1 st Technology, Education, and Science International Conference (TESIC) 2013. ISBN: 97896712214 Publisher: Ibnu Sina Institute for Fundamental Science Studies 33 CONCEPTUALIZING ASSESSMENT OF FINAL PROJECT WRITING IN ENGLISH AS A FOREIGN LANGUAGE (EFL): AN INDONESIAN CONTEXT Andi Anto Patak * 1,2 , Hamimah Abu Naim 1 , Hasbullah Said 3 , Nur Asik 3 1 Measurement and Evaluation, Faculty of Education, Universiti Teknologi Malaysia 2 Fakultas Bahasa dan Sastra, Universitas Negeri Makassar, Indonesia 3 Curriculum and Instruction, Faculty of Education, Universiti Teknologi Malasyia *e-mail : andiantopatak@gmail.com ABSTRACTS This article aims at proposing an assessment concept as an alternative on final project writing to promote writing original work in Indonesian academic environment where English is a Foreign Language. The authors reviewed related literature and theories to support ideas of conceptualizing the assessment of writing. This concept integrated Experiential Learning theory that learning is creating new knowledge with Relational Frame Theory that human gain knowledge in a social environment. This integration is expected to strengthen the assessment concept of the final project writing on EFL environment. Keywords: assessment; writing as a foreign language (EFL) 1. Introduction The English has been widespread from Germany to all over the world as an international language. This comprises an examination of English role in most disciplines as well as the effect of English words borrowing on the Europe languages (Hartmann 1996). McArthur (1996) positions the English in a global context in which European is its original source. However, English users across continents and isles own English as the native, second and foreign language. Viereck (1996) describes that in Scandinavia and the Netherlands, English function as lingua franca, whereas in southern and Eastern Europe as still the foreign language. However, due to its development all over the Europe, it becomes native language in very distinct traditions. Its variations are depending on the performance function in a different environment. Furthermore, Dollerup (1996) express that English is not the only first foreign language in Europe, but is currently widespread lingua franca in publication, technology, lifestyle, and travelling. Indonesia has noticed the importance of learning English although the government omit English as compulsory subject taught in primary school. However, English is a required subject during junior and senior high schools (Coleman 2011). The government change the content of curriculum by focusing on character building for elementary school, skill development and knowledge building for junior and senior high school respectively (The Jakarta Post 2012). Nonetheless, the Ministry of Education and Culture of Indonesia has required English as an entry requirement for university enrolment. It has also been a compulsory subject for any discipline in university level. The need for English in Indonesian academic setting continues to increase in line with the development of international scientific networks. In this globalisation era, in which publication with English is a necessity, it will be very difficult to ignore the English language. For Indonesia, the importance of mastering English is getting access to English resources and the enriching competency of lecturers to publish their works in an International publisher. The core of work in writing has always attributed to writing assessment since 1950 (Yancey 1999). Thus, Nickoson-Massey (2006) writes that writing assessment theories and practices are an alarming source for ages. In an academic setting, writing assessment has always been an impulsive issue. It has intricacies result in a “microcosm” of a wide range assessment due to writing is entangled with the process of learning (Wolcott & Legg 1998). Therefore, the role of teachers is fundamental in the broad of assessment field due to the complexities in that process. Teachers must learn to be responsible for writing assessment as they control it to promote teaching and learning (Kameen 2004). One of the controls in teaching and learning process of writing assessment is writing original work. This is in a line with Experiential Learning Theory (ELT) “Learning is the process of creating knowledge” refers to (Kolb & Kolb 2009)and Relational Frame Theory which is introduced by Barnes- Holmes et al. (2002) promotes how humans acquire language knowledge throughout social interaction. Based on these theories, the authors formulate the new concept of assessment of writing in English as a Foreign Language (EFL) setting.