Perception towards English Paper 3: Speaking as Summative Assessment for Lower Secondary Learners

Abstract

English has become one of the most dominant languages in the world, and it is clear that mastering the language is crucial in many fields. In Malaysia, the introduction of the Common European Framework of Reference for Languages (CEFR) in secondary schools has emphasized the importance of enhancing students' English proficiency in the four key skills: reading, writing, listening, and speaking. The school- based assessment in accordance with the CEFR covers all four skills equally to holistically evaluate students' proficiency. However, the inclusion of speaking skills as part of the summative assessment has raised concerns among teachers and students. Malaysian students still struggle to achieve the minimum score for speaking proficiency. This study examines the perceptions of teachers and Form 2 students towards English Paper 3: Speaking as a summative assessment in a suburban school. The researchers used open-ended questionnaires, semi-structured interviews, and observations to analyse the data. The findings reveal that both teachers and students face similar challenges, including students' motivation, limited vocabulary, and lack of exposure to subject content. Based on these findings, it is evident that a comprehensive approach is needed to enhance students' English proficiency in the speaking component of the summative assessment.