This document discusses different perspectives from teachers on using English as the standard language for Indonesia's national examination. Some teachers agree that using English can improve education quality and motivate students. However, others disagree, noting that a focus only on academics through testing can stress students and fail to develop well-rounded characters. The document suggests giving teachers more autonomy to assess student learning and progress in addition to the national exam, but some teachers may feel insecure conducting their own classroom assessments. It proposes a balanced approach using the national exam for 60% of assessment and teacher assessments for 40%.

1. ENGLISH AS A MEASURMENT
STANDARD IN THE NATIONAL
EXAMINATION:
SOME GRASSROOTS’ VOICE
Lutfi Rizky Adinta (201010100311016)
Nurul Hasanah Agustieni
(201010100311020)

2. Summary
 The purpose of the writing is to
present an empirical sketch in the
form descriptive report on a
preliminary investigation into what
views and opinions teachers as a front
liner in the classroom have in
conjunction with the implementation of
UN

3.  There are some opinion about national
exam.
a) Agree
 UN constitutes an idealized measure in the
national vision that is expected to be able to
get rid off the image regarding the low quality
of national education in this global era.
 UN plays an important role as a motivating
force for the students to envision in their
learning

4. b) Disagree
 The establishing of the passing grade
constitutes a stressor that potentially horrifies
students
 Test items in UN have merely oriented to
academic pedagogical perspectives, building
a possible character for the students to be
insensitive to their environment

5.  The teacher who has autonomy to be
an evaluator to evaluate the students’
learning progress and achievement.

6. Strengths
By giving chance to the teacher on
assessing their students’ learning
progress and achievement will imply
more demands on teachers’ roles,
responsibilities, and accountability.

7. Weaknesses
 There seems to be a sense of
insecurity in conducting classroom-
based assessment to conclude the
students’ learning progress and
achievement.

8. What can be applied ?
 For the students’ national assessment,
UN (national exam) still holds 60%
and 40% of teacher’s autonomy.
 According to the first statement, we
may be able to apply that statement in
the other subjects.

9. ARIGATOU GOZAIMASU