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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Ummi Kulstum
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Languange, Linguistic, Communication & Media

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Assessing the Authenticity and Validity of Tests in CLT-Based English Classrooms in West Java's Formal Education Rosy, Fella; Nida Husna; Ummi Kulstum; Muhammad Farkhan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7625

Abstract

This study investigates the effectiveness of classroom tests in formal West Java, Indonesia, secondary learning centers that claim to offer Communicative Language Teaching (CLT). Because CLT places significance on fostering communicative competence that contains grammatical, sociolinguistic, discourse, and strategic dimensions, there are concerns that the testing protocols employed may not adequately reflect the communicative goals. The data were collected from four English as a Foreign Language (EFL) instructors through the use of a qualitative multiple case study design by way of document analysis and semi-structured web survey. It was found that, while respondents demonstrated satisfactory theoretical knowledge of communicative testing and the use of performance tasks such as interviews, role-plays, and spoken tasks incorporated into videos, full compliance with the tenets of CLT is restricted. Principal impediments to successful implementation are restricted professional development opportunities, large classes, restricted instructional hours, and institutional policies favoring grammar-based tests. It is the finding of this research that, despite professed adherence to CLT, test validity is inconsistent. It is its recommendation that teacher assessment literacy must be upgraded, wide-ranging training needs to be implemented, and institutional policies need to be redesigned to bring communicative test practices into closer correspondence to CLT ideals.
Assessing Communicative Competence: Validity of Tests in CLT-Based English Classrooms Across Formal in West Java Rosy, Fella; Nida Husna; Ummi Kulstum; Muhammad Farkhan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7612

Abstract

This research examines the validity of classroom tests in formal secondary schools in West Java, Indonesia, which purport to practice Communicative Language Teaching (CLT). Although CLT calls for the development of communicative competence encompassing grammatical, sociolinguistic, discourse, and strategic components, concerns arise that classroom testing procedures may fail to represent these communicative objectives. Data were gathered from four EFL teachers using a qualitative multiple case study design through document analysis and a semi-structured online questionnaire. Results show that although the participants exhibit firm theoretical grasp of communicative assessment and include performance tasks like interviews, role plays, and video-based speaking tasks, complete alignment with CLT ideals is limited. A number of challenges impede implementation, such as lack of professional development, large class sizes, limited instructional time, and institutional requirements for grammar-dominated tests. This study concludes that despite claimed allegiance to CLT, the validity of tests utilized in these classrooms continues to be inconsistent. It suggests enhancing teacher assessment literacy, instituting prolonged training, and reforming institutional policy to accommodate communicative assessment practices more in accord with CLT.
Co-Authors Muhammad Farkhan Nida Husna Rosy, Fella