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Culture Documents
A. Introduction
This paper aims to analyse the English National Examination (ENE) test items
especially for Junior High School in Indonesia. The analysis is based on the Graduate
Competence Standar for English subject compared with the existing test items. Although
ENE is not the only indicator to determine the graduation of the students, it still
considered as the most important matter at school. The students often try hard to
achieve the best score in order to register in the higher school level. However, for
English subject, students face some problems in the final examination.
The problem related to the difficulty in understanding the text. The topic of the
texts in the test items are too broad since they are not theme based tests. The limitation
is only on the text types not on the theme. Therefore the students cannot prepare
themselves in understanding the unlimited topic of the text.
In 2014, the result of the ENE shows that the highest score is 10,00 and the lowest
one is 0,80. It means that for the lowest score, there are only 4 out of 50 test items that
can be done by the student who got the score. In the data of the score distribution, the
number of the students in the highest persentage (26,55 %) are in the streches of score
4,00 5,49. There are only 44,18 % of the senior higher school students in Indonesia
who got the score more that 70,00. The average score is 6,51.
The condition of ENE result reflects that the English Learning for Junior High School
could not produce good output in the level of Junior High School. It can be caused by the
curriculum of English Teaching and Learning which can be applied to all of the
Indonesian students or it can also be caused by the quality of the national examination
items which has too broad materials.
In order to describe the cause of the condition, the focus of this paper is to identify
and analyse the ENE items especially the text types, whether or not it is suitable with
the Graduate Competence Standard and the cognitive level of the Junior High School
students. There will also be the example of the English final examination result in the
Central Jave Province for each test items along with the analysis on the result of each
test items. The data is taken from the recapitulation of final exam result published by
the Ministry of National Education for the National Examination in 2014.
B. English National Examination
English National Examination (ENE) in Indonesia is held from the level of Junior
High School since English is included in the national curriculum. However, English
teachers involved in this study have positive and negative perceptions on the ENE.
Overall they understand that the ENE is important for national standard, for measuring
the schools progress, improving the quality of education, and determining students
graduation. (Sukyadi & Mardiani:2011)
In one hand, the notion that ENE is important for the national standard can be true
because English is an international language that should be mastered by the Indonesian
students to catch up the condition of being fallen behind. In the other hand, it can also
be said that ENE for Junor High School has too high level compared with the
competence of Indonesian students, especially those who live in rural areas.
ENE in Indonesia can be categorized as standardized testing because it is held in
the national level for students all around Indonesia. Every 9 graders of Junior High
School must pass the national examination as one of the requirements to graduate from
the Junior High School.
C. Graduate Competence Standard
In the previous curriculum, which is 2006 curriculum, the graduation requirements
are stated in the Government Regulation No. 32 / 2013 about the
change of
NO
1.
COMPETENCE
INDICATORS
READING
NO
2
COMPETENCE
INDICATORS
WRITING
texts.
meaningful sentence
Determining the correct sentences order to create
a meaningful and coherent paragraph
Reviewing the table of sepcification above, there are several things that we can
conclude about the ENE in Indonesia using the KTSP (School Based Curriculum), i.e.:
1.
All of the test items are in the form of objective test. The students only have to
choose one of the correct answer from the four options provided.
2.
Most of the indicators reflect the reading skill of the students. In fact, only five items
which test the writing skill of them.
3.
The themes of each texts are not mentioned, so the topic is unlimited. It is very
difficult for the students to prepare themselves for the ENE since they do not know
the theme. In the previous curriculum, the themes are limited and the students can
prepare themselves with certain vocabularies for certain text types.
4.
There are various kinds of texts in the ENE and the students have to understand all
of them with unclear limitation.
5.
The focus is only about the meaning of the texts without considering the language
features of the texts which are easier to be identified.
6.
The simple essay texts, especially report texts, have no correlation with their daily
life because it talks about academic report of something. It is not suitable with the
cognitive level of Junior High School Students.
Those test items consist of eight kinds of functional texts and 5 kind of essay texts.
The functional texts are caution/notice/warning, greeting card, letter/e-mail, short
message, advertisement, announcement, invitation, schedule.
These are the example of the texts in the problem sheets of the first package. It was
tested in the ENE academic year 2013/2014.
1.
Caution/notice/warning
The context of the warning is suitable with the students daily life, however for the
students who live far from the beach, it can be difficult. Moreover the students of
isolated area which is far from communication and information sources. The warning
should be more general considering the conditon of the students.
2.
Greeting card
The text is quite simple and familiar with the students. The words are also easy to
understand. This kind of greeting card can be found in the students daily life.
3.
Letter/e-mail
This letter still uses many familiar words so the students will easily understand the
text and answer the questions. Unfortunately, the physical form of the letter which is
supposed to be like an e mail, fails to show the authenticity of the text. It is better if the
appearance is like the real email in the internet.
4.
Short message
This text is confusing because the situation seems to be between the teachers but it
can be between the OSIS commitee. The short message is not like the real one because
the diction is rather formal.
5.
Advertisement
The diction is rather difficult for the level of Junior High School students because
the words are not easy to understand.
6.
Announcement
The text can be found in the students daily life but it is not the real announcement
because the sentences seem to be awkward. It consits of several grammatical and
complete sentences that are unusual in an announcement. It is better if the
announcement only in the form of some pointers about some important topics.
7.
Invitation
The text is easily understood although it does not fill the requirement of an
invitation good structure. It is lack of invitee and confirmation which becomes the
special characteristic of English invitation.
8.
Schedule
From the example of the functional text above, it can be concluded that most of
them are not the authentic text. It is dangerous because the students learn English
language to be able to communicate with the English speaking people. If they are not
provided with the real context of situation and culture, their English will be useless and
cannot be applied in their real life. Therefore, it is better for the students to be familiar
with the authentic texts even in the national examination.
The following texts are the example of the simple essay texts existing in the
problem sheets of ENE from the same source of the above functional text.
1.
Procedure
This text has some unfamiliar words with the students and it will make them
difficult to understand and answer the questions.
2.
Descriptive
The text is not difficult to understand but there are two other descriptive texts that
are about a school activity and the Songkran festival from Thailand. The former uses
common and familiar words, while the latter has more difficult words. The number of
the descriptive texts is not balanced with the other texts. It is better if there are only two
descriptive texts in the problem sheets.
3.
Recount
The recount text is not available in the first package of the ENE. It is not suitable
with the table of specification where this text type should be provided in the rading
section. It is different with the descriptive texts which are provided three times.
Recount text appears in the writing section in the form of cloze test.
This recount text is easy to understand but it is too short. Therefore it is difficult for
the students to have more understanding about the text meaning to ease them complete
the missing words.
4.
Narrative
The text is quite illogical because it wont happen in the real life. It will lead the
illogical thinking of the students. Although it is common for the narrative text is to be
illogical but the one provided to the students should be not really illogical.
5.
Report
The report text is also not available in the first package of the ENE. It is not suitable
with the table of specification where this text type should be provided. In fact, the
report text is difficult for the students to understand so it will decrease the students
burden in the
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After observing the simple essay texts above, we can see that the essay texts in the
first package of the problem sheet are not complete. It only consists of procedure,
descriptive and narrative text. The three of them actually has no correlaton with the
students daily life except the procedure text. The recount text that should be appear in
the reading section, only exists in the writing section.
The writing section itself has been compatible with the table of specification
because it consists of two cloze tests, three jumbled words and one jumbled sentences.
Unfortunately the jumbled words are not in the form of meaningful text but
independent sentences. It is not suitable with the table of specification which states that
writing competence is to express the meaning in functional and essay texts, not
independent sentences.
E. The analysis on the result
The following is the result of the national examination in the academic year
2013/2014 published by the National Education Ministry for all of the tested subjects.
The result of English shows that English Learning Process should be improved
because the output is still low in the average although it is not the lowest average. The
problems may be caused by several things, i.e:
1.
English is taught as foreign language at school. Therefore the students only use the
English language when they have English class. In fact, the existence of internet can
help the students to learn English outside the classroom but not all the students can
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access the internet easily and use the information from the internet wisely to
support the English learning in the classroom.
2.
For the students in the remote or isolated rural area, English learning becomes a big
problem because the lack of supporting materila or media and also the qualified
teachers for them. When the national examination is not considering the condition
of every students in Indonesia from Sabang to Merauke, the the result will not be
improved.
The following is the analysis on the test items, the case of Central Java students in
NO
1
COMPETENCE/INDICATOR
Menentukan isi peringatan teks warning di tempat wisata
dengan tepat (specific information in a warning)
NAS
PROV
58,41
61,45
66,58
67,02
49,26
51,55
66,27
70,54
50,58
58,42
66,19
67,46
70,64
73,85
75,43
73,72
7
8
11
NO
COMPETENCE/INDICATOR
NAS
PROV
56,02
63,01
72,32
75,56
62,20
68,75
54,70
59,81
55,50
63,10
70,25
68,83
59,54
63,83
64,41
66,14
66,48
69,86
71,59
71,37
58,16
65,92
short message)
Menentukan tujuan komunikatif dari teks iklan pelatihan
10
11
12
13
14
15
16
17
18
19
12
NO
COMPETENCE/INDICATOR
NAS
PROV
NO
COMPETENCE/INDICATOR
NAS
PROV
56,90
61,64
58,97
64,42
46,04
57,02
70,62
idea of a procedure)
21
22
23
a procedure)
Menentukan informasi tersurat ttg waktu pelaksanaan pd teks
24
80,20
75,68
54,23
63,92
73,75
72,41
in a procedure)
Melengkapi pernyataan yang belum lengkap dg tujuan
25
26
13
NO
COMPETENCE/INDICATOR
NAS
PROV
52,09
59,27
65,10
67,99
55,49
61,75
52,28
56,78
66,33
69,41
72,77
69,01
61,41
61,33
73,93
75,31
74,28
73,16
62,94
68,65
71,66
69,22
61,13
62,36
a descriptive)
Menentukan gambaran umum isi bacaan teks recount ttg
27
28
29
30
31
32
33
34
35
36
37
38
14
NO
COMPETENCE/INDICATOR
NAS
PROV
55,59
61,35
report)
Menentukan tujuan komunikatif kegiatan budaya di dalam
39
Based on the table, the test items related with the essay texts appear in 20 test
items. The number is balanced with the functional text. The most difficult items is about
synonym. The lowest percentage is in number 22 that is synonym in a procedure. It is
related with the lack of vocabulary of the students. The highest percentage is in number
24 that is explicit information in a procedure.
3.
NO
COMPETENCE/INDICATOR
NAS
PROV
41,45
54,82
41,37
57,49
53,44
62,10
56,96
61,71
46,56
61,38
63,91
72,79
41
42
43
44
45
15
NO
COMPETENCE/INDICATOR
NAS
PROV
67,44
70,34
47,80
58,32
52,53
61,99
56,20
63,05
44,69
56,17
47
48
49
50
Based on the table, the test items related of writing section appear in 9 test items in
the form of cloze test, jumbled word and jumbled sentence. The most difficult items is in
the form of cloze test of recount text. The lowest percentage is in number 40 and 41 that
is determining the correct verb and noun of missing words in a recount. It is related
with the lack of vocabulary of the students. The highest percentage is in number 46 that
is arranging jumbled words.
F.
Conclusion
There are several inconsistency between the table of specification, the real problem
sheet and the analysis of the test items. They are as the following.
1.
In the table of specification there should be an invitation text which appear in the
problem sheet (first package) but the in the analysis, the invitation is considered as
the advertisement. It shows that there is a different interpretation of the text type
between the one who arranged the problem sheets and the one who analyzed the
test items.
The case in the first point is also happen in the recount and report text in the
reading section. It seem that the recount and report text is replaced by descriptive
16
texts that appeared three times. The text about a school activity that should be a
descriptive text is considered as the recount text and the text about an festival in
Thailand that should also be a descriptive text is considerend as the report one.
G. Reference
https://matematohir.wordpress.com/2014/11/10/kumpulan-soal-un-smp-tahun2014/
Sukyadi, Didi. Ridha Mardiani. 2011. The Washback Effect of the English National
Examination (ENE) on English Teachers Classroom Teaching and Students
Learning K@TA JOURNAL.VOLUME 13, NUMBER 1 Juni 2011: 96-111
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APPENDIXES
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