UNDERGRADUATE STUDENTS’ PERCEPTION TOWARDS GRAMMAR ASSESSMENT IN THE EFL CLASSROOM

Abstract

The present study aimed to explore how grammar assessment in the EFL classroom has been implemented at the English Department of the State Islamic University of Ar-Raniry (UIN Ar-Raniry). The researcher investigated the learners’ perspectives regarding the congruence of the grammar assessment with the planned learning, assessment authenticity, transparency, and their capability in the classroom. A total of 69 fourth-year students of the English Department responded to the questionnaire with 24-five-point Likert scale items. The quantitative data of Students’ Perceptions of Assessment Questionnaire (SPAQ) items were descriptively analysed by using the SPSS16 program. The result presented significant insights into the ways students perceive grammar classroom assessments. The study showed that students felt a slight congruence between grammar assessment and planned learning, as well as inadequate transparency regarding the purpose, authenticity, and the forms of the assessment process. Equally important, the result shows that students perceive their capability are somewhat unsatisfied.