16.

Data 16

17.

Data 17

18.

Data 18

19.

Data 19

6

4

6

8

9

10

43

23

38

79%

B+

6

7

7

9

10

39

14

37

69%

B-

8

6

5

8

9

36

25

33

75%

B

5

6

7

8

46

24

41

83%

AB

1 10 0

101

20.

Data 20

7

5

6

8

8

10

44

25

39

84%

AB

21.

Data 21

5

4

6

6

5

10

36

8

24

53%

BC

22.

Data 22

4

5

5

6

5

10

35

12

33

64%

B-

23.

Data 23

6

5

6

7

6

8

38

10

30

60%

BC

24.

Data 24

6

7

8

9

10

47

21

42

82%

AB

25.

Data 25

7

6

8

9

8

10

48

22

47

88%

A-

26.

Data 26

7

6

5

9

9

10

46

21

37

77%

B+

27.

Data 27

6

4

5

8

9

32

25

40

81%

AB

28.

Data 28

6

6

7

5

8

32

10

31

57%

BC

29.

Data 29

6

5

6

7

7

8

39

10

30

59%

BC

30.

Data 30

8

7

8

7

10

40

12

31

61%

BC

31.

Data 31

6

5

6

7

7

10

41

21

28

70%

B-

32.

Data 32

7

7

7

8

7

9

45

19

28

67%

B-

33.

Data 33

5

6

7

7

7

10

42

12

47

77%

B+

34.

Data 34

6

6

6

5

8

31

9

41

66%

B-

35.

Data 35

7

5

7

8

6

7

40

23

32

74%

B

36.

Data 36

6

7

8

9

7

10

47

8

43

70%

B-

37.

Data 37

6

7

6

7

8

10

44

17

30

67%

B-

38.

Data 38

7

5

6

9

9

36

28

42

85%

AB

7

102

39.

Data 39

8

6

1

1

0

0

6

10

50

26

44

90%

A-

40.

Data 40

5

5

7

8

6

10

41

21

37

77%

B+

41.

Data 41

5

5

6

6

7

10

39

15

46

77%

B+

42.

Data 42

7

6

7

9

6

7

42

16

34

70%

B-

43.

Data 43

6

5

7

7

6

10

41

15

32

67%

B-

44.

Data 44

9

9

8

9

9

10

54

24

46

90%

A-

45.

Data 45

7

5

6

9

9

36

28

42

85%

AB

103

Questionnaire Nama : NIM

:

Petunjuk Pengisian 1. Isilah identitas diri di tempat yang telah disediakan. 2. Pilihlah alternatif jawaban dari setiap peryataan sesuai keadaan yang sebenarnya dengan cara memberi tanda ( √ ) padasalah satu jawaban pada kolom yang telah disediakan. 3. Pengisian kuesioner ini menggunakan skor di bawah ini : SS = Sangat Setuju, S = Setuju, TS = Tidak Setuju, STS = Sangat Tidak Setuju 4. Students‟ perceptions for the impacts of formative and summative test.

No.

1.

PERNYATAAN Formative and summative tests spur me to improve achievement in learning English. Tesformatif dan summative memacu saya meningkatkan prestasi dalam belajar bahasa Inggris.

2.

Formative and summative test make me study hard. Tes formati fdan summative menjadikan saya rajin belajar.

3.

Formative and summative test make me master listening. Tes formatif dan summative menjadikan saya menguasai listening.

4.

Formative and summative test make me master speak in English. Tes formatif dansummatif menjadikan saya menguasai berbicara (speaking) menggunakan bahasa Inggris.

104

SA

A

D

SD

5.

Formative and summative test make me mastered many vocabularies. Tes formatif dan summative menjadikan saya menguasai banyak vocab.

6.

Formative and summative test able to improve the translating ability. Tes formatif dan summative mampu meningkatkan kemampuan menerjemahkan/ translating.

7.

Formative and summative test very effective to improve the confidence in learning English. Tes formatif dan summatif sangat efektif untuk meningkatkan rasa percaya diri dalam belajar bahasa Inggris.

8.

Formative and summative test make me bored follow English lessons. Tes formatif dan summatif menjadikan saya bosan mengikuti pelajaran bahasa Inggris.

9.

Learning English is fun if there are formative and summative test. Belajar bahasa Inggris terasa menyenangkan jika ada tes formatif dan summatifnya.

10.

Formative and summative tests make me more motivated to learn English. Tes formatif dan summative membuat saya lebih termotivasi untuk belajar Bahasa Inggris.

11.

I get a lot of new vocab when learning to prepare formative and summative tests. Saya mendapatkan banyak vocab baru ketika belajar untuk mempersiapkan tes formati fdan summatif.

105

12.

Formative and summative test make me have a large collection of English-language film as a medium for learning listening. Tes formatif dan summative menjadikan saya memiliki banyak koleksi film berbahasa Inggris sebagai media untuk belajar listening.

13.

Formative and summative tests make me often watching English movies. Tes formatif dan summative membuat saya menjadi sering menonton film berbahasa Inggris.

14.

Formative and summative test make diligent to write. Tes formatif dan summatif menjadikan saya rajin menulis.

15.

Formative and summative test make me joy to read the newspaper / media in English. Tes formative dan summative membuat saya suka membaca koran/ media massa berbahasa Inggris.

16.

Formative and summative test make me often speak in English in everyday of life. Tes formatif dan summative membuat saya sering berbicara menggunakan bahasa Inggris di kehidupan sehari- hari.

17.

Formative and summative tests help me motivated to be able to master English. Tes formatif dan summative membantu saya terdorong untuk bias menguasai Bahasa Inggris.

106

18.

19.

Formative and summative test make me familiar with the materials have been learned. Tes formatif dan summative membuat saya paham dengan materi yang sudah dipelajari. Formative and summative test make me more critical in learning activities in the classroom. Tes formatif dan summatif membuat saya lebih kritis dalam aktivitas belajar di kelas.

20.

Formative and summative test make me frustrated. Tes formatif dan summative membuat saya menjadi frustasi.

21.

Formative and summative make me afraid to learn English for further. Tes formatif dan summative membuat saya menjadi takut untuk mempelajari Bahasa Inggris lebih jauh.

22.

Formative and summative test make me be challenged by the material that has never been learned. Tes formatif dan summative membuat saya menjadi tertantang dengan materi yang belum pernah saya pelajari.

23.

Formative and summative test make me lazy to follow English lessons. Tes formatif dan summative membuat saya malas untuk mengikuti pelajaran Bahasa Inggris. Formative and summative test make me know how much my understanding of English.

24.

Tes formatif dan summative membuat saya menjadi tahu seberapa jauh pemahaman saya tentang Bahasa Inggris.

107

Answer the questions bellow according to your own opinion! (Jawablah pertanyaan di bawah ini sesuai dengan pendapatmu sendiri!)

1. What do you think about the formative and summative tests ever you follow? Bagaimana pendapatmu tentang tes formatif dan summatif yang pernah kalian ikuti? 2. Is the formative and summative test affected the interest and achievement in learning English? Apakah tes formatif dan tes summative berpengaruh terhadap minat dan prestasi dalam belajar Bahasa Inggris?

108

Table 3.1 Sheet for Observation Checklist No.

Statements

Yes No √

1.

Lecturer greets the students before the lesson.

2.

Lecturer leads the students to pray before the √ lesson begin.

3.

Lecturer gives apperception to the students.

√

4.

Lecturer preparing the audio for listening test.

√

5.

Students pay attention to the played audio.

√

6.

Students do the test well.

√

7.

Lecturer give some ice-breaking.

√

8.

Lecturer reviews the answer of the task

√

9.

Lecturer gives feedback after the lesson.

√

10.

Lecturer gives the score by calling the students √ one by one.

11.

Lecturer gives motivation for students.

109

√

110

111

112

Classroom Observations Situation and condition of summative test in the listening class.

113

Situation and condition of formative test in the listening class.

114

A student fill the given questionnaire.

The lecturer of listening class, Mr. Nazil Iqdami.

115