6.4. Comparison of students’ and lecturers’
perceptions about the IET
Table 7. Students’ and lecturers’ perceptions on the face validity of the IET
Component Group Mean SD Degree Number
Listening Students 3.60 .764 H 103
Lecturers 3.72 .681 H 20
Reading Students 3.71 .699 H 103
Lecturers 3.77 .572 H 20
Writing Students 3.75 .728 H 103
Lecturers 3.74 .617 H 20
Speaking Students 3.76 .701 H 103
Lecturers 3.94 .583 H 20
Note: *VH =Very High, H=High, M=Moderate, L = Low, VL = Very Low
Table 7 shows that all mean scores
topics that students were taught during their
English course are sufficiently represented in
between two groups possess high face
the IET components. Moreover, the students
validity. More specifically, the lecturers have
find no difficulties in understanding question
more positive comments on Speaking and
items, instructions as well as identifying mark
Reading components while students gain more
allocations for each part in each component;
satisfactory face validity on Speaking and
consequently, they can perform the IET
Writing. Among these components, Speaking
better. On the whole, the descriptive statistics
component achieves the most satisfactory
on the face validity of the IET showed that
face validity from both students and lecturers’
both students and English lecturers possess
opinions than the others. Fang and Faure
satisfactory face validity of the IET. In other
(2010) showed that students tend to be more
words, the IET, which is designed based on the
interested in developing communication
Common European Framework of Reference,
skills than listening, reading and writing
is perceived as a good English language test
skills because they were increased the self-
from the students and English lecturers.
confidence of being of part in the classroom
including answering the question, sharing the
The results are in line with similar earlier
idea, and also presentation. Henning (1984)
studies on face validity of in-house language
also emphasized that speaking lessons with
tests such as Bachman (1990), Jaturapitakkul
different activities always help students and
(2013), Kucuk (2007), Kuntasal (2001),
lecturers feel relaxed, more active in the
Liauh (2011), and Nakamura (2006) that if
learning and teaching process and at the same
the face validity of a language test is high,
time make their learning and teaching more
then it can be assumed that “the test itself will
meaningful; thus, it could be explained that in
be successful, and the test- takers themselves
this research students and lecturers feel much
may well perform as well as they might make
more comfortable during the speaking test
test validity an important consideration in test
than the others. Furthermore, speaking topics
use” (Bachman, 1990, p. 289). Therefore, it
always relate to real-life situations which help
suggests that the perceptions of what the test
students and lecturers feel freely when talking
measures from both students and educators,
and sharing new ideas in the test.
needs to be taken seriously as a potential
factor which helps the students prepare
In the light of descriptive statistical
themselves for the test; helps the lecturers
analysis above, it can be nutshell concluded
improve the content of teaching and testing.
that the IET is perceived as a good test from
Several researchers share the same view that
both students’ and lecturers’ perceptions.
face validity should be one of the intentions
of test developers and should be integrated
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