A LANGUAGE ASSESSMENT ANALYSIS OF ENGLISH NATIONAL EXAMINATION IN INDONESIA

By virtue of the importance and the gradual development of national examination in Indonesia, this article evaluates its implementation, focusing on English subject through the perspective of language assessment. The analysis of this qualitative research is placed initially on the quality of questions of English national examination in the academic year of 2014-2015 for senior high schools. After the question quality analysis, there is a subsequent analysis focusing on assessing the outer aspect in dealing with the English national examination implementation in Indonesia which is the regulation itself. The results show that some weaknesses still emerge regarding the quality of both the text the questions, also the aspects outside those ones like the impacts of the regulation towards the students and the schools.


I. INTRODUCTION
A big commitment has been shown by the government of Indonesia in conducting the qualified national examination through offering some renewed strategies, especially in the academic year of 2014-2015, one of which is by stating that national examination is no longer to be the benchmark for the students' chance to graduate from their schools.Through some revisions, the government hopes that the students do not feel burdened with all of the demanding requirements.Moreover, it is also expected that the stereotype attached to national examination as nightmare for the students as it is the only way for them to be able to graduate from their schools can diminish.
English is one of the subjects tested in the examination, especially for the senior high school students.This subject might be regarded as complicated matter faced by the students, because it is foreign language instead the first or second language for most students in Indonesia.Besides, it comprises four skills having bunches of sub-skills that the students need to master, although there is no speaking test in the national examination.As a consequence, a good English assessment is required.This article scrutinizes the goods and bad from both the inner and outer aspects of English national examination in the academic year of 2014-2015 for senior high schools in Indonesia.It highlights the quality of all the questions and some other aspects like formula to determine whether the students both pass the examination and graduate from the school or not, the impact of national examination for the schools and local government.
Language assessment, then, becomes a base in analyzing the national examination.Based on its importance, language assessment has many principles which must be considered in order to support it as the best and the most suitable assessment for the students.Green (2014: 58) also Farhady in Coombe, et al. (2012: 37) explain that there are at least three qualities of a language assessment.Those are practicality, reliability, and validity.Brown (2000: 31-37) explains that there are six questions in evaluating the test.
Those are as follows: a. Are the test procedures practical?b.Is the test reliable?c.Does the procedure demonstrate content validity?d.Is the procedure face valid and "biased for best"?e. Are the test tasks as authentic as possible?f.Does the test offer beneficial wash-back to the learner?These questions may be a framework in assessing the English national examination in Indonesia.Furthermore, the examination is also based on the regulation that was published by the government recently through Sosialisasi Kebijakan Ujian Nasional Tahun Pelajaran 2014/2015 from BSNP (Badan Standar Nasional Pendidikan).
To be specific, because the analysis focuses on reading and writing tests, there are some types of those tests that can be understood as the categorizations.Started with the reading types, there are four based on Brown (2000: 189).They are perceptive, selective, interactive, and extensive.In perceptive reading, the tasks involve attending to the components of larger stretches of discourse in which bottom-up processing is implied.Then, a selective type is used to ascertain one's reading recognition of lexical, grammatical, or discourse features of language within a very short stretch of language.In interactive reading, longer paragraphs are used and interaction between the readers and the text is optimistic.In contrast, the extensive reading seems to make the reading activity joyful, as the students are asked to read the texts of more than a page outside a classroom hour.
Different from reading, writing has also four types: imitative, intensive, responsive, and extensive.The imitative category includes the ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling system.In intensive writing, the students are asked to produce appropriate vocabulary within a context, collocations and idioms.Next, responsive writing requires the students to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs.The last is extensive writing, which demands the students in composing an essay a major research project, or even a thesis, through some processes of writing (Brown, 2000: 220).
Besides the inner aspects of English national examination, some outer aspects are also examined.These refer to the regulations and the impacts to both the students and the schools.It is important to note that the government publishes a new regulation about national examination.Through a power point file entitled Sosialisasi Kebijakan Ujian Nasional Tahun Pelajaran 2014/2015, the government presents a complete framework for a revived national examination.The first one, the national examination is not regarded any longer as the factor of the students' graduation.The minimum score of each subject is 5.5.Moreover, there is a remedial test for whoever does not attain the minimum score.The last one is the score mapping and description of each sub competency which is tested, besides the score itself.
In relation to the design, this research is qualitative in nature.Language assessment will be the pivot of the analysis, though some considerations of other aspects outside language are also investigated.The analysis will be placed initially on the quality of questions of English national examination in the academic year of 2014-2015 for senior high schools.It is known that there are some sets of English national examination in order to decrease the cheating potentiality done by the students.In practice, the analysis will only be limited to one single set of the English national examination, since it suffices the framework of questions based on the blueprints.Moreover, the question set that is analyzed is also limited for the students of social sciences.Then, it needs also to be noted that listening section will not be analyzed, as the focuses of this analysis are reading and writing only.After the question quality analysis, through envisaging the ideal postulates in designing a test, there is a subsequent analysis focusing on assessing the outer aspect in dealing with the English national examination implementation in Indonesia which is the regulation itself.

II. DISCUSSION
The analysis initially moves to the reading section.The questions, which can be categorised as interactive reading type, consist of two kinds of blueprints.The first one is scanning the specific information, while the latter is inferring the conclusion.The blueprints then fit the questions, making the stu much before.Again, the text is not too long, since the interactive reading type in fact requires the text that is moderately short.Besides, the students in this text are also demanded to do top comprehend the text thoroughly, not processing separate letters or words.This can be regarded suitable for the students of senior high schools.
Unfortunately, there is no information about who makes the text.
Ideally, a good text is t speakers.This second requirement is based on the assumption that native speakers' writing will show the original delivery of diction, structure, even culture to that support the contextual matter.My sugge can be taken or even adapted from original sources like magazines, etc.After that, the source can be attached below the text.
An advertisement becomes the next thing discussed.The further information is provided below: The questions, which can be categorised as interactive reading type, consist of two kinds of blueprints.The first one is scanning the specific information, while the latter is inferring the conclusion.The blueprints then fit the questions, making the students more confident since they have prepared much before.Again, the text is not too long, since the interactive reading type in fact requires the text that is moderately short.Besides, the students in this text are also demanded to do top-down processing in which they can comprehend the text thoroughly, not processing separate letters or words.This can be regarded suitable for the students of senior high schools.
Unfortunately, there is no information about who makes the text.
Ideally, a good text is the one which is contextual and made by the native speakers.This second requirement is based on the assumption that native speakers' writing will show the original delivery of diction, structure, even culture to that support the contextual matter.My suggestion is that, the text can be taken or even adapted from original sources like magazines, etc.After that, the source can be attached below the text.
An advertisement becomes the next thing discussed.The further information is provided below: The questions, which can be categorised as interactive reading type, consist of two kinds of blueprints.The first one is scanning the specific information, while the latter is inferring the conclusion.The blueprints then fit dents more confident since they have prepared much before.Again, the text is not too long, since the interactive reading type in fact requires the text that is moderately short.Besides, the students in this g in which they can comprehend the text thoroughly, not processing separate letters or words.This can be regarded suitable for the students of senior high schools.
Unfortunately, there is no information about who makes the text.
he one which is contextual and made by the native speakers.This second requirement is based on the assumption that native speakers' writing will show the original delivery of diction, structure, even stion is that, the text can be taken or even adapted from original sources like magazines, etc.After An advertisement becomes the next thing discussed.The next blueprint is finding information on news item.As the name, the text is usually characterized with lengthy passage, as displayed below: The next text is also news item which has three questions.From these three questions, it can be concluded that the difficulty level of each question The next text is also news item which has three questions.From these three questions, it can be concluded that the difficulty level of each question increases, compared to the prior three questions.The questions, which focus on generating the main idea of the text; finding specific information; and inferring information from a certain paragraph, have the students to think deeper in order to find the right answer, as scanning is not really helpful in this case.Instead, understanding the addition to the question type, the answer options are also similar, but not the same.This, as a consequence, adds one point to support the quality of the questions.But, a weakness is also seen from the lack of the det the text taken.The text and the complete questions are as follows: Figure 1.4 Reading questions about news item increases, compared to the prior three questions.The questions, which focus ing the main idea of the text; finding specific information; and inferring information from a certain paragraph, have the students to think deeper in order to find the right answer, as scanning is not really helpful in this case.Instead, understanding the whole text evenly is urged here.In addition to the question type, the answer options are also similar, but not the same.This, as a consequence, adds one point to support the quality of the questions.But, a weakness is also seen from the lack of the det the text taken.The text and the complete questions are as follows:

Figure 1.4 Reading questions about news item
English National Examination increases, compared to the prior three questions.The questions, which focus ing the main idea of the text; finding specific information; and inferring information from a certain paragraph, have the students to think deeper in order to find the right answer, as scanning is not really helpful in whole text evenly is urged here.In addition to the question type, the answer options are also similar, but not the same.This, as a consequence, adds one point to support the quality of the questions.But, a weakness is also seen from the lack of the detailed source of the text taken.The text and the complete questions are as follows:

Figure 1.4 Reading questions about news item
The next three questions are in relation to a recount text telling about Lionel Messi's life (biography).As it is recount, the diction are not so difficult to understand.Also, the questions are not so demanding, especially for the first question, which is about the communicative purpose of the text.As recount becomes the only one kind of t students can easily find the answer for the purpose of its delivery, especially about biography.The further display is given below: The next three questions are in relation to a recount text telling about life (biography).As it is recount, the diction are not so difficult to understand.Also, the questions are not so demanding, especially for the first question, which is about the communicative purpose of the text.As recount becomes the only one kind of tested text which plays past tense, the students can easily find the answer for the purpose of its delivery, especially about biography.The further display is given below: The next three questions are in relation to a recount text telling about life (biography).As it is recount, the diction are not so difficult to understand.Also, the questions are not so demanding, especially for the first question, which is about the communicative purpose of the text.As ested text which plays past tense, the students can easily find the answer for the purpose of its delivery, especially Explanation becomes without source from which the text is taken, is given about gelatin.The text itself has been cohesively and coherently created, making the readers understand it more easily.Unfortunately, there is one quest to be confusing.The question number 29 asks the students to find the first way in eliminating the grease from the bones.However, there is no information at all.Instead, the available one is the next steps after eliminating the grease.
This question, then, should be reviewed by the government, though there is no problem with the other questions related.The complete data are presented below:

Figure 1.6 Reading questions about explanation
A Language Assessment Analysis of English National Examination 187 Explanation becomes the following text discussed.A text, although without source from which the text is taken, is given about gelatin.The text itself has been cohesively and coherently created, making the readers understand it more easily.Unfortunately, there is one question which is prone to be confusing.The question number 29 asks the students to find the first way in eliminating the grease from the bones.However, there is no information at all.Instead, the available one is the next steps after eliminating the grease.
This question, then, should be reviewed by the government, though there is no problem with the other questions related.The complete data are presented

English National Examination
the following text discussed.A text, although without source from which the text is taken, is given about gelatin.The text itself has been cohesively and coherently created, making the readers ion which is prone to be confusing.The question number 29 asks the students to find the first way in eliminating the grease from the bones.However, there is no information at all.Instead, the available one is the next steps after eliminating the grease.
This question, then, should be reviewed by the government, though there is no problem with the other questions related.The complete data are presented

Figure 1.6 Reading questions about explanation
There are also some problems number 32 up to 34.When we consider the blueprints as the ordered one, the discussion text should be located after review, not explanation.Then, ideally, a text can be regarded as a good text when it consists of only one single sentence.In fact, in the text attached below, the first and the last paragraph have only one sentence.Brandon and Brandon (2014: 286), Connelly (2013: 29), also Wingersky, et al. (2009: 29) support it by arguing that a paragraph is a group of sentences, each with the function of stating or supporting a single controlling idea that is contained in the topic sentence.It is different from news item which is usually free in writing, meaning that the news writers have their own special writing format.
Apart from the format, the questions and the options are well and clearly formed.The questions are related to the content and the blueprint, asking about specific information, finding the main idea of a paragraph, and inferring the suggestion.Moreover, the answers are also good, considered to have qualified distraction.Good distraction can make the questions not so easy for the students and require them to think carefully.The further information of the text is as follows:

Figure 1.7 Reading questions about discussion
Not similar to previous texts, the next text is not problematic.A review is presented about martial art performance, followed with three questions which have connections with the text, of course.The following is the complete text:

Figure 1.8 Reading questions about review
After a review, there is an exposition which is delivered to the students.
Again, there are some weaknesses regarding the text, particularly in the last paragraph.It only comprises one sentence which is not enough for supporting a paragraph.In addition, the word although.In fact, the sentence is not beautifully formed in the structure.Let us take a look on the text below: After a review, there is an exposition which is delivered to the students.
Again, there are some weaknesses regarding the text, particularly in the last paragraph.It only comprises one sentence which is not enough for supporting a paragraph.In addition, there is an error dealing with the use of comma after .In fact, the sentence is not beautifully formed in the structure.Let us take a look on the text below: From the text and the questions, some problems can be yielded.The first one is about paragraphing.The first paragraph is not indented, although the next paragraphs are all indented.This, though not really crucial, results in inconsistency.Then, the sentence used in question number 42 is not well formed, since there are two words which are confusing.Firstly, the use of not worth it, as the focus is on having, which is singular.Furthermore, the used is not suitable.Rather, it should be changed into more detailed depiction of the text is presented below: After a review, there is an exposition which is delivered to the students.
Again, there are some weaknesses regarding the text, particularly in the last paragraph.It only comprises one sentence which is not enough for supporting there is an error dealing with the use of comma after .In fact, the sentence is not beautifully formed in the Questions number 41 up to 43 are in relation to a report text describing yaks.From the text and the questions, some problems can be yielded.The first one is about paragraphing.The first paragraph is not indented, although the ented.This, though not really crucial, results in inconsistency.Then, the sentence used in question number 42 is not well formed, since there are two words which are confusing.Firstly, the use of (s) is singular.Furthermore, the used is not suitable.Rather, it should be changed into adapt.The There are 5 questions which are divided into two categorisations: ordering sentences into a good plot/ paragraph, and filling in the blanks.The first category looks fine, although it also lacks its source.

Figure 1.12 Writing questions
In contrast, the second category is not so perfect for a national examination.The text tells about recount.However, there is a sentence, in which the word for number 48 is missing, does not follow the appropriate tense.Instead of using past tense, the sentence in fact uses present tense.The proof is given below: 192 Volume 1, Number 2, August 2016 After reading phase, the students are given writing test, although they are not really asked to write.The blueprints are provided below: Mengungkapkan makna secara tertulis secara formal maupun informal dalam konteks kehidupan sehari-hari, dalam bentuk teks fungsional pendek atau esai recount, narrative, procedure, report.

.2 Writing Blueprints
There are 5 questions which are divided into two categorisations: ordering sentences into a good plot/ paragraph, and filling in the blanks.The first category looks fine, although it also lacks its source.

Figure 1.12 Writing questions
In contrast, the second category is not so perfect for a national examination.The text tells about recount.However, there is a sentence, in which the word for number 48 is missing, does not follow the appropriate tead of using past tense, the sentence in fact uses present tense.The ordering sentences into a good plot/ paragraph, and filling in the blanks.The In contrast, the second category is not so perfect for a national examination.The text tells about recount.However, there is a sentence, in which the word for number 48 is missing, does not follow the appropriate tead of using past tense, the sentence in fact uses present tense.The reflecting the students' ability in understanding materials can be obviously seen without too much worry on their cheating.Furthermore, it can be feedback for the teachers, as the students' scores will also reflect on the teacher's material delivery.On the contrary, the new regulation has also some negative impacts.The first one is that the schools might do the students' scores marking-up in the achie order for all the students to pass.It is not a guess, somehow, because there is an informant who is a teacher in a senior high school in central Java who acknowledges the phenomenon.It might be caused by the sc which must be kept great.Next, to some extent, the students, seeing that the national examination is not demanding anymore, will learn and finish the examination without any burden.But, to some extent, the students might be lazy to learn.Instead, they might pay attention more on the school examination only.
Furthermore, some points in the regulation are also beneficial for the students.The report given to the students at the end of the test covers not reflecting the students' ability in understanding materials can be obviously seen without too much worry on their cheating.Furthermore, it can be back for the teachers, as the students' scores will also reflect on the teacher's material delivery.On the contrary, the new regulation has also some negative impacts.The first one is that the schools might do the students' up in the achievement report and the school examination in order for all the students to pass.It is not a guess, somehow, because there is an informant who is a teacher in a senior high school in central Java who acknowledges the phenomenon.It might be caused by the school reputation which must be kept great.Next, to some extent, the students, seeing that the national examination is not demanding anymore, will learn and finish the examination without any burden.But, to some extent, the students might be Instead, they might pay attention more on the school Furthermore, some points in the regulation are also beneficial for the students.The report given to the students at the end of the test covers not reflecting the students' ability in understanding materials can be obviously seen without too much worry on their cheating.Furthermore, it can be back for the teachers, as the students' scores will also reflect on the teacher's material delivery.On the contrary, the new regulation has also some negative impacts.The first one is that the schools might do the students' vement report and the school examination in order for all the students to pass.It is not a guess, somehow, because there is an informant who is a teacher in a senior high school in central Java who hool reputation which must be kept great.Next, to some extent, the students, seeing that the national examination is not demanding anymore, will learn and finish the examination without any burden.But, to some extent, the students might be Instead, they might pay attention more on the school Furthermore, some points in the regulation are also beneficial for the students.The report given to the students at the end of the test covers not the remedial test, in case there are some students who want to improve their scores.Likewise, the schools are also driven to support the fairness in dealing with the scoring of school examination and students' achievement reports.

Figure
Figure 1.2 Reading questions about

Figure 1 . 2
Figure 1.2 Reading questions about advertisement

Figure 1. 3
Figure 1.3 Reading There are three questions connected with news item, each of which brings different blueprint option.The question Number 20 demands the students to comprehend the text and choose the best title to describe the text generally.The question number 21 implicit information, while the question number 22 asks the main idea of certain paragraph.For the quality of questions, I argue that, although the delivery and the content of question number 20 paragraphs inside talk about political polls, and it will be easy for the students to get the main idea of the text.Nonetheless, it should be noted that there are components in making a good test, in which t among the easy, moderate, until difficult ones in one portion.Questions number 21 and 22 have different levels of difficulty.The question number 21 st demands the students' deep understanding to infer something, the question numb scanned by the students in the first sentence as the main idea.The correct answer (b) is tried to be a relaxer, but not so much.Therefore, the students can find the answer without being attracted to chooseThe next text is also news item which has three questions.From these three questions, it can be concluded that the difficulty level of each question

Volume 1 ,
Number 2, August 2016 questions about news item There are three questions connected with news item, each of which brings different blueprint option.The question Number 20 demands the students to comprehend the text and choose the best title to describe the text one is about inferring or decoding the implicit information, while the question number 22 asks the main idea ofFor the quality of questions, I argue that, although the delivery and the are good, it lacks good distraction.All of the paragraphs inside talk about political polls, and it will be easy for the students to get the main idea of the text.Nonetheless, it should be noted that there are he questions are balanced Questions number 21 and 22 have different levels of difficulty.The demands the students' deep understanding to infer has explicit answer which can be easily scanned by the students in the first sentence as the main idea.The correct answer (b) is tried to be a relaxer, but not so much.Therefore, the students the other options.

Figure
Figure 1.5 Reading questions about recount

Figure 1 . 5
Figure 1.5 Reading questions about recount

Figure 1 . 9
Figure 1.9 Reading text about exposition

Figure 1 . 9
Figure 1.9 Reading text about exposition

Figure 1 .
Figure 1.10 Reading questions about reportThe last text for reading announcement about Japan Telkom.Regardless the in of the text, there is nothing to worry, since the text is well structured, and the questions are related to the text.Below gives you the clea

Figure 1 .
Figure 1.13 Writing questions

AFigure 1 .
Figure 1.13 Writing questions regulation analysis.It is aforementioned that the national ublished as the examination which does not determine the students' graduation from their schools.Instead, only the school examination and the students' achievement report are used for weighing means.Regarding this, there are some positive ative ones.The first positive impact is the students' fear day non sense national examination which becomes one of the factors or even the only factor in determining their destiny.Then, as the nger, the students can work hard by themselves to do the examination.As a consequence, the best results

Figure 1.1 Reading questions about letter
From the figure above, apart from the absence of the source of the text, it can be concluded that the first question asks about the general description, From the figure above, apart from the absence of the source of the text, it can be concluded that the first question asks about the general description, while the second one searches for the certain information.At a glance, the students are helped with the cue from question number 18, stating the text as advertisement explicitly.This facilitates the students in thinking of some points like the communicative purpose or what is advertised.Differe number 18, question number 19 requires the students to infer the e address to get the further information.Fortunately, email is very common in Indonesia, particularly after Facebook and other social media which require From the figure above, apart from the absence of the source of the text, it can be concluded that the first question asks about the general description, The further advertisement accessed by teenagers.However, sometimes the students who hurry in choosing the answer might choose the website address instead of email address.This is because the similarity between them; they are ended .com.In fact, the website address, which can be also called as distraction, is a component of good question.It is said so as a good question if it not let the test taker easily get the answer.Rather, a good question, especially the multiple-choice one, willThe next blueprint is finding information on news item.As the name, the text is usually characterized with lengthy passage, as displayed below:A Language Assessment Analysis of English National Examination 183 the users to have email account conquer the online communication usually accessed by teenagers.However, sometimes the students who hurry in choosing the answer might choose the website address instead of email address.This is because the similarity between them; they are ended .In fact, the website address, which can be also called as distraction, is a component of good question.It is said so as a good question if it not let the test taker easily get the answer.Rather, a good question, especially the choice one, will provide some distraction to keep the quality.The next blueprint is finding information on news item.As the name, the text is usually characterized with lengthy passage, as displayed below: accessed by teenagers.However, sometimes the students who hurry in choosing the answer might choose the website address instead of email address.This is because the similarity between them; they are ended with .In fact, the website address, which can be also called as distraction, is a component of good question.It is said so as a good question if it not let the test taker easily get the answer.Rather, a good question, especially the provide some distraction to keep the quality.
Volume 1, Number 2, August 2016After reading phase, the students are given writing test, although they