Publisher

JURNALEDUKASIAJURNALEDUKASIA

Journal EDUKASIA Jurnal Pendidikan dan PembelajaranEDUKASIA Jurnal Pendidikan dan Pembelajaran Abstract

This study aimed to adapt and validate the Classroom English Proficiency Scale (CEPS) for English language teachers in Indonesia using Confirmatory Factor Analysis (CFA) and the Rasch Rating Scale Model (RSM). The CFA confirmed that the four latent dimensions—Grammar, Pronunciation, Interaction, and Instruction—fit well within a second-order structure representing a single construct of classroom English proficiency. Rasch analysis further supported the unidimensionality assumption, with variance explained by measures exceeding the recommended criterion. The scale showed high reliability, and all items met model-fit expectations. The five-point Likert rating scale functioned effectively, with ordered Andrich thresholds and consistent category use. Differential Item Functioning (DIF) analysis indicated that 11 of 12 items were invariant across gender groups, except CEPS_2 (“I can use a wide range of English vocabulary), which was slightly more difficult for male respondents. Overall, the Indonesian-adapted CEPS demonstrated strong validity, reliability, and fairness, confirming its suitability for assessing English proficiency in classroom contexts. The CEPS can serve as a reliable diagnostic and evaluative tool for English language teachers in teacher education and EFL assessment settings.

Conclusion

The Indonesian-adapted CEPS is a psychometrically sound instrument for assessing classroom English proficiency among English teachers.The study confirms the scales construct validity through CFA and its measurement precision through Rasch analysis.The findings demonstrate strong reliability and the suitability of the scale for diagnostic and evaluative purposes in teacher education and EFL assessment.

Future Research

Future research should explore the use of probabilistic sampling to enhance the generalizability of the findings to the broader population of Indonesian English teachers. Additionally, incorporating classroom observations or performance-based assessments alongside self-report data could provide a more comprehensive evaluation of teachers actual classroom language performance. Longitudinal studies are also recommended to examine the stability and sensitivity of CEPS over time and across different instructional contexts, allowing for a deeper understanding of how teachers proficiency evolves with experience and professional development. Finally, further investigation into the gender-related DIF observed in CEPS_2 is warranted, potentially through item revision or the development of gender-specific norms to ensure equitable assessment practices.

References

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