LOW PERFORMANCE AND TEST EFFECTIVENESS IN ENGLISH MIDTERMS AT APRIVATE INDONESIAN UNIVERSITY

Abstract

This study examines the primary causes of students' low performance on an English midterm exam and evaluates the exam's effectiveness in assessing comprehension of the subject matter. Using attribution theory alongside the concepts of test validity and practicality, the research aims to understand the underlying factors affecting student performance and the test’s measurement effectiveness. A mixed-methods research design was employed, integrating both quantitative and qualitative data through surveys, interviews, and supporting documents to provide a comprehensive analysis. Data were collected from 76 Indonesian freshmen enrolled in an English course at a private university. Descriptive analysis was used for quantitative data, while thematic analysis was applied to qualitative data. The findings indicate that students primarily attribute their poor performance to limited English proficiency, inadequate preparation, and overconfidence. Despite these challenges, students generally view the exam positively, highlighting its validity and practicality. However, further research with a larger sample size could provide more generalisable findings and offer a deeper exploration of the impact of overconfidence on performance, as well as investigate effective strategies for addressing this issue to enhance student outcomes.