The Washback Effect of Scheduled-Presentation Assessment on Students’ Learning Amidst AI Era at UIN Madura

Abstract

This study explores the washback effect of scheduled presentation-based assessment on students’ learning in amid of Artificial Intelligence era. It concentrates on how the presentation affects the students’ learning process, engagement, and confidence in the classroom. Therefore, in order to support this study, the researchers will employ a qualitative descriptive design because the supporting data were collected through open-ended questionnaires with thirthy students of English Department at UIN Madura. The result of this study showed that the assessment gives more positive washback on the students’ learning. It is supported by the result in which most of the students prefer scheduled presentation to impromptu presentation since they have much time in preparing their presentation material, practicing how they present the material, predicting some spontaneous questions from their audiences, and then preparing its answer. Furthermore, with the appearance of Artificial Intelligence, such as Chat GPT, Gemini, and other tools, the students’ preparation could be better handled. While, the negative washback is that some students are shortage of challenge because it decreases their spontaneous thinking so it could arise their boredom in the classroom. Although this assessment has a negative washback, it is hindered by the positive sides because most of the students receive more the positive sides. Thus, the scheduled-presentation assessment gives positive effect on the students’ learning in the classroom.