Developing an Assessment Instrument Model for Indonesian Cultural-based Oral Presentation for Undergraduate EFL Students

As demand grows for highly qualified graduates with strong oral communication skills, prioritizing English-speaking proficiency in higher education has become essential. Incorporating local cultures into language teaching can boost students’ confidence, engagement, and cultural awareness. However, the absence of effective classroom-based assessment instruments to measure students’ communication competence hinders the achievement of learning objectives. This study aims to develop a speaking assessment model in terms of a valid speaking prompt and culture-based speaking assessment indicators. Experts verified the instruments based on content validity. The instruments were designed specifically to meet the needs of classroom-based assessment instruments in culture-based speaking activities. Developed from the course description and learning objectives of English for tourism conversation course at a private university in Indonesia, this study employed research and development (R&D) by adopting the ADDIE model covering the stages of analysis, design, development, implementation, and evaluation. After gathering data by reviewing related literature and involving experts to validate the instruments, this study obtained the following conclusions. First, the speaking prompt is valid and relevant to the learning objectives; second, the culture-based speaking assessment indicators are valid and relevant to assess culture-based speaking activities. Three competencies are expected to be achieved from the speaking activities – linguistic, intercultural communication, and self-management. Therefore, it is proposed that the model be used to create a classroom-based assessment instrument not only for speaking skills but also for other aspects of English language development. This versatility highlights the potential for further research and the application of the model to various other educational contexts.