Implementation of Levels of Thinking Skills and Communicative Language Ability in English National Exam
Abstract
This study aims to explore the implementation of the learning domain, which is manifested in the level of thinking skills, namely HOTS and LOTS, and the concept of CLA in the English national exam. The research method used is the descriptive analysis by analyzing all the questions in the English national exam for SMK in 2014/2015. The results showed that all the questions in the English national exam for SMK 2014/2015 are directed to assess students' cognitive skill domains with different skill levels and thinking processes. The concept of HOTS, LOTS and CLA have been implemented and applied in the construction and design of this exam. In conclusion, the implementation of English national exam has implemented requirement of good language testing.
Keywords: Communicative Language Ability, National Exam, Standardized Test, Thinking Skills
References
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Panggabean, C. I. T., & Asariski, A. (2021). An Analysis of EFL Students’ Questions in Research on ELT Class at University of PGRI Ronggolawe Tuban. English Education:Journal of English Teaching and Research, 6(1), 13–21. https://doi.org/10.29407/jetar.v6i1.15919
Pratiwi, N., & Mustadi, A. (2021). Hots-Based Learning in 2013 Curriculum: Is It Suitable? JPI (Jurnal Pendidikan Indonesia), 10(1), 128-135. https://doi.org/10.23887/jpi-undiksha.v10i1.22781
Putra, T. K., & Abdullah, D. F. (2019). Higher-Order Thinking Skill (Hots) Questions in English National Examination in Indonesia. Jurnal Bahasa Lingua Scientia, 11(1), 145–160. https://doi.org/10.21274/ls.2019.11.1.145-160
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Ridhwan, M. (2017). Understanding Formative and Summative Assessment for EFL Teachers: Theoretical Reflections on Assessment for Learning. J-SHMIC : Journal of English for Academic, 4(1), 40–50. https://doi.org/10.25299/jshmic.2017.vol4(1).505
Rosidin, U., Herpratiwi, Suana, W., & Firdaos, R. (2019). Evaluation of National Examination (UN) and National-Based School Examination (USBN) in Indonesia. European Journal of Educational Research, 8(3), 827–837. https://doi.org/10.12973/eu-jer.8.3.827
Sari, I. D. P., & Rahmah, T. H. (2019). Virtual Discussion for EFL Students Establishing Three Domains: Cognitive, Affective, and Psychomotor. International Journal for Educational and Vocational Studies, 1(3), 249–253. https://doi.org/10.29103/ijevs.v1i3.1586
Sitorus, M. M., Silalahi, L. H., Rajagukguk, H., Panggabean, N., & Nasution, J. (2021). The Effect of Higher-Order Thinking Skill (HOTS) in Reading Comprehension. IDEAS Journal of Language Teaching and Learning, Linguistics and Literature, 9(1), 109–123. http://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/1895
Sönmez, V. (2017). Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model. Universal Journal of Educational Research, 5(3), 347–356. https://doi.org/10.13189/ujer.2017.050307
Utami, F. D., Nurkamto, J., Marmanto, S., & Taopan, L. L. (2019). The Implementation of Higher-Order Thinking Skills in EFL Classroom: Teachers’ Perceptions. Proceeding of the Second International Conference on Future of Education, 2(1), 64–72. https://doi.org/10.17501/26307413.2019.2107
Zaim, M. (2016). Evaluasi Pembelajaran Bahasa Inggris. Jakarta: Kencana
Ahmad, U. L. (2016). Senior High School National Examination and Thinking Skills. Beyond Words, 4(2), 168–189. http://journal.wima.ac.id/index.php/BW/article/view/945
Ahmed, F., Ali, S., & Shah, R. A. (2019). Exploring Variation in Summative Assessment: Language Teachers’ Knowledge of Students’ Formative Assessment and Its Effect on Their Summative Assessment. Bulletin of Education and Research, 41(2), 109–119. https://files.eric.ed.gov/fulltext/EJ1229441.pdf
Al-Mekhlafi, A. (2019). The Question of Communicative Language Ability in EFL Testing : The Case of Language Testing in Oman Principles and Characteristics of Communicative Testing. Sumerianz Journal of Education, Linguistics, and Literature, 2(8), 51–61. https://www.sumerianz.com/pdf-files/sjell2(8)51-61.pdf
Amirian, S. M. R., Moqaddam, H. H., & M., Q. J. (2017). Critical Analysis of the Models of Language Proficiency with a Focus on Communicative Models. Theory and Practice in Language Studies, 7(5), 400-407. https://doi.org/10.17507/tpls.0705.11
Bachman, L. F. (2000). Modern Language Testing at the Turn of the Century: Assuring that What We Count Counts. Language Testing, 17(1), 1–42. https://doi.org/10.1191/026553200675041464
Bachman, L. F., & Palmer, A. S. A. S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press
Bachman, L., & Palmer, A. (2010). Language Assessment in Practice. Oxford: Oxford University Press
Brown, H. D., & Abeywickrama, P. (2010). Language Testing: Principles and Classroom Practice. New York: Pearson Education
Cifuentes-Medina, J. E., Poveda-Pineda, D. F., & RodrÃguez-Ortiz, D. A. (2019). Education Quality: Reflections on Its Evaluation Through Standardized Testing. Saber, Ciencia y Libertad, 14(2), 247–255. https://doi.org/10.18041/2382-3240/saber.2019v14n2.5894
Firdaos, R., & Ahmad, A. (2019). The Implementation of National Examination as the Direction of National Education Policy. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 9(1), 105–112. http://dx.doi.org/10.24042/atjpi.v9i1.2788
Hoque, M. E. (2017). Three Domains of Learning: Cognitive, Affective and Psychomotor. The Journal of EFL Education and Research, 2(2), 45–52. https://www.researchgate.net/publication/330811334_Three_Domains_of_Learning_Cognitive_Affective_and_Psychomotor
Ilham, N. W., Jabu, B., & Korompot, C. A. (2020). Analysis of Higher-Order Thinking Skills (HOTS) Items in Senior High School English National Examination 2019. ELT Worldwide: Journal of English Language Teaching, 7(2), 156-162. https://doi.org/10.26858/eltww.v7i2.14764
Irdiyansyah, I., & Rizki, T. (2018). Teachers ’ Perspective on Standardized Test. Journal of Humanities and Social Studies, 2(1), 18–21. https://doi.org/10.33751/jhss.v2i1.816
Menteri Pendidikan dan Kebudayaan. (2021). Surat Edaran Menteri Pendidikan dan Kebudayaan Nomor 1 Tahun 2021 tentang Peniadaan Ujian Nasional dan Ujian Kesetaraan Serta Pelaksanaan Ujian Sekolah dalam Masa Darurat Penyebaran Corona Virus Desease (COVID-19). https://disdik.beraukab.go.id/ova_doc/se-mendikbud-no-1-tahun-2021-peniadaan-ujian-nasional-2021/
Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (HOTS) Instrument Assessment in Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 7(1), 26–32. https://doi.org/10.9790/7388-0701052632
Morrow, C. K. (2018). Communicative Language Testing. The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0383
Ozdemir-Yilmazer, M., & Ozkan, Y. (2017). Classroom Assessment and Practice of Language Instructors. Journal of Language and Linguistic Studies, 13(2), 324–345. https://www.jlls.org/index.php/jlls/article/view/678/318
Panggabean, C. I. T., & Asariski, A. (2021). An Analysis of EFL Students’ Questions in Research on ELT Class at University of PGRI Ronggolawe Tuban. English Education:Journal of English Teaching and Research, 6(1), 13–21. https://doi.org/10.29407/jetar.v6i1.15919
Pratiwi, N., & Mustadi, A. (2021). Hots-Based Learning in 2013 Curriculum: Is It Suitable? JPI (Jurnal Pendidikan Indonesia), 10(1), 128-135. https://doi.org/10.23887/jpi-undiksha.v10i1.22781
Putra, T. K., & Abdullah, D. F. (2019). Higher-Order Thinking Skill (Hots) Questions in English National Examination in Indonesia. Jurnal Bahasa Lingua Scientia, 11(1), 145–160. https://doi.org/10.21274/ls.2019.11.1.145-160
Rahman, S. A., & Manaf, N. F. A. (2017). A Critical Analysis of Bloom’s Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia Through English Literature. English Language Teaching, 10(9), 245–256. https://doi.org/10.5539/elt.v10n9p245
Ratnasari, W. (2018). Students’ Perspective toward National Examination in Indonesia. AL-MUQAYYAD: Jurnal Ekonomi Syariah, 1(2), 112–124. https://doi.org/10.46963/jam.v1i2.9
Ridhwan, M. (2017). Understanding Formative and Summative Assessment for EFL Teachers: Theoretical Reflections on Assessment for Learning. J-SHMIC : Journal of English for Academic, 4(1), 40–50. https://doi.org/10.25299/jshmic.2017.vol4(1).505
Rosidin, U., Herpratiwi, Suana, W., & Firdaos, R. (2019). Evaluation of National Examination (UN) and National-Based School Examination (USBN) in Indonesia. European Journal of Educational Research, 8(3), 827–837. https://doi.org/10.12973/eu-jer.8.3.827
Sari, I. D. P., & Rahmah, T. H. (2019). Virtual Discussion for EFL Students Establishing Three Domains: Cognitive, Affective, and Psychomotor. International Journal for Educational and Vocational Studies, 1(3), 249–253. https://doi.org/10.29103/ijevs.v1i3.1586
Sitorus, M. M., Silalahi, L. H., Rajagukguk, H., Panggabean, N., & Nasution, J. (2021). The Effect of Higher-Order Thinking Skill (HOTS) in Reading Comprehension. IDEAS Journal of Language Teaching and Learning, Linguistics and Literature, 9(1), 109–123. http://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/1895
Sönmez, V. (2017). Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model. Universal Journal of Educational Research, 5(3), 347–356. https://doi.org/10.13189/ujer.2017.050307
Utami, F. D., Nurkamto, J., Marmanto, S., & Taopan, L. L. (2019). The Implementation of Higher-Order Thinking Skills in EFL Classroom: Teachers’ Perceptions. Proceeding of the Second International Conference on Future of Education, 2(1), 64–72. https://doi.org/10.17501/26307413.2019.2107
Zaim, M. (2016). Evaluasi Pembelajaran Bahasa Inggris. Jakarta: Kencana
Published
2021-12-25
Section
Articles
