Exploring the Most Challenging Academic IELTS Tested Skills for Indonesian Test Takers

Authors

  • Awaluddin Syamsu Universitas Muslim Indonesia
  • Muhammad Yunus Universitas Muslim Indonesia
  • Astri Arsi Ismail Universitas Muslim Indonesia
  • Dewi Pratiwi Oktavia Bahtiar Universitas Muslim Indonesia

DOI:

https://doi.org/10.34050/elsjish.v7i2.35271

Keywords:

Academic IELTS, Difficulties, Indonesian People, Writing Skill

Abstract

Academic IELTS test has been widely used by Indonesia people to indicate their academic English proficiency. According to the IELTS official website report 2022, Indonesian people found that writing test as the lowest average score. This study aimed to examine the most difficult test according to the Indonesian test taker’s perception and score result. The study also explored the reasons why they performed lowest in a particular skill. There were 17 Indonesian people who have taken academic IELTS responded our survey. They were from Sulawesi, Java, Sumatra, and Kalimantan with different academic background from fresh graduates of senior high schools and master’s graduates. The open-ended question responses were analyzed thematically to find out the challenges the test takers encountered. The result showed that according to the student’s perception and score in each band, some students found listening, reading and speaking as the most difficult skill however majority experienced writing as the most challenging skill. There were five reasons for their poor performance in writing test, they are less writing practice, lack of vocabulary, poor understanding on academic writing structure, time constrain, and unfamiliar topics. The findings of the research should be considered and become a topic of development for Indonesian people who plan to take academic IELTS test.

References

Alavi, S. M., & Masjedlou, A. P. (2017). Construct under-representation and construct irrelevant variances on IELTS Academic Writing Task 1: Is there any threat to validity? Theory and Practice in Language Studies, 7(11), 1097–1107. https://doi.org/10.17507/tpls.0711.19

Alghail, A. A., & Mahfoodh, O. H. (2016). Academic reading difficulties encountered by international graduate students in a Malaysian university. Issues in Educational Research, 26(3), 369-386.

Arefsadr, S., & Babaii, E. (2023). Let Their Voices be Heard: IELTS Candidates' Problems with the IELTS Academic Writing Test. TESL-EJ, 26(4), n4.

Aswad, M., Rahman, F., Said, I. M., Hamuddin, B., & Nurchalis, N. F. (2019). A software to increase English learning outcomes: An acceleration model of English as the second language. The Asian EFL Journal, 26(6.2), 157.

Ata, A. W. (2015). Knowledge, education, and attitudes of international students to IELTS: A case of Australia. Journal of International Students, 5(4), 488–500. https://doi.org/10.32674/jis.v5i4.410

Chalmers, J., & Walkinshaw, I. (2014). Reading strategies in IELTS tests: Prevalence and impact on outcomes. English Australia Journal, 30(1), 24-39.

Chowdhury, S. (2009). Gaining proficiency in the reading module in IELTS: A study on the efforts of Bangladeshi students. The Dhaka University Journal of Linguistics, 2(3), 125-140. DOI: 10.3329/dujl.v2i3.4148

Dashti, L., & Razmjoo, S. A. (2020). An examination of IELTS candidates’ performances at different band scores of the speaking test: A quantitative and qualitative analysis. Cogent Education, 7(1), 1770936.

Derakhshan, A., & Nadi Khalili, A. (2016). Developing EFL learner’s speaking ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177–186. https://doi.org/10.5539/ells.v6n2p177

IELTS. (2024). Retrieved on 13 April https://ielts.org/researchers/our-research/test-statistics#Demographic

Hamid, M. O., Hardy, I., & Reyes, V. (2019). Test-takers’ perspectives on a global test of English: Questions of fairness, justice and validity. Language Testing in Asia, 9(1), 1–20. https://doi.org/10.1186/s40468-019-0092-9

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.

Holi, A. I., Al Washahi, Q., & Alhassan, A. (2020). Unpacking the challenges and accommodation strategies of Omani English-Major students on IELTS academic reading tests. Journal of Language and Linguistic Studies, 16(3), 1621-1636. DOI: http://dx.doi.org/10.17263/jlls.803922

Howarth, P. (2001). Process speaking: Preparing to repeat yourself. MET, 10(1), 39–44.

Kabir, S. A., & Cunningham, U. (2023). Prioritizing and addressing perceived listening challenges of IELTS test takers in Bangladesh. Australian Journal of Applied Linguistics, 6(2), 130-150.

Kaisar, M. T., & Khanam, M. S. (2008). Listening practice in English language learning: Bangladesh context. Prime University Journal, 2(2), 125–136. https://www.researchgate. net/publication/344439003_Listening_Practice_in_English_Language_Learning_Bangladesh_ Context

Kaisar, M. T., & Khanam, M. S. (2008). Listening practice in English language learning: Bangladesh context. Prime University Journal, 2(2), 125-136.

Maharani, T. C., & Setyarini, S. (2019). Hear them out: Constraints encountered by IELTS students in the writing class. Edusentris, 6(3), 116–129.

Müller, A. (2015). The differences in error rate and type between IELTS writing bands and their impact on academic workload. Higher Education Research & Development, 34(6), 1207–1219. https://doi.org/10.1080/07294360.2015.1024627

My, V. T. D., Nhi, N. T. B., Lam, D. P., & Tuan, L. C. (2023). IELTS Reading: Perceived Challenges and Strategies by Vietnamese University English Majors. Journal of Education and Practice, 14(28), 18-28.

Pearson, W. S. (2018). Written corrective feedback in IELTS writing task 2: Teachers’ priorities, practices, and beliefs. TESL-EJ, 21(4).

Read, J., & Nation, P. (2006). An investigation of the lexical dimension of the IELTS speaking test. IELTS Research Reports, 1-25.

Renandya, W. A., & Hu, G. (2018). L2 listening in China: An examination of current practice. In A. Burns & J. Siegel (Eds.). International perspectives on teaching the four skills in ELT (pp. 37–50). Palgrave Macmillan

Roothooft, H., & Breeze, R. (2019). IELTS: Investigating the development of ‘grammatical range and accuracy’ at dif- ferent proficiency levels in the IELTS speaking test. IELTS Research Reports Online Series, No. 1, 2-36. https://www. ielts.org/teaching-and-research/research-reports

Rost, M. (2016). Teaching and researching listening. Routledge

Seedhouse, P., Harris, A., Naeb, R., & Ustunel, E. (2014). The relationship between speaking features and band descriptors: A mixed methods study. IELTS Research Reports, 1-30. www.ielts.org/researchers

Stepanovienė, A. (2012). Barriers to academic listening: Research perspectives. Darnioji Daugiakalbyste, 1, 134–141. https://dx.doi.org/10.33508/bw.v6i1.1671

Suryaningsih, H. (2014). Students' perceptions of international English language testing system (IELTS) and test of English as a foreign language (TOEFL) tests. Indiana University of Pennsylvania.

Thornbury, S. (2005). How to teach speaking. Longman.

Yao, S. (2014). An analysis of Chinese students’ performance in IELTS Academic Writing. The New English Teacher, 8(2), 104–138.

Weigle, S. C. (2002). Assessing writing. Cambridge University Press

Youngsun, K., Sosrohadi, S., Andini, C., Jung, S., Yookyung, K., & Jae, P. K. (2024). Cultivating Gratitude: Essential Korean Thankfulness Phrases for Indonesian Learners. ELS Journal on Interdisciplinary Studies in Humanities, 7(2), 248-253.

Downloads

Published

2024-06-13

Issue

Section

Articles

Similar Articles

<< < 5 6 7 8 9 10 11 12 13 14 > >> 

You may also start an advanced similarity search for this article.