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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter will present some conclusions which can be derived from the study. In addition, this chapter also gives some useful suggestions to improve the
implementation of the test and students‟ performance.
A. CONCLUSIONS
Considering the potential effects that a test can bring to the students, the test should be evaluated in terms of the impacts to the students. The test should be
evaluated from its impa cts on students‟ goals and their values, the learning
performance, the educational system, and the learning process. One way to evaluate the test is by gathering information from the students. Bachman and
Palmer suggest that students should be included in all phases of test development because they can share as much information about their opinions, perceptions, and
attitudes 1996, p. 24. By involving the test takers in the design and development processes, the stakeholders can avoid the negative impacts of the test and promote
positive impacts of the test. The students will be informed that some factors such as their motivation, self-efficacy, and anxiety, can impair or improve their
learning performance. As high stake test, TKBI test brings considerable effects on the students.
The results of the research on students ‟ attitudes suggest that the implementation
of the test affected students‟ attitudes during the preparation of TKBI test and test
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taking processes. Students‟ attitudes, as the unintended outcome of the test, were
considered relatively negative. These negative attitudes could contribute to failures on the test. The results of the questionnaire show that students had low
self-efficacy or negative cognitive attitudes. They believed that they lacked of English competence which was considered beneficial for them to pass the test. As
a result, most students were not really sure that they could pass the test. TKBI also brings effects on students‟ affective attitudes. In general, the
results suggest that the students had fair affective attitudes towards the test preparation and the test itself. Most students showed positive feelings about the
test preparation and the test itself. They felt relax and enthusiastic to take the test. However, several negative feelings were also found. Students who were
unconfidence with their language competence were worried about their performance. Thus, they could not really control their anxiety. In addition, the
students felt more worried during the test because they felt that their competence was observed and judged. Hence, it lowered their performance.
How the students judged their competence and what they felt about the test and their preparation did not determine their learning efforts and participation
in every learning activity. The way the students judged their confidence and felt, either positive or negative, were not related to their behaviors. All of them showed
the learning efforts to pass the test. The students mentioned that preparing TKBI set their learning goals and drove their learning motivation. The students were
aware about the goals they wanted to achieve at the end of the learning process, so they were highly motivated to make their efforts as well.
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B. SUGGESTIONS
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