Abstract:
This study used exploratory or secondary research as a reference. The study was conducted
using descriptive design. Subjects of the study were twelve English language teachers who were
teaching in three different government schools. The researcher used purposive sampling
technique and three types of data collecting tools to conduct the study. He used two tools for
each of the first two objectives. In the first or teachers’ perception part, the response English
Language Teaches made through questionnaire was triangulated against interview. Likewise,
in the second or teachers’ practice part the response collected through questionnaire was
triangulated against document analysis. The study was conducted using mixed approach.
In this research, it was found out that ELT classroom teachers made use of lesson plan in place
of test plan to prepare classroom tests. These teachers considered that test plan was a device for
novice teachers until they develop experience.
As writing a test plan is a major step in classroom test development, ELT classroom teachers
have to prepare it before writing new test items. If ELT classroom teachers write test plan
correctly, it paves the way for the success of the other steps in testing process. On the other
hand, if they fail to prepare test plan, it is likely that the test will not provide valid or reliable
information.
