Students’ Attitude On Summative Assessment In The Intensive Course At TBI IAIN Curup

Yusat Wika, Welinsah and Hidayah, Jumatul and Fauziah, Meli (2026) Students’ Attitude On Summative Assessment In The Intensive Course At TBI IAIN Curup. Sarjana thesis, INSTITUT AGAMA ISLAM NEGERI CURUP.

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Abstract

ABSTRACT Welinsah Yusat Wika : Exploring Students Attitude on Summative Assessment in the Intensive Course at TBI IAIN Curup NIM : 22551057 Advisor : Jumatul Hidayah, M.Pd Co-Advisor : Meli Fauziah, M.Pd This research explores students' attitudes toward the summative assessment in the Intensive Course (IC) at the English Tadris Study Program (TBI), IAIN Curup. The study aims to describe how students' attitudes are reflected in this assessment, using Rosenberg and Hovland's (1960) Tripartite Attitude Model, comprising cognitive, affective, and conative components. Employing a qualitative descriptive design, this research involved ten sixth-semester TBI students who had completed the IC twice, selected through purposive sampling based on their achievement levels. Data were collected through semi-structured interviews and analyzed using Miles, Huberman, and Saldaña's interactive model of data condensation, data display, and conclusion drawing. The findings reveal that students' attitudes are multidimensional and only partially consistent across the three components. Cognitively, students hold predominantly positive attitudes, perceiving the assessment as purposeful, well aligned with course material, and procedurally fair, although inadequate for capturing speaking and listening skills. Affectively, most students experience anticipatory nervousness and persistent time-pressure anxiety, with some also reporting socialevaluative pressure from public score disclosure or peer observation during speaking tests; nevertheless, nearly all sustain motivation and several reframe disappointing results as learning opportunities. Conatively, students display a coexistence of avoidance behavior, such as procrastination, and adaptive strategies, including skip-and-return test-taking techniques, technology-assisted study, and religious coping. These findings indicate that students' attitudes toward summative assessment are shaped by a dynamic interplay of beliefs, emotions, and behaviors rather than a single, uniform stance, offering implications for lecturers in designing more transparent and supportive assessment practices within the Intensive Course. Keywords: Students' Attitude, Summative Assessment, Intensive Course, Tripartite Attitude Model, TBI IAIN Curup

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Thesis (Sarjana)

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