the power of test: a critical perspective on the use of ... · jurusan : pendidikan bahasa inggris...

THE POWER OF TEST: A CRITICAL PERSPECTIVE ON THE USE OF LANGUAGE TEST

(Desriptive Test at the Seventh Semester of English Department Muhammadiyah University of Makassar)

A Thesis

Submitted to the Faculty of Teachers Training and Education Makassar Muhammadiyah University in Partial Fullfillment of requirement for the

degree of Sarjana Pendidikan in English Department

ZUL FITRAH SAMSU

10535 6211 15

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2020

iv

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini :

Nama : Zul Fitrah Samsu

Nim : 10535 6211 15

Jurusan : Pendidikan Bahasa Inggris

Judul proposal : The Power of Test: A Critical Perspective On the Use of

Language Test

Dengan ini saya menyatakan bahwa skripsi yang saya ajukan di depan tim

penguji adalah hasil karya saya sendiri dan bukan hasil karya dari orang lain atau

di buatkan oleh siapapun.

Demikian pernyataan ini saya dan saya bersedia menerima sanksi apabila

pernyataan ini tidak benar.

Makassar, 08 Februari 2020

Yang Membuat Pernyataan

Zul Fitrah Samsu

v

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Zul Fitrah Samsu

Nim : 10535 6211 15

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan Dan Ilmu Pendidikan

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan skripsi sampai selesai penyusunan proposal ini,

saya akan menyusun sendiri proposal saya (tidak dibuatkan oleh

siapapun).

2. Dalam penyusunan skripsil, saya akan selalu melakukan kosnsultasi

dengan pembimbing yang telah di tetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan

skripsi.

4. Apabila saya melanggar perjanjian pada butir 1, 2, 3, saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

a. Demikian perjanjian ini saya buat dengan penuh keasdaran.

Makassar, 08 Februari 2020

Yang Membuat Perjanjian

Zul Fitrah Samsu

vi

MOTTO AND DEDICATIONS

Q. S. Al Imran: 200-201

Bersabarlah kamu dan kuatkanlah kesabaranmu dan tetaplah bersiap siaga

dan berraqwalah kepada Allah supaya kamu menang.

This thesis is dedicated to my beloved parents:

Syamsuddin M. and Masita

My beloved sisters:

Zelfirah Syamsu and Suci Nur Auliyah Syamsu

And all my friends

Much obliged and good luck!

vii

ABSTRACT

Zul Fitrah, Samsu. 2019. The Power of Test: A Critical Perspective on the Use of

Language Test (A Descriptive Study at the Seventh Semester of English

Departement Muhammadiyah University of Makassar). A thesis of English

Department, the Faculty of Teachers Training and Education, Makassar

Muhammadiyah University, supervised by Erwin Akib and Herlina Daddi.

This research aimed at finding out the students‟ perspective on using

TOEFL test on the language test. The research applied descriptive research

design. The research subject was the seventh semester students of Muhammadiyah

University of Makassar on used purposive sampling technique. The instrument of

the research were questionnaire.

Based on the result of questionnaires, most students highly perceived

positively (69.22%) that TOEFL test help the students easy to write academic

writing; and (53.33%) that when joining TOEFL test would students to reach the

purpose for got admission in college; them another perceived (46.66%) that

TOEFL test as a well amenities to help to perform online research.

Keywords : language test, TOEFL, students’ perspective.

viii

ABSTRAK

Zul Fitrah, Samsu. 2019. Kekuatan Tes: Perspective Kritis tentang Penggunaan

Tes Bahasa Inggris Sebagai Bahasa Asing (TOEFL) pada Tes Bahasa (Studi

Descriptive pada Semester Ketujuh Departemen Bahasa Inggris Universitas

Muhammadiyah Makassar). Tesis Jurusan Bahasa Inggris, Pelatihan dan

Pendidikan Fakultas Keguruan, Universitas Muhammadiyah Makassar,

Dibimbing Oleh Erwin Akib dan Herlina Daddy.

Penelitian ini bertujuan untuk mengetahui perspective siswa dalam

menggunaan TOEFL pada tes bahasa. Penelitian ini menggunakan desain

penelitian deskriptif. Subjek penelitian adalah mahasiswa semester tujuh

Universitas Muhammadiyah Makassar dengan menggunakan teknik purposive

sampling. Instrument penelitian menggunakan kuesioner. Peneliti

mengaplikasikan penelitian deskriptif desain.

Berdasarkan hasil kuesioner, sebagian besar siswa dalam positif statemen

(69.22%) bahwa tes TOEFL membantu siswa mudah menulis tulisan akademik;

dan (53.33%) bahwa ketika mengikuti tes TOEFL dapat membantu siswa

mencapai tujuan yang diinginkan untuk melanjutkan keperguruan tinggi;

perspektif yang lain menunjukkan (46.66%) bahwa tes TOEFL sebagai fasilitas

yang baik untuk membantu dalam melakukan riset online.

Keywords : tes bahasa, TOEFL, perspektif siswa.

ix

ACKNOWLEDGEMENTS

In the name of Allah, The Most Gracious and The Most Merciful.The Lord

of Universe, the researcher could finish this thesis as one of the requirement for

Sarjana Pendidikan in English Education Department of Educational Faculty of

Makassar Muhammadiyah University. Secondly, also sholawat and salam be with

our Prophet Muhammad SAW who has guided us from the darkness to the bright

future.

Without blessing and guidance from Allah, it is impossible for the

researcher to complete this thesis. And also, without the assistance of the

following number of people who have a great contribution and influences on the

researcher this thesis, it seems it is very difficult for the researcher to finish her

work, then the researcher realized that an appropriate moment for her to deepest

gratitude for :

1. Prof. Dr. H. Abd. Rahman Rahim, SE., MM. as the Rector of Makassar

Muhammadiyah University.

2. Erwin Akib, M.Pd., Ph.D. as the Dean of Education Faculty

3. Ummi Khaerati Syam, S.Pd.,M.Pd. as the Head of English Study Program.

4. Dra. Syahribulan K., M.Pd. as the academic counselor.

5. Erwin Akib, M.Pd., Ph.D and Herlina Daddi, S.Pd., M. Pd. as counselors

who have educated, supported, directed and given the researcher advice

x

suggestions, and a recommendations for this thesis from beginning until

the end.

6. The dean and the staff and all of the lecturers of the FKIP Unismuh

Makassar especially to the lectures of English Department who taught her

for many years.

7. The researcher would like to express her deepest and affectionate thank to

her beloved parents Syamsuddin M, and Masita for their prayers, unfailing

love, supports, sacrifice and continual understanding.

8. The researcher delivering thankful to all her big family, her sisters Zel

Firah Syamsu and Suci Nur Auliya Syamsu.

9. Thanks to her best friends Amazing Class 015 Makassar Muhammadiyah

of University for helped, and supported the researcher.

Finally this graduating paper is expected to be able to provide useful

knowledge and information to the reader. And the researcher is pleased to accept

more suggestion and contribution from the reader for the improvement of the

thesis.

Makassar, February 2020

The Researcher

Zul Fitrah Samsu

NIM 10535 6211 15

xi

LIST OF CONTENTS

TITLE PAGE .................................................................................................... i

APPROVAL SHEET ........................................................................................ ii

COUNSELING SHEET ................................................................................... iii

SURAT PERNYATAAN .................................................................................. iv

SURAT PERJANJIAN ..................................................................................... v

MOTTO ............................................................................................................. vi

ABSTRACT ....................................................................................................... vii

ACKNOWLEDGEMENT ................................................................................ viii

LIST OF CONTENTS ...................................................................................... ix

LIST OF TABLES ............................................................................................ x

LIST OF FIGURE............................................................................................. xi

LIST OF APPENDICES................................................................................... xii

CHAPTER I INTRODUCTION ........................................................................ 1

A. Background .............................................................................................. 1

B. Research Problem...................................................................................... 3

C. Research Objectives ................................................................................. 3

D. Significance of the Study ......................................................................... 3

E. Scope of the Study .................................................................................... 4

CHAPTER II LITERATURE REVIEW .......................................................... 5

A. The Previous of Research Findings .......................................................... 5

B. Some Pertinent Ideas ................................................................................ 7

xii

C. Conceptual Framework ............................................................................ 25

CHAPTER III RESEARCH METHOD ........................................................... 27

A. Research Design ....................................................................................... 27

B. Population and Sample ............................................................................. 27

C. Research Instrument .................................................................................. 28

D. Data Collection .......................................................................................... 28

E. Data Analysis ........................................................................................... 29

CHAPTER IV FINDING AND DISCUSSION ............................................... 31

A. Findings .................................................................................................... 31

B. Discussion ................................................................................................ 44

CHAPTER V CONCLUSION AND SUGGESTION ..................................... 46

A. Conclusion ................................................................................................ 46

B. Suggestion ................................................................................................ 47

BIBLIOGRAPHY ............................................................................................... 48

APPENDICES

CURRICULUM VITAE

xiii

LIST OF TABLES

Table 4.1.I TOEFL test that I join it very help me to reach desired it destination for getting admission in collage ..................................... 31

Table 4.2. TOEFL test make us to easy write academic paper .......................... 32

Table 4.3. TOEFL test give much benefit to our interesting in attend of seminars ............................................................................................ 33

Table 4.4. TOEFL test as a well amenities to our help in perform online research ............................................................................................. 34

Table 4.5. I am really difficult to find a test location and when I want to joint TOEFL test ............................................................................... 34

Table 4.6. I often less understand in TOEFL test in Reading Part .................... 35

Table 4.7. Since I joint TOEFL test I can get more vocabulary ........................ 36

Table 4.8. I feel to difficult get a high score when I join it ............................... 37

Table 4.9. TOEFL test improving my listening ................................................. 38

Table 4.10. After I join on TOEFL test I feel confidence to speak with professor and other student‟s ............................................................ 39

Table 4.11. Test TOEFL as the amenities to critical in view film ....................... 40

Table 4.12. Since I join TOEFL test I can improving to read textbook as the my habit ...................................................................................... 40

Table 4.13. We never get practicing for TOEFL test every join in TOEFL test ..................................................................................................... 41

Table 4.14. I am not like joint TOEFL test because it is expensive then not help me anymore ............................................................................... 42

Table 4.15. I am really difficult to find a test location and when I want to joint TOEFL test ............................................................................... 43

xiv

LIST OF FIGURE

Figure 2.1 Conceptual Framework ....................................................................... 25

Figure 3.1 Table Populations ............................................................................... 28

Figure 3.2 Table score ........................................................................................... 30

xv

LIST OF APPENDICES

Page

Appendix 1 Questionnaire..................................................................................... 56

Appendix 2 Questionnaire Translate ..................................................................... 57

Appendix 3 Documentation .................................................................................. 58

1

CHAPTER I

INTRODUCTION

A. Background

Almost in all our activities in the work and education are never separated from

the name test. The test is seen as one measurement tool. Therefore, in the

preparation of the test involves rules (such as implementation instructions and

scoring criteria) to establish numbers can be interpreted as a reflection of the

characteristic of test takers. Power of test is a type of test intended to

determine the ability of a person to make a test. The question of time is not

required to bee too strict. Ability test give test takers the opportunity to

complete all items by providing as much time as possible, and usually include

items with degrees of difficulty, sorted form the easiest to the most difficult.

In plain words, testing or administering a test is a method of measuring a

persons‟ ability or knowledge in a given domain. It is a set of techniques ,

procedures or and item that constitute an instrument of some sort that requires

performance or activity on the part of the test-taker (and sometimes on the part

of the tester as well). A test is an instrument or procedure designed to elicit

performance form learners with the purpose of measuring their attainment of

specified criteria. The method may be infinitive and informal or may be

structure and explicit (Brown, 2001).

Test have become a way of life in the educational world and tests are often

used for pedagogical purposes, either as a means of motivating students to

2

study, or a means of reviewing material taught (Bachman, 1990). In every

learning experience there are comes a time to pause and take stock, to put our

focal processes to their best use, and to demonstrate accumulated skill or

knowledge.

Thus language test can valuable sources of information the effectiveness of

learning and teaching. Language teachers regularly used tests to help diagnose

students‟ strengths and weakness, and to assist in evaluating students‟

achievement. As sources of feedback on learning and teaching, language test

can thus provide useful input into the process of language teaching (Bachman,

1990).

Test of English as a Foreign Language (TOEFL) is the part of test English,

this test is the most important thing for someone who wants to continue their

education ever higher or apply for a job and enroll in an overseas school. This

3

is needed to be sure that student‟s from non-English speaking countries it can

attend lectures in a speaking country English well. Along with the changing

times many institutions are establishing TOEFL guidance and tests, at no cost

cheap of course. Because of the above many things today online media that

discuss learning and test English problems but not maximal. Among them is

not yet there is a recap of the test result directly and there is no listening

feature in the media (Santoso, 2012)

The reason of the researcher choose of TOEFL test because such we know that

TOEFL test is the most important for all students especially for English

Students that one of criteria to finishing their study with they must get the

score attend of the requirements. Then not only English students but also

outside the other department must take of TOEFL test to continue their study

or master as the requirements.

B. Problem Statement

Based on the background above the researcher would like to formulate the

research question as follows: How is the students‟ perspective on the use the

TOEFL as language test?

C. Objective of the Study

In relating to the problem statement mention above, the researcher state

that objectives of the research is to find out the critical perspective on using

4

TOEFL as language test at seventh semester students of Muhammadiyah

University of Makassar.

D. Significance of the Study

The significance of the study will be useful for:

1. For the English lecturer

The lecturers are available to used this research as giving information how

to measure of critical perspective on used TOEFL language test.

2. For the researcher,

This research can as a reference on the science of language test and about

the critical perspective in the using TOEFL as the language test and basis

for future research. Further, this study is can motivate the other researchers

to explore more about this study.

3. For the students

This researcher can be students‟ motivate and help students‟ structure their

academic efforts, then was can help the students‟ to get new experience, to

get lesson and knowledge.

E. Scope of the Study

The researcher focused on students‟ perspective on the using TOEFL as a

language test. It was evaluated by students‟ perspective at seventh semester

students‟ of Muhammadiyah University of Makassar.

5

CHAPTER II

LITERATURE REVIEW

A. The Previous of Related Research Finding

There are some studies that has conducted by many researchers related

of this research. Some of the research findings are citied briefly below:

Shohamy (Longman, 2001 : 182) in her journal with the title “The Power Of

Tests A Critical Perspective On The Uses of Language Texts” the power of

tests applied a critical perspective of language tests by examining their used

and consequences in education and society and by viewing tests not a s

isolated events but rather as embedded in social, educational and political

contents. Further defines the issue: “Tests represent a social technology deeply

embed in education, government, and business; as such they provide the

mechanism for enforcing power and control. Test are most powerful as they

are often the single indikators for determining the future of individuals”.

Heaton, (1975) in his journal with the title “Introduction to Language

Test” test may be constructed primarily as devices to reinforce learning and

to motivate the student, or primarily as a means of assessing the students‟

performance in the language. Yet, language test differ with respect to how

they are designed, and what they are for, in other words, in respect to test

method and test purpose. In terms of method, we can broadly distinguish

traditional paper-and-pencil language test from performance test. Language

6

test is the practice and study of evaluating the proficiency of an individual in

using a particular language effectively.

Elder, Linda (2007) in her journal with the title “The Foundation

Critical Thinking” state that critical thinking is self guided, self-disciplined

thinking self-disciplined thinking which attempts to reason at the highest

levels of quality in a fair-minded way. People who think critically

consistently attempt to live rationality, reasonably, reasonably, empathically.

They are keenly aware of the inherently flawed nature of human thinking

when left unchecked. They use the intellectual tools that critically thinking

offers-concepts and principles that enable them to analyze, assess, and

improve thinking. They work diligently to develop the intellectual integrity,

intellectual humility, intellectual empathy, intellectual sense of justice and

confidence in reason. They realize that no matter how skilled they are as

thinkers, they can always improve their reasoning abilities and they will at

times fall prey to mistakes in reasoning, human irrationality, prejudices,

biases, distortions, uncritically accepted social rules and taboos, self-interest,

and vested interest. They strive to improve the world in whatever ways they

can contribute to a more rational, civilized society. They recognize the

complexities in developing as thinkers, and commit themselves to life-long

practice toward self-improvement. They embody the Socratic principle. The

unexamined life is not worth living, because they realize, that many

unexamined lives together result in an uncritical, unjust, dangerous world.

7

Based on the some previous finding above, that the researcher

concludes that understanding the ability to think critically means that the

power of thinking must be built on students to solve all the problems of their

life by defining every information their receives.

B. Some Pertinent Ideas

1. Critical Perspective

a. Definition of Critical Perspective

Critical research perspective is based on a belief in empirical

testability. It disagrees with the perspective that knowledge of accounting

is established in objective principles. Researcher who share this research

perspective believe the indeterminacy of knowledge claims, and reject the

believe in the phenomena that knowledge is obtained only through systems

of rules that are superior to other ways of understanding. The challenges of

the critical perspective have a times, made me think that language

assessment any sort is incompatible with such a perspective. However, I

am glad that critical applied linguists like Alastair Pennyck and critical

language testers like Elena Shohamy have asked us take a step back and

put our assessment research and practice into the broader social, political

and cultural picture. It is a difficult project, but to limit our concerns to

technical sophistication and efficiency, focusing only on the goals of an

objective and neutral language assessment, would surely be a mistake.

It rejects the view of objective principles:

8

a) They view people as possessing attributes such u=as

leadership skills.

b) The them both normative and positive theory are the same

c) They base their accounting research on the empirical

testability.

Critical Thinking is a process intellectual thinking where is the

thinker with on purpose assess the quality his thoughts. Critical thinking

includes the skills to interpret and assess observations, information, and

argumentation. Critical thinking involves thinking and using logical

reasoning, including the skills of comparing, classifying, sequencing,

linking cause and effect, describing patterns, making analogies, arranging

sequences, giving reason deductively and inductively, forecasting,

planning, formulating, hypotheses, and the delivery of criticism.

Cece Wijaya, (1996) state that critical is an activity or a process of

analyzing, explaining, developing or selecting ideas, involves categorizing,

comparing and conducting (contrasting), test argument and assumptions,

complete and evaluated conclusions induction and deduction, determine

priorities and make choices. Than, Dede Rosyada, (2004: 170) the ability

to think critically is nothing but the ability of students to gather various

information and then make an evaluation conclusion form the various

information.

Sapriya, (2011: 87) state that the purpose critical thinking is testing an

opinion or ideas included in this process is to make a judgment or thought

9

based on the opinion expressed. The purpose critical thinking is to assess a

thought in interpreting values and even evaluating the implementation or

practice of such thoughts and values. Even critical thinking includes

considering activities based on know opinion. According Lipman in Elaine

Johnson, (2002: 144) state that properly these considerations should be

supported by criteria that can be accounted for. Elaine Johnson,

(2002:185) also states that the goal of critical thinking is to reach a deep

understanding. From some these definition it can be concluded that

understanding critical thinking abilities has the meaning of the power of

thinking that must be built on students‟ so that it becomes a character r

personality that is engraved in students‟ lives to solve all of their life

problems by identified every information they receive than is able to

evaluate and then conclude systematically and then be able to express

opinions in an organized way.

b. The Benefits of Critical Perspective

1. Critical Perspective can solve problems.

2. Critical Perspective can help in making decision.

3. Critical Perspective can distinguish between facts and opinions.

4. Critical Perspective helps us to remain calm even in difficult problems.

c. The Following are Critical a way of Perspective

1. Always think with a cool head.

2. Does not take precedence over emotions over logic.

3. Always think about all the possibilities that occur.

10

4. Always ready with what must be faced and bear the risk.

5. Make decisions based on factual data.

2. Language Test

a. Definition of Language Test

According by Weir (2003: 17–180) In the early 1960s we see the

beginnings of a critical shift in the language testing tradition in Britain

towards a view that language might be divorce from testing literary or

cultural knowledge. It is this possible in this period to date the start of a

gradual but critical change of the English language examination to one

which focuses on language as against an assortment of language, literature

and culture. Up to this point, the case for a language-based test hampered by

the desire of linguists to gain academic respectability and recognition for

language degree programmes in the older universities by injecting a heavy

dose of literature and culture into their courses and examinations. Tests are

powerful educational tools that serve at least four functions. Second, well-

designed tests serve to motivate and help students structure their academic

efforts.

The language tester can empirically investigate after the test event what

language skills operationaliz through statistical analysis of the data

generated to determine underlying patterns, and through criterionrelated

studies to relate information produced by this test to that produced by others

with known properties. In the past, relatively little attention was paid to the

11

non-statistical aspects of theory-based validity. Construct validity was

viewed from a purely statistical perspective in much of the American testing

literature of the 1980s (Bachman and Palmer 1981). It was seen principally

as a matter of the a posteriori statistical validation of whether a test had

measured a construct in individuals, which had a reality independent of other

constructs. The concern was much more with the a posteriori relationship

between a test and psychological abilities, traits, constructs it had measured

than with a priori investigation of what should be elicited by the test before

its actual administration.

1. Philsophy of language testing :

a) Relate languange testing to language teaching and language use.

b) Design your test so as to encourage and enable test takers to perform at

their highest level of ability.

c) Build considerations of fairness into test design.

d) Humanize the testing process: seek ways to involve test takers more

directly in the testing process; treat test takers as responsible

individuals.

e) Demand accountability for test use; hold yourself, as well as others

who use your test, accountable for the way your test is used.

f) Recornize that decisions based on the test scores are fraught with

dilemmas, and that there are no universal answer to these.

According to Weir (1983) said that tests of this type may be more happily

described as tests of general proficiency rather than tests of reading, although

12

there is some evidence from statistical analysis that a reading factor is quite

strong in determining test results. Norbert Schmitt (personal communication)

argues that: “Perhaps the best and most valid type of vocabulary test is a

reading passage with comprehension questions, but with the items requiring a

full understanding of particular words of phrases in the text”. This would

mimic the real world task of reading for comprehension and also the loss of

comprehension when key vocabulary is not known. The following

suggestions can enhance your ability to design tests that are effective in

motivating, measuring, and reinforcing learning.

2. The Types of Test

There are many kinds of tests; each test has specific purpose and a

particular criterion to be measured. This paper will explain about five kinds

of tests based on specific purposes. Those tests are proficiency test,

diagnostic test, placement test, achievement test, language aptitude test.

1. Proficiency Test

English Proficiency Test (EPT) is a comprehensive test that measures all

aspects of English Proficiency especially for academic purposes. Language

skill tested include listening, speaking, reading and writing. Language

components tested include vocabulary, grammar, pronunciation, including

intonation and stress. The purpose of proficiency test is to test global

competence in a language. It tests overall ability regardless of any training

they previously had in the language. Proficiency tests have traditionally

consisted of standardized multiple-choices item on grammar, vocabulary,

13

reading comprehension, and listening comprehension. One of a standardized

proficiency test is TOEFL.

A proficiency test measures a learner's level of language. It can be

compared with an achievement test, which evaluates a learner's

understanding of specific material, a diagnostic test, which identify areas to

work on, and a prognostic test, which tries to predict a learner's ability to

complete a course or take an exam. Proficiency tests are uncommon within

the classroom but very frequent as the end aim (and motivation) of language

learning.

Example

IELTS and TOEFL are examples of proficiency tests.

2. Diagnostic Test

The purpose is to diagnose specific aspects of a language. These tests offer a

checklist of features for the teacher to use in discovering difficulties.

Proficiency tests should elicit information on what students need to work in

the future; therefore the test will typically offer more detailed subcategorized

information on the learner. For example, a writing diagnostic test would first

elicit a writing sample of the students. Then, the teacher would identify the

organization, content, spelling, grammar, or vocabulary of their writing.

Based on that identifying, teacher would know the needs of students that

should have special focus.

3. Placement Test

14

The purpose of placement test is to place a student into a particular level or

section of a language curriculum or school. It usually includes a sampling of

the material to be covered in the various courses in a curriculum. A student‟s

performance on the test should indicate the point at which the student will

find material neither too easy nor too difficult. Placement tests come in many

varieties: assessing comprehension and production, responding through

written and oral performance, multiple choice, and gap filling formats. One

of the examples of Placement tests is the English as a Second Language

Placement Test (ESLPT) at San Francisco State University.

4. Achievement Test

The purpose of achievement tests is to determine whether course objectives

have been met with skills acquired by the end of a period of instruction.

Achievement tests should be limited to particular material addressed in a

curriculum within a particular time frame. Achievement tests belong to

summative because they are administered at the end on a unit/term of study.

It analyzes the extent to which students have acquired language that have

already been taught.

5. Language Aptitude Test

The purpose of language aptitude test is to predict a person‟s success to

exposure to the foreign language. According to John Carrol and Stanley

Sapon (the authors of MLAT), language aptitude tests does not refer to

whether or not an individual can learn a foreign language; but it refers to how

well an individual can learn a foreign language in a given amount of time and

15

under given conditions. In other words, this test is done to determine how

quickly and easily a learner learn language in language course or language

training program. Standardized aptitude tests have been used in the United

States:

a) The Modern Language Aptitude Test (MLAT)

b) The Pimsleur Language Aptitude Battery (PLAB)

3. The Power of Test

Tests are defined broadly here as psychological and educational

instruments developed and used by testing professionals in organizations such

as schools, industries, clinical practice, counseling settings and human service

and other agencies, including those assessment procedures and devices that are

used for making inferences about people in the above-named settings. The

purpose of the statement is to inform and to help educate not only test takers,

but also others involved in the testing enterprise so that measurements may be

most validly and appropriately used. This document is intended as an effort to

inspire improvements in the testing process and does not have the force of

law. It is orientation is to encourage positive and high quality interactions

between testing professionals and test takers. There are two points from test

taker: a) a person who takes something; an available buyer, bettor; b) a person

who is characterized by selfishness.

There are three basic conclusions involved in understanding the power of

the test :

16

a) A one-tail test is more powerful than a two-tail test and should be used

whenever it is appropriate to specify the direction of the alternative

hypothesis.

b) Because the probability of committing a type I error (α) and the

probability of committing a type II error (β) have an inverse

relationship and the latter is the complement of the power of the test

(1-β), then α and the power of the test vary directly. An increase in the

value of the level of significance (α) result in an increase in power,

and a decrease in α results in a decrease in power.

c) An increase in the size of the sample ո chosen results in an increase

in power. A decrease in the size of the sample selected result in a

decrease in power.

4. English Language Test

A. Test of English as a Foreign Language (TOEFL)

TOEFL is internationally most recognized and accepted test, when

applying for universities and colleges, in order to assess Academic English

language proficiency. There are 9,000 institutions and agencies in 130

countries who accept the TOEFL score, and till date there have been more

than 30 million test takers and counting.

The TOEFL test measures the test takers‟ ability to use and understand

English language at the university level. Thus, it provides Universities and

Colleges with accurate and detailed information of a candidate‟s ability to

17

integrate reading, writing, listening, and speaking skills in performing

academic tasks. Results of the test remain valid for 2 years from the date of

the test. For information on test centers and available dates please visit

www.ets.org/toefl. There are two types of TOEFL tests available for the

convenience of the test takers:

a. TOEFL ITP Test

TOEFL ITP (Institutional Testing Program) Test are available

format. The tests use academic and social content to evaluable the

English-Language Proficiency of non-native English speakers, giving you

confidence about your students’ ability in a real-world academic setting.

Active speaking skills in English are not tested, and score on ITP test

given there are two levels according the ability level. The first level called

intermediate to advanced. This level gave score on the range 310 until

677. The second level called high beginning to intermediate, while this

level gave score on the range 200 until 500. All questions are multiple

choice, and the tests evaluable skill in three areas:

1) Listening Comprehension measures the ability to understand

spoken English as it used in colleges and universities.

2) Structure and written expression measures recognition of

selected structural and grammatical points in standard written

English.

http://www.ets.org/toefl

18

3) Reading comprehension measures the ability to read and

understand academic reading material written in English.

19

b. TOEFL PBT Test

TOEFL PBT (Business Process Testing) Test is a paper-based, multiple-

choice test that uses academic content to evaluate the English-language

proficiency of non-native English speakers. This provides a tool to the

academic institutions to assure success of prospective students in real-world

academic settings. Stage in exam PBT test was listening, structure, reading

and score gave in the range 310 until677. The test takes approximately 130

minutes to complete and evaluates skills in three areas:

The Listening Comprehension section: It takes 35 minutes to complete and

measures the ability to understand spoken English as it is used in colleges and

universities.

1) The Structure and Written Expression: This section takes 40

minutes to complete and assesses the understanding of selected

structural and grammatical points in standard written English.

2) The Reading Comprehension: This section takes 55 minutes to

complete and measures the ability to read and understand

academic reading material.

Note: The TOEFL PBT test, administered in paper-delivered format,was

currently offered only at locations where testing via the Internet is not

available.

c). TOEFL IBT Test

20

TOEFL IBT (Internet Based Test) Test uses the same format as the

TOEFL PBT test with three components – the Listening Comprehension

section, the Structure and Written Expression, and the Reading

Comprehension section. However, the TOEFL IBT test was most commonly

used worldwide since it was administered via the Internet. Score that gave on

this level was on the range 0 until 120 and IBT test held directly by the ETS,

this test performed with way online test. Price test TOEFL IBT also more

expensive between TOEFL ITP and TOEFL PBT. The assessment process is

carried out strictly.

B. International of English Language Testing System (IELTS)

Otherwise know as the international English Language Testing System,

the IELTS is administrated by the University of Cambridge ESOL

Examinations, the British Council and IDP Education. There are two primary

versions of the IELTS the academic version and the general training version.

Basically, the academic version is meant for student‟s who want to enroll in

universities and other higher education institutions, as well as for medical

professions, such as doctor or nurses who need to work or study in an English-

speaking country. the general training version is meant for those looking to

gain work experience or for purely immigration purpose. Similar TOEFL, and

IELTS score is valid for two years. While both the academic version and the

general version differ in terms of content, their structure their structure is the

same, dividing the test into three parts: listening (40 minutes), reading (60

minutes), and writing (60 minutes). A brand is given along with a score,

21

ranging from the high score of an “expert user” to the lowest score “non user”.

The top three countries the test is administered in a China, India and Pakistan.

The benefits of IELTS:

a) A number of students who are aspiring to get admission with the top

universities in countries like USA, Canada, New Zealand, Australia etc,

IELTS can make your way clear. The best IELTS band scores you will

having, the change to associate with top academic universities or

colleges will be there.

b) The test can help you in the professional registration too.

c) IELTS job opportunities are just lucrative astounding one. Most of you

must be will to work abroad and get handsome salary packages. IELTS

can be career opportunities in foreign countries.

d) Not only in foreign countries, but a high IELTS band score can also

change your life in your country too. You can get the opportunity to

work with the MNC‟s and other top firms with good communication

skills. For that, you can check out the benefit of IELTS for corporates.

e) The ones who are willing to migrate to the other countries, IELTS

benefits are enjoyable here too.

f) The ones who are willing to migrate to the other countries, IELTS can

give you the change to get proficient in English.

g) Most importantly, IELTS can give you the chance to get proficient in

English.

h) Better communication skills.

22

i) You get a valuable assessment of your English proficiency level and

helps you figure out the area of improvement.

j) If you an interest in enjoying the cultures and entertainment from

worldwide, profound English knowledge can be an amazing factor then.

k) IELTS test can help you get visa approval easily by the government

agencies. As you will be having the certification which is globally

acceptable.

C. Test of English for International Communication (TOEIC)

The TOEIC is an acronym for the test of English for English for

International Communication. As quoted from the TOEIC website. “The

TOEIC is an English Language Test designed specially to measure the

everyday English skill of people working in a international environment.” The

pint system ranges from 10 to 990 points and test it self is two hours in length,

multiple choose, testing listening comprehensions and reading comprehension.

a) Personal Advantage:

By taking the TOEIC test, you are more certain and do not turn

into a silent observer in exchanges and gatherings. You self-esteem will be

boosted and you are decently outfitted with the force of the information of

having propelled in your daily learning and additionally having assembled

sufficient info. This other accordingly that is empowering your level of

confidence.

b) Academic Advantages:

23

By taking the TOEIC test and picking up a high score will prove that

your command of English demonstrates over the queens „dialect is well

over the common level and your familiarity is acknowledged.

Scholastically, if you are in the process of gaining admission to a

university, it is sure to improve your admission positively as most colleges

and instructive establishments have acknowledge the TOEIC test as a

standard for fluency in English.

5. The Advantages of TOEFL

Performing TOEFL test provides several benefits that help you to assist

for you overseas education. Some of them are:

a) Regardless to the place where you want to study, TOEFL test enable you

to reach your desired destination. Depending on the test score will be

eligible for getting admission in college or university in the world.

b) There is much flexibility in performing a TOEFL test whenever your want

to take. You will be offered practice tools and feedback, and more

alternatives to study abroad that any other English-language test in the

world.

c) TOEFL, enables you various amenities such as, listening to lectures, view

films, attend seminars, read textbooks, perform online research, speak with

professors and other students, write academic paper, report, e-mails and

more. (https//:www.impeloverseas.com/standardized-tests/toefl/)

6. Disadvantages of the TOEFL

24

There are many disadvantages for the TOEFL test as it has advantages

and benefits.

a) While you are study in English schools or an institute of English, you

will think about taking the TOEFL test to pass it and have the

English as a second language. When you think about that, you are

going to ignore your school and study for the TOEFL within special

programs, especially if they do not give practices for the TOEFL test.

b) If you want to pass the TOEFL, you might take it more than once

and it costs a lot of money because it is expensive a little bit. There

are limited locations to take the test, therefore, you have to do a

registration before the date of the test by a month or more than

month sometimes. In addition, sometimes you may not find a test

location in the region which you live in so you need to travel

somewhere to take the test. Finally, as some as the TOEFL has

benefits that help you, it has disadvantages that rarely bother you.

Step to Prepare for the TOEFL:

1. Set your target score

Try to judge your current English proficiency;

are you a basic?

Intermediate?

advanced enough to understand common academic text?

Advanced enough to interact with local speakers and understand their

slangs?

25

Each test section are broken down into three to four score range levels:

a) Reading and Listening: High (30-22),

Intermediate (21-15), Low (14-0);

b) Speaking: Good (30-26), Fair (25-18),

Limited (17-10), Weak (9-0);

c) Writing: Good (30-24), Fair (23-17), Limited (16-1).

2. Gather all essential studying material

In essence, students need to be equipped with preparation books and

practice tests, you can start with those created by some of the world‟s

leading English program specialists:

a) Kaplan TOEFL IBT Premier 2016-2017 with 4 practice Test;

b) ETS Official guide to the TOEFL test, fourth edition;

c) Kaplan TOEFL vocabulary Prep;

d) Barron‟s TOEFL IBT with audio CDs and CD-ROM;

e) Barron‟s TOEFL IBT super pack, 2nd edition;

f) Writing for the TOEFL IBT with MP3 CD, 5th edition.

g) Essential TOEFL words for the TOEFL.

3. Make a studying plan

With all the material you need to go through no doubt it will stress

and overwhelm you. However, by having a studying plan, you are able to

have all your studying time broken down into tidbits and organized in a

schedule you can follow up.

26

There is no “correct” or “ one-size-fits-all” study plan. When creating

your personalized studying plan you should ask yourself and analyze:

which subjects do I need to prioritize? How many free hours are available?

When you‟re studying for TOEFL and/or IELTS, it is best to classify

the time between studying each skill, doing the practice test going over the

answer of your practice test. Make a monthly or weekly to-do-list or make

a mark in your calendar. write in detail the subjects you want to study or

tasks you want to work on and the time duration for each subject and task.

As an example, this study guide can help you set the flow of your studying

schedule until the exam day.

4. Familiarize yourself with the test format

Once you have built a good foundation on all four skills reading

comprehension, academic level vocabulary, standard grammar the next

crucial step is to familiarize yourself with the format. TOEFL takes about

four hours long. The test is done orderly: reading (36-70 questions, 60-100

minutes), listening (34-51 question, 60-90 minutes), speaking (6 tests 20

minutes), and writing (2 tasks 50 minutes).

5. Join a course or hide an expert

The more you take practice test, the more you will able to identify

you weak spots. In the case, for a faster and more effective progress, it is

best to have a tutor alongside your studying journey. Generally, it is hard

for self-learners to know where they stand: whether progress has been

made, whether there is an unnoticed mistake committed over and over, or

27

whether they are already well prepared for the exam. By hiring an expert

tutor or teacher, you have someone alongside you with the eyes to identify

the gaps in your learning process, pinpoint your weakness and give you

the right guidance to hone each skill and tackle every section of the test.

7. 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.

(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

28

particular moment, the physical state of the sense organ, the human interest,

the level of interest, and the interpretation of the perception (Adediwura and

Tayo, 2007: 166). Students' perception can be understood as the students'

ability to justify their own opinions and distingish 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 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.

29

C. Conceptual Framework

Figure: Conceptual Framework

Basically, we only need critical thinking to find conclusion and decision

that informative, helpful, and can accounted. Because skill in critical thinking give

directives that right in thinking so that students‟ in follows TOEFL as a language

test, students‟ can be hone their skill in their perspective in answering test.

Therefore, critical perspective is required in problem statement or search solution.

CRITICAL PERSPECTIVE

LANGUAGE TEST

TOEFL

ITP, PBT, IBT

Goal:

CRITICAL PERSPECTIVE ON THE USING TOEFL AS A

LANGUAGE TEST

30

CHAPTER III

RESEARCH METHOD

A. Research Design

The researcher used a descriptive quantitative research. It is with the

objective study that would like to identify students‟ critical perspective on the

use of language test.

B. Population and Sample

The population of this research was 290 participants from the seventh

semester students‟ of English Education Department of Muhammadiyah

University of Makassar in Academic Year 2015-2016. There was tenth classes

and the total number of population was 290 students.

CLASS NUMBER OF STUDENTS

A 30

B 28

C 28

D 30

E 27

F 27

G 30

H 30

I 30

J 30

TOTAL STUDENTS 290 Source : Simakad of English Education Department University Makassar

31

C. Research Instrument

According to Creswell (2012: 14) said, “An instrument is a tool for

measuring, observing, or documenting quantitative data. In this study, the

researcher used instrument as technique in collecting the data which are

questionnaire. Questionnaire is the list of questions or statement that are given

to participants. Questionnaire have advantages over some other types of

surveys in that they are cheap, do not require as much effort from the

questioner as verbal or telephone surveys, and often have standardized answer

that make it simple to compile data.

D. Data Collection

In collecting the data, the researcher used in this study is questionnaire.

The researcher gave the questionnaire to students‟ consist of 15 closed-ended

questions, the researcher would gave 35 minutes to the students to answer the

questions based on their own thinking. In gathering data, the researcher used

the following procedures: The researcher gave questionnaire to the students of

the research and than the researcher collected the data.

E. Technique of Data Analysis

There are some procedures to gather the data analysis that used questionnaire:

The researcher collected the data to be analysis then classify the answer by the

questionnaire. According to Furchan (2007), a close questionnaire means an

alternative answer provide and the subject of the study choose only one

alternative answer that best the self and his experience. The scale used in this

research is liker scale. Liker scale using to measure attitudes, opinion, and

32

perceptions of a person or group of people about social phenomena. Liker

scale a graduation from very positive to very negative (Sugiyono, 2013).

Instrument research used liker scale is make in the from of checklist ( ). The

checklist was gave on the available column and the statement is in accordance

with the alternative subject state the answer using is Strongly Agree (SA),

Undecided (U), Agree (A), Disagree (D), Strong Disagree (SD).

Total the score base on the response category:

Response Category Score

Strongly Agree 5

Agree 4

Undecided 3

Disagree 2

Strongly Disagree 1

Table 3.2 Table Score Percentage

(Sugiyono, 2012)

After the researcher make sure all the questionnaire was fulfilled, the

researcher when counted the total answer for each answer category which exited

in each aspect. Then, the data obtain from the questionnaires analysis by use the

percentage technique. The researcher uses percentage technique as follows:

Explanation:

P : Percentage

F : The frequency of items

N : Total respondent

(Sugiono, 2012)

𝑃 =𝐹

𝑁 𝑋 100

33

CHAPTER IV

FINDING AND DISCUSSION

A. Findings

In this chapter, the researcher presented the finding data. The results of the

data analyzed collected by used questionnaire was presented. Questionnaire was

used conducts to find out how are students‟ perceptive on the using TOEFL of the

language test at seventh semester at Universitas Muhammadiyah of Makassar. The

data collected from the participants from students‟ seventh semester at

Muhammadiyah University of Makassar.

The Students‟ perception about students‟ perceptive on the using TOEFL

of the language test. Here are 15 question of students‟ perception, the result data

from the questionnaire that obtained by the researcher:

1. Getting admission in collage

Table 4.1 TOEFL test improving my listening.

No Opinion Frequency Percentage (%)

1. Strong Agree 0 0

2. Agree 8 53.33

3. Undecided 0 0

4. Disagree 6 40.00

5. Strongly Disagree 1 6.67

Total 15 100

The provided table represents that there were 15 participants responds,

there were none students or 0% from the total number of the participants whose

34

strongly agree with the statement. The other 8 participants or 53.33% from the

total number of the participants agree with the statement. Meanwhile, there were

none participant or 0% from the total number of the participants answered

undecided with the statement. There were 6 participants or 40.00% answered

disagree with the statement. In brief, the students‟ perceived TOEFL test

improving my listening.

Table 4.2 (Positive Statement)

TOEFL test made us to easy write academic paper.


1. Strong Agree 4 2.66

2. Agree 8 53.33

3. Undecided 2 13.33

4. Disagree 1 6.67

5. Strongly Disagree 0 0

Total 15 100

The table displayed illustrates that there were 15 participants responds, there was

4 participant or 2.66% from the total number of the student‟s whose strongly

agree with the statement. The other 8 participants or 53.33% from the total

number of the participants agree with the statement. Meanwhile, 2 or 13.33% of

the students whose answered undecided with the statement. there were none

participant 6.67% from the total number of the participants disagree with the

statement and none participants or 0% answered strongly disagree with the

35

statement. The result show of the mostly students‟ perceived that join on TOEFL

test make us to easy write academic paper.

Table 4.3 (Positive Statement)

TOEFL test gives much benefit to our interest in attend of seminars



2. Agree 5 33.33


4. Disagree 1 6.67


Total 15 100

The presented table shows that there were 15 participants responds, there

were 5 participants or 33.33% from the total number of the participants whose


total number of the participants agree with the statement. Meanwhile, there were 3

participants or 20.00% from the total number of the participants answered

undecided with the statement and 1 participant or 6.67% answered disagree with

the statement. And 1 participant or 6.67% whose answered strongly disagree with

the statement. On the whole TOEFL test give much benefit to our interesting in

attend of seminars.

36

Table 4.4 (Positive Statement) TOEFL test as a well amenities to our help in perform research online.


1. Strong Agree 0 0

2. Agree 5 33.33


4. Disagree 1 6.67


Total 15 100

The provided represents that there were 15 participants responds, 0

participant or 0% whose answered strongly agree with the statement. The other 5

participants or 33.33% from the total number of the participants agree with the

statement. Meanwhile, there were 7 participants or 46.66% from the total number

of the participants answered undecided with the statement. There was 1

participant or 6.67% answered disagree with the statement. 2 of the participants or

13.33% whose answered strongly disagree with the statement. The result showed

of students‟ perceived that join TOEFL test as a well amenities to our help in

perform research online.

37

Location TOEFL test Table 4.5 (Negative statement)

I feel to difficult get a high score when I join it. No Opinion Frequency Percentage (%)


2. Agree 9 69.22


4. Disagree 0 0


Total 15 100

The table displayed presents that there were 15 participant responds,

there were 1 students or 6.67% from the total number of the participants whose


total number of the participants agree with the statement. Meanwhile, there were

5 participants or 33.33% from the total number of the participants answered

undecided with the statement. There was 1 participant or 6.67% answered

disagree with the statement and none of the participant whose answered disagree

with the statement. In brief, participants‟ difficult to find a test location and when

their want to joint TOEFL test.

38

2. Vocabulary

Table 4.6 (Negative statement) I often less understand in TOEFL test in reading part


1. Strong Agree 0 0

2. Agree 7 46.66

3. Undecided 0 0

4. Disagree 8 53.33


Total 15 100

The provided table represents that there were 15 participants responds, there were

none participant or 0% from the total number of the participants whose strongly

agree with the statement. The other 7 participants or 46.66% from the total

number of the participants agree with the statement. Meanwhile, there were none

participant or 0% from the total number of the participants answered undecided

with the statement and 8 participants or 53.33% answered disagree with the

statement. In addition, none participant or 0% whose answered strongly disagree

with the statement. The students‟ perceived that automatically participants often

less understand in TOEFL test in reading part.

39

Table 4.7 (Positive statement) Since I join TOEFL test I can get more vocabulary



2. Agree 6 40.00


4. Disagree 2 13.33


Total 15 100

The provided table shows that there were 15 participants responds, there






disagree with the statement and 2 of the participants or 13.33% answered strongly

disagree with the statement. The brief the students‟ perceived that when join

TOEFL test the students‟ can get more vocabulary.

40

3. High score Table 4.8 I ( Negative statement)

Test TOEFL as the amenities to critical in view film No Opinion Frequency Percentage (%)

1. Strong Agree 0 0

2. Agree 8 53.33

3. Undecided 0 0

4. Disagree 2 13.33


Total 15 100

The table displayed illustrates that there were 15 participants responds,

there were none participant or 0% from the total number of the students whose


total number of the participants agree with the statement. Meanwhile, there was

none participant or 0% from the total number of the participants answered

undecided with the statement. There was 2 participants or 13.33% answered

disagree with the statement and 5 students or 33.33% of the participants whose

answered strongly disagree with the statement. The students‟ perceived that Test

TOEFL as the amenities to critical in view film.

41

4. Practicing Table 4.9 (Positive Statement)

TOEFL test improving my listening



2. Agree 3 20.00


4. Disagree 2 13.33


Total 15 100






undecided with the statement. 13.33% of the participants whose answered

disagree and 20.00 of the participants whose answered strongly disagree with the

statement. In brief, that TOEFL test improving their listening.

42

Table 4.10 (Positive statement)

After I join on TOEFL test I feel confidence to speak with professor and other students’



2. Agree 7 46.66


4. Disagree 2 13.33


Total 15 100

The provided table shows that there were 15 participants responds, there





undecided with the statement. Than 2 participants or 13.33% of the participants

whose answered disagree with the statement and none of the participant whose

answered strongly disagree with the statement. In brief, that students‟ confidence

increases to speak with professor and other students‟ after they join TOEFL test.

43

Table 4.11(Positive statement) Test TOEFL as the amenities to critical in view film


1. Strong Agree 2 13,33

2. Agree 2 13,33

3. Undecided 2 13,33

4. Disagree 2 13,33

5. Strongly Disagree 7 46,66

Total 15 100

The table displayed illustrates that there were 15 participants responds,

there were 2 participants or 13.33% from the total number of the participants

whose strongly agree with the statement. The other 2 participants or 13.33% from

the total number of the participants agree with the statement. Meanwhile, there

were 2 participants or 15.38% from the total number of the participants answered

undecided with the statement. There were 2 of the participants or 15.38% whose

answered disagree with the statement and There were 7 of the participants or

46.66% of the participants whose answered strongly disagree with the statement.

It means that students‟ perceived test TOEFL as the amenities to critical in view

film.

44

Table 4.12 (Positive statement) Since I join TOEFL test I can improving to read textbook as the my habit



2. Agree 4 26.66


4. Disagree 3 20.00


Total 15 100






undecided with the statement and 3 participants or 20.00% answered disagree

with the statement. 1 or 6.67% of the participant who answered strongly disagree

with the statement. In brief, students‟ can improving to read textbook as the their

habit.

45

Table 4.13 (Negative statement) We never get practicing for TOEFL test every join in TOEFL test.



2. Agree 6 40.00


4. Disagree 4 26.66


Total 15 100

The provided table represents that there were 15 participants responds,

there were 2 participants or 13.33% from the total number of the participants

whose strongly agree with the statement. The other 6 participants or 40.00% from

the total number of the participants agree with the statement. Meanwhile, there

were 2 participants or 13.33% from the total number of the participants answered


disagree with the statement and 1 participant or 6.67% answered strongly disagree

with the statement. The students‟ perceived that never get practicing for TOEFL

test every join in TOEFL test.

46

Table 4.14 (Negative statement) I am not like joint TOEFL test because it is expensive then not help me

anymore No Opinion Frequency Percentage (%)


2. Agree 7 46.66


4. Disagree 4 26.66


Total 15 100

The table displayed presents that there were 15 participants responds,

there was 1 participant or 6.66% from the total number of the participants whose




undecided with the statement and 4 participants or 26.66% answered disagree

with the statement. And 1 participant or 6.67% whose answered strongly disagree

with the statement. The students‟ perceived that students‟ afraid with other

students will laugh at while they are speaking English in proposal seminar.

47

Table 4.15 (Positive statement) TOEFL test are able improving my listening skill


1. Strong Agree 0 0

2. Agree 5 33.33


4. Disagree 4 26.66


Total 15 100


were none participant or 0% from the total number of the participants whose





disagree with the statement and 1 participant or 6,67% answered strongly

disagree with the statement. So, the result showed that the students‟ perceived

that TOEFL test can improve their listening skill.

48

B. Discussion

The researcher gave the questionnaire to make discussion clear, the research

would like to describe the result of data analyzed as follow:

Discussion consists of how are students‟ perspective on using TOEFL test

on the language test. The discussion of the research detects to give the

questionnaire and analyzing uses a final version PSCAS questionnaire adopted

from Yaikhong and Usaha (2012) in order to know the students‟ perspective on

using TOEFL test on the language test at seventh semester English Department

Muhammadiyah University of Makassar.

The data from questionnaire showed that mostly students‟ perceived that

the success supported students of TOEFL test make them easy to write academic

paper. The previous finding research showed that Shohamy (Longman, 2001 :

182) in her journal with the title “The Power Of Tests A Critical Perspective On

The Uses of Language Texts” that awareness of the power of these tests motivates

those in authority to introduce tests as a policy tool for the education system. As

such, the main focus of this field is also referred to as Language. Major

examinations such as a Test of English as a Foreign Language (TOEFL) now

require foreign students to demonstrate their writing proficiency in the second

language, this research to shows that academic writing becomes the main point in

influence score test, and the result shows that evidently students are to easy in

academic writing, when join in test TOEFL, because they discuss on assessment

terms for go to college so that pushes want more masterful academic writing. The

other benefits from this test, students‟ can hone or push student‟s skills in order to

49

think critically to take a language test so that these result can is known the extent

of students‟ ability in the field of writing, listening, reading, and speaking.

Furthermore, the students argued that test may be constructed primarily

as devices to reinforce learning and to motivate the students‟. The previous

finding research showed that Heaton (1975) in his journal with the title

“Introduction to Language Test” test may be constructed primarily as devices to

reinforce learning and to motivate the student, or primarily as a means of

assessing the students‟ performance in the language. This statement also

strengthen the researcher that TOEFL test was formed so that evaluated or

measure student‟s skill to cover all aspects of the English field.

In summary, the effectiveness of students‟ perspective on the used

TOEFL test of the language test at seventh semester students‟ of English

Department Makassar Muhammadiyah of University that success to support they

join TOEFL test and make the students‟ more confidence in write academic paper,

they can get many lesson and knowledge about writing test, speaking test,

listening test, reading test in TOEFL, and than the students‟ can get high score in

TOEFL test so able to pass when they enroll in college.

50

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consist of two parts. The first present some conclusions based

on the data analysis. The second part present some suggestions based on the

findings and conclusion of this research.

A. Conclusion

Based on the findings and discussion, it can be concluded that the

respondents‟ of this research gave their positive perception students‟ of using

TOEFL test on use language test. Furthermore, when they join in TOEFL test they

can to easy write academic paper, help in perform online research, they can get

high score, although they difficult to find a test location, but through this test they

can get admission college and feel confidence in front of many people, they can

study to criticize a film, cost of test is expensive but they students‟ get many

vocabulary, although students‟ never practicing, but when join this test students‟

improve listening and they listening skill, improve the habit to read textbook, and

perform online research. They claimed that they have got many advantages of

used test TOEFL as a language test, especially in point that make us to easy write

academic paper.

51

B. Suggestion

Based on the result of the data analysis and conclusion, the researcher

suggest as follows:

1. For Lecturer

Language lecturer should improve the ability to master English for

lecturers. TOEFL test is expected to help the lecturers to motivate yourself

and optimize their potential.

2. For the students‟

TOEFL test is still one of the main benchmarks for understanding English.

Students should pay attention preparation before join test TOEFL, students

must be practice learn the types of TOEFL questions or take lessons in

order to achieve the desired score.

3. For Further Researcher

This research can be conducted again by including all learners who are

studying at seventh semseter students English Depatment Muhammadiyah

University of Makaasar. So that, the results will be more consistent and

will be able to be generalize. To the next researchers, they can investigate

more about the students‟ perspective on used TOEFL test, not only

TOEFL but about the other test English like TOEFL (IBT, PBT, CBT),

IELTS, and TOEIC.

52

BIBLIOGRAPHY

A, Cece Wijaya. (1996) Pendidikan Remedial Sarana Pengembangan Mutu

Sumber Daya Manusia. Bandung: Rosdakarya, Sumber Daya Manusia, (Online), Vol. 8, No. 2, (http://www.ejournal.upi.edu, accesed June 21th, 2019)

Adediwura, A & Tayo. (2007) Perception of Teacher Knowledge, Attitude, and

Teaching Skills as Predictor of Academic Performance in Nigerian Secondary Schools: Nigeria, Educational Research and Review, (Online), Vol. 2, No. 7, (http://www.eric.ed.gov/?id, accesed June 25 th, 2019)

Allison, Kimberly H. (2012). Molecular Pathology of Breast Cancer. University of Michigan (Online), Vo. 38, No. 6, (https://doi.org/10.1309/AJCPIV9IQ1MRQMOO, accesed August 08th 2019)

Arif, Furchan. (2007). Pengantar Penelitian Dalam Pendidikan. Malang : Pustaka Pelajar.

Bachman, L.F. and Palmer, A.S. (1981) The construct validity of the FSI oral interview. Language Testing 31, 1:67-88. (Online), (https://onlinelibrary.wiley.com/doi/abs/10, accesed June 02, 2019)

Bachman, L. F. (1989). The Development and use of Criterion-Referenced Test Language Ability in Language Program Evaluation. Universitas Michigan.

Bachman, L.F. (1990). Fundamental Consideration in Language Testing. Oxford: Oxford University Press.

Bachman, L.F. and Palmer, A.S. (1996): “Language testing in practice.” Oxford: Oxford University Press.

Benhabib, S. (1996) Critical theory and postmodernism: on the interplay of ethics, aestethics, and utopia in critical theory. In Rasmussen, D.M., editor, The handbook of critical theory. Oxford: Blackwell, 327-39. Rethinking Assessment From a Critical Perspective, (Online) Vol.18, No.4, (https://journals.sagepub.com/doi/abs/, accesed June 22, 2019)

Brown, H.D. (1994). Principles of Language Testing and Teaching. Englewood Cliffs, NJ: Prentice Hall. (Online) Vol. 1, No. 3, (Online) (https://tesl-ej.org/~teslejor/ej03/r15.html, accesed June 22 th, 2019)

Brown, H.D. (2000). Principle of Language Testing and Teaching. New York: Longman, Inc. Vol. 1, No. 3, (Online) (https://tesl-ej.org/~teslejor/ej03/r15.html, accesed June 22 th 2019)

53

Brown, H.D. (2007). Principle of Language Testing and Teaching 5th Edition. White Plains, New York: Pearson Education, Inc. Language Assessment, Vol. 1, No. 3, (Online) (https://tesl-ej.org/~teslejor/ej03/r15.html, accesed 22 th June 2019)

Carron, J.B. and Sapon, S.M. (1959) Modern Aptitude Test; Manual. New York: The Psychological Corporation. Modern Aptitude Test, (Online), Vol.1, No.7, (https://files.eric.ed.gov/fulltext/EJ1137943.pdf, accesed 27 th June 2019)

Creswell, J. W. (2012) Educational Research: Planning, Conducting, And Evaluating. Questionnaire And Qualitative Research -4th Ed. USA: Pearson Education, Inc., 501 Bolyston Street, Boston, MA 02116.

Crystal, David. (1989) The Cambridge of Encyclopedia of Language. Cambridge: Cambridge University Press (Online) Vol. 1, No.4, (https://www.persee.fr/doc/rbph, accesed June 27 th 2019)

Dean, M. (1994): Critical And Effective Histories: Foucault’s Method and Historical Sociology, London: Routledge, 20 (02):223-47.

Denzin, N.K. and Lincoln, Y.S. (2000): Handbook of Qualitative Research. Thousand Oaks, CA: Sage. (Online), Vol. 33, No.6 (https://onlinelibrary.wiley.com/doi/abs/, accesed September 27th 2019)

Elaine, Jhonson B. (2002). Contextual Teaching and Learning. California: Corwing Press, Inc. Yogyakarta: Universitas Sanata Dharma. Conceptual-reflective Teaching, (Online), Vol. 20, No. 02, (https://e-journal.usd.ac.id/index.php/JP/artiscle/view/870, accesed August 27th 2019)

Elder, Linda (2007). Our Concept Of Critical Thinking. Foundation for Critical Thinking, 22:1-8.

Fairclough, N.(1989): “Language and Power.” London: Longman. Language in Society, (Online), Vol. 20, No.2, (https://www.cambridge.org/core/journals/language-in-society/article/norman-fairclough-language-and-power-london-longman-, accesed September 02th 2019)

Fairclough, N. (1995): “Critical Discourse Analysis.” London: Longman. Language in Society, (Online), Vol. 28, No. 04, (https://www.cambridge.org/core/journals/applied-psycholinguistics/article/critical-discourse-analysis-the-critical-study-of-language-norman-fairclough-london-longman-1995-pp-265/, accesed September 09th 2019)

54

Arif, Furchan. (2007). Pengantar Penelitian Dalam Pendidikan. Malang : Pustaka Pelajar.

Harmer, Jeremi. (2001). How To Teach English: An Introduction To The Practice Of English Language Teaching. London: Longman.

J. B. Heaton. (1975). Writing English Language Test, London: Longman. (Online), (http://repository.unpas.ac.id/2882/7/, accesed January, 03th 2019)

Lewis Thomas, Elaie B. Jhonson. (2014) Concextual Teaching Learning. Jakarta:Kaifa. Concextual Teaching Learning (https://e-journal.usd.ac.id/index.php/JP/article/view/870, accesed August 27th 2019)

McCarthy, T. (1996): Critical Theory and Postmodernism: A Response to David Hoy. In Eamussen, D.M. Editor, The Handbook of Critical Theory. Oxford: Blackwell publisher, 340-68.

Nurgiyantoro, Burhan. (2001). Penilaian Dalam Pengajaran Bahasa dan Sastra Yogyakarta: BPFE. (Online), Vol. 3, No. 1, (https://media.neliti.com, accesed December 22th 2019)

Oller W. Jhon. (1979). Language Tests at School, Jr. Londo

the power of test: a critical perspective on the use of ... · jurusan : pendidikan bahasa inggris...

Documents