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All Journal English Language and Literature International Conference (ELLiC) Proceedings
Mia Febriana
Universitas Sebelas Maret
Languange, Linguistic, Communication & Media

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Exploring Students’ Perceptions of the English Academic Competency Test Mia Febriana
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The Academic Competency Test (Tes Kemampuan Akademik/TKA) has become an important assessment instrument for evaluating students’ academic readiness, including their competence in English. Students’ perceptions of the English TKA are essential to explore because their experiences, responses, and interpretations can influence their motivation, engagement, and preparation strategies. This study investigated students’ perceptions of the implementation of the English Academic Competency Test and identified the factors that shaped those perceptions. This study employed a qualitative approach with a case study design. The participants were Grade XII students who had completed the English TKA. Data were collected through interviews to obtain in-depth information about students’ experiences, opinions, and responses toward the implementation of the English TKA. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing. To ensure the trustworthiness of the findings, this study applied source triangulation and member checking. The findings revealed students’ perceptions regarding the relevance, difficulty level, fairness, and benefits of the English TKA. The study also showed that the test influenced students’ learning motivation and preparation strategies. Overall, the findings provide insights into the implementation of the English TKA and contribute to the improvement of English assessment practices. This study also offers meaningful input for policymakers, school leaders, and English teachers in designing assessment systems that better support students’ learning needs.
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