ASSESSMENT TECHNIQUES USED BY TEACHERS IN ASSESSING STUDENTS’ SPEAKING SKILL : A Case Study of English Teachers in One Senior High School in Tasikmalaya.

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ASSESSMENT TECHNIQUES USED BY TEACHERS IN

ASSESSING STUDENTS

’

SPEAKING SKILL

(A Case Study of English Teachers in One Senior High School in Tasikmalaya)

A Research Paper

Submitted to the English Education Department as a Partial Fulfillment of the Requirements of Sarjana Pendidikan Degree

Zahara Ramadani

0802663

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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ASSESSMENT TECHNIQUES USED BY

TEACHERS IN ASSESSING STUDENTS’

SPEAKING SKILL

Oleh

Zahara Ramadani

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Juni 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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PAGE OF APPROVAL

ASSESSMENT TECHNIQUES USED BY TEACHERS IN ASSESSING

STUDENTS’ SPEAKING SKILL

(A Case Study of English Teachers in One Senior High School in Tasikmalaya)

A Research Paper

By

Zahara Ramadani 0802663

Approved by:

First Supervisor,

Prof. Dr. Didi Sukyadi, M.A. NIP 196706091994031001

Second Supervisor,

Rojab Siti Rodliyah, S.Pd., M.Ed. NIP 197308062002122001

Head of English Education Department Faculty of Languages and Arts Education

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Zahara Ramadani, 2014

Assessment Techniques Used By Teachers In Assessing Students’ Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENTS

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PREFACE ... Error! Bookmark not defined.

ACKNOWLEDGEMENT ... Error! Bookmark not defined.

ABSTRACT ... Error! Bookmark not defined.

TABLE OF CONTENTS ... v

LIST OF TABLES ... Error! Bookmark not defined. LIST OF FIGURES ... Error! Bookmark not defined. LIST OF APPENDICES ... Error! Bookmark not defined. CHAPTER I INTRODUCTION ... 1

1.1 Background of The Study ... 1

1.2 Research Questions ... 4

1.3 Aims of The Study ... 4

1.4 Scope of The Study ... 4

1.5 Significance of The Study ... 5

1.6 Clarification of Terms ... 5

1.6.1 Assessment ... 5

1.6.2 Techniques ... 5

1.6.3 Students ... 6

1.6.4 Speaking ... 6

1.8 Organization of The Paper ... 6

CHAPTER II THEORETICAL FOUNDATION... 8

2.1 Assessment ... 8

2.2 Principles of Language Assessment ... 12

2.2.1 Practicality ... 12

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2.2.3 Validity ... 13

2.2.4 Authenticity ... 16

2.2.5 Efficiency ... 16

2.3 Speaking Skill ... 16

2.4 Assessing Speaking ... 19

2.5 Assessment Techniques in Assessing Speaking Skills ... 21

2.6 Concluding Remark ... 29

CHAPTER III RESEARCH METHODOLOGY ... 31

3.1 Research Design ... 31

CHAPTER IV FINDINGS AND DISCUSSION ... 38

4.1 Assessment Techniques Used in Assessing Students’ Speaking Skill and Teachers’ Reasons ... 38

4.1.1 Data and Discussion from Observation ... 38

4.1.2 Data and Discussion from Interview ... 42

4.1.3 Data and Discussion from Written Document ... 46

4.2 The Difficulties in Implementing the Assessment Techniques ... 46

4.2.1 Students’ Limited Vocabulary... 47

4.2.2 Students’ Motivation ... 49

4.2.3 Students’ Limited Willingness to Speak ... 50

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CHAPTER V CONCLUSIONS AND SUGGESTIONS... 52

5.1 Conclusions ... 52

5.2 Limitation of the Study ... 53

5.2 Suggestions... 53

BIBLIOGRAPHY ... 54

APPENDICES Appendix A: Respondents' Lesson Plan ... 59

Appendix B: Observation Sheets and Reseracher’s Field Note ... 69

Appendix C: Interview Transcript ... 75

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ABSTRACT

First Supervisor: Prof. Dr. Didi Sukyadi, M.A. Second Supervisor: Rojab Siti Rodliyah, S.Pd., M.Ed.

This study discuses the assessment techniques used by teachers in assessing students’ speaking skill. It aims to explore the various techniques in assessing students’ speaking skill as well as teachers’ reasons and difficulties in implementing those assessment tecnhiques. This is a case study conducted at one of senior high school in Tasikmalaya. The data collected through observation, interview, and documents analysis are analyzed qualitatively based on the form proposed by Brown (2004). The findings indicate that the assessment techniques used by teachers in assessing speaking skill are as follows: retelling, role play, picture-cued story telling, discussion, picture-cued task, read aloud, and games. Moreover, practicality, efficiency, and authenticity are the reasons behind the use of those speaking assessment techniques. Meanwhile, the difficulties in implementing those assessment tecniques are students’ limited vocabulary, students’ motivation, and students’ willingness to speak. Based on the findings, it can be concluded that various speaking assessment tasks can be used in assessing students’ speaking skill. Moreover, it is necessary for teachers to recognize their students’ difficulties in order to use appropiate assessment techniques.

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ABSTRAK

Pembimbing I: Prof. Dr. Didi Sukyadi, M.A. Pembimbing II: Rojab Siti Rodliyah, S.Pd., M.Ed.

Penelitian ini membahas tentang teknik penilaian yang digunakan oleh guru dalam menilai kemampuan berbicara siswa. Hal ini dilakukan untuk mengetahui lebih jauh mengenai berbagai macam teknik dalam menilai kemampuan berbicara siswa beserta alasan-alasan guru dalam penggunaan teknik tersebut dan kesulitan dalam mengimplemntasikan teknik-teknik tersebut. Penelitian ini merupakan suatu studi kasus yang dilakukan di salah satu sekolah menengah atas di Tasikmalaya. Data yang terkumpul didapatkan melalui observasi, interview, dan analisis dokumen yang dianalisa secara kualitatif berdasarkan form yang dikemukakan oleh Brown (2004). Hasil penilitian menunjukan bahwa retelling, role play, picture-cued story telling, discussion, picture-cued task, read aloud, and games merupakan teknik penilaian yang digunakan oleh guru. Practicality, efisiensi, dan authenticity

merupakan alasan dibalik penggunaan teknik penilaian berbicara tersebut. Sedangkan, kesulitan dalam penerapan teknik penilaian tersebut adalah keterbatasan vocabulary yang dimiliki siswa, motivasi siswa, dan kemauan siswa untuk berbicara. Berdasarkan hasil penelitian, dapat disimpulkan bahwa berbagai macam teknik penilaian berbicara dapat digunakan dalam menilai kemampuan berbicara siswa. Untuk lebih lanjut, penting bagi guru untuk mengenali kesulitan siswa untuk memilih teknik penilaian yang tepat.

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CHAPTER I

INTRODUCTION

This chapter presents the introduction of this research which is divided

into several parts, background of the study, statement of problem, aims of the

study, scope of the study, significance of the study, research methodology,

clarification of terms and organization of the paper.

1.1 Background of The Study

Assessment is a term that is sometimes mistaken as a synonym term of

test, but they are not a synonymous term. In the arena of education, Khan (2010,

p.121) describes assessments as an ongoing and continuous effort to improve

quality of teaching, learning, testing, and curriculum design. Meanwhile, in

learning assessment is defined as the process of seeking and interpreting evidence

for use by learners and their teachers to decide where the learners are learning,

where they need to go and how best to get there (Assessment Reform Group,

2002). Moreover, as a part of learning and teaching process, assessment is

classically claimed as a way to find the result of learning process in a period of

time. In learning and teaching process it plays an important part as the informer for both teachers and learners about how effective teachers’ teaching and how

well learners’ performance and progress (Pinter, 2009, p.131).

According to Macintosh and Hale (1976) as cited by Conner (1991, p.4),

assessment and teaching are inseparable. Therefore, assessment should not be

seen as isolated activity. In the past, assessment was decided by government

especially ministry of education, school administration or program coordinator

while along with the development of learning-centered and communicative

teaching methodologies, teachers have their own authority to decide what kind of

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Assessment which is a result of an interactive process including teacher and students in monitoring the students’ performance (Hancock, 1997) acts as diagnostic tool which provides feedback for both teachers and learners that can

evaluate teachers themselves and encourage students through showing them their

strength and weakness based on the assessment result. It is supported with what

Jeon (2010) states that learners have the right to be given proper feedback to

achieve proficiency. It also can be used to improve instruction and help students

take control of their own learning as stated by Bostwicj and Gakuen (1995 as cited

by Kim, 2003, p.2).

According to Popham (2000), assessment also helps teachers to assign

grades to students. Students’ personal accomplishment which is a set of record

about what they have learnt in the classroom is usually represented by grades.

Those grades are gained by the students after completing some assessments given

by the teachers. Assessment is a way to collect evidence that contains information

needed by the teachers to help them to decide whether a student will get an A, B

or 90.

In the process of formal teaching of four basic language skills (listening,

reading, speaking and writing), speaking tends to be considered as the most

important skill to develop and have. McKay (2008) assumes that in language

learning speaking is important because as a part of oral language it acts as a base

to the learners when they start to learn a language and will develop their literacy

skill. As a skill that language learners should develop and have, speaking skills

also play an important part of the curriculum in language teaching and an

important object of assessment as well (Louma, 2009, p.1).

Morover, it is known that most of students are learning English for

communicative purposes (Widiati and Cahyono, 2006, p.269). According to

Harmer (2007, p.46), it is also one of reasons why people communicate because

they want something to happen as a result of what they say. Communication

using language itself can be conducted in two ways: orally (speaking) and in a

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of learning foreign language in education program is considered by how effective

students communicate in the language (Riggenback and Lazaraton, 1991 as cited

by Widiati and Cahyono, 2006). Therefore, Richards and Renandya (2002, as

cited by Widiati and Cahyono, 2006, p.269) state that most of language learners

study English in order to develop proficiency in speaking.

Despite being claimed as one of language skills that is important to be

mastered, speaking is also considered as a challenging skill to assess (Louma,

2009, p.1) for most teachers and even it is often avoided because of practical

consideration. The problem of finding the right time, the facilities and personal for

testing oral ability, the problem of designing productive and relevant assessment

tasks are other problems that often come up in assessing speaking and frequently

lead teachers into using inadequate oral test (Knight, 1992, p.294).

According to Kim (2006, p.1) there are two fundamental issues that need

to be considered in a speaking assessment area that is to ensure the fairness

between the use and consequences of a speaking test. It is related to the

assessment reliability and accuracy in order to avoid unreliable and inaccurate interpretation in assessing learners’ speaking skill.

In assessing speaking, teachers need to organize and conduct assessments

that are able to measure their language use ability in speaking through suitable

assessment technique. It can be through interviews, observation, pair-work task

and group interaction (Pinter, 2009, p.133). Besides that, there are four categories

that should be assessed in assessing speaking. There are grammar and vocabulary,

discourse management, pronunciation and interactive communication

(Aslanishvili, 2011, p.105). Assessing speaking will help learners in building a

strong foundation in their literacy skill and raising their awareness about the

language they are using, if it is implemented appropriately and using appropriate

tasks.

Recently, even though the purpose of most learners in learning language is

to communicate, they are still unable to use the language for communicative

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2007) and often avoided to assess are some of the reasons. Therefore, because

assessment plays an important role in teaching learning process, this research is

intended to discover, describe and collect deep information about assessment

techniques used by teachers at a senior high schools in Tasikmalaya especially in assessing speaking skill along with the revelation of teachers’ reason to use those techniques and some obstacles that teachers might found in implementing those

techniques.

1.2 Research Questions

Based on the background of the study that has been mentioned before, this

research is conducted in order to answer the following questions:

1. What assessment techniques are used by the teachers in assessing

students’ speaking skill?

2. Why do the teachers use those assessment techniques in assessing

students’ speaking skill?

3. What are the difficulties in implementing those assessment techniques?

1.3 Aims of The Study

The aims of this research are:

1. To discover the assessment techniques used by teachers in assessing

speaking skill.

2. To determine teachers’ reasons in choosing those assessment

techniques.

3. To reveal the difficulties in implementing those assessment techniques.

1.4 Scope of The Study

The research attempts to describe the assessment techniques used by

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assessment technique. Thus, it is limited to get the information from several

English teachers who teach at ten grade.

1.5 Significance of The Study

This study is expected to provide both theoretical and practical

significances. From theoretical perspective, it is expected to enrich the literature

through providing references related to various kinds of assessment techniques

that can be used by English teachers in assessing their students’ speaking skill. It

is provided to overcome the phenomena of avoiding assessing speaking skill

among teachers, because speaking plays an important role in learning language as

the first skill that learners learn and as the basis of language literacy.

Meanwhile, from practical perspective, it is ecpected to provide

information about teachers’ reason and difficulties in implementing assessment

techniques to assess students’ speaking skill revealed in this study is expected to

increase teachers’ creativity and help them to overcome their problems in choosing and using assessment techniques that are appropriate with students needs

and characteristics.

1.6 Clarification of Terms

1.6.1 Assessment

According to Pinter (2005, p.131) assessment is a process of data analysis that teachers use to get evidence about their learners’ performance and progress in English. Assessment is also defined as a part of teaching learning process which

is conducted in order to measure the learners’ performance and progress in

learning and giving teachers information whether their teaching is effective and

reach the goals or not. While in this research, assessment refers to how teachers

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1.6.2 Techniques

Techniques are specific activities manifested in the classroom that

consistently described as an overall plan in presenting language based on the

nature of language, learning and teaching (Brown, 2001, p.129-130). In this

research, techniques refer to various task or activities that used in assessing

learners in the classroom.

1.6.3 Students

According to Cambridge Advance Learner’s Dictionary, student is a person who is learning at a school which refers to the senior high school students

in this research.

1.6.4 Speaking

Speaking is parts of oral language that refer to the ability to speak in a

foreign language (Luoma, 2009), which in this research, refers to learners’ ability

to speak in English.

1.7 Organization of The Paper

The paper will be presented into five chapters, as follows:

Chapter I: Introduction

In this chapter, the paper will elaborate the background of study, statements of

problems, purposes of the study, scope of the study, research methodology,

clarification of terms, and organization of the paper.

Chapter II: Theoretical Foundation

This chapter consists of theoretical foundation in this study, which serve as a basis

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Chapter III: Research Methodology

This chapter elaborates the research methodology conducted to answer three

research questions previously stated in chapter one. It covers research design,

sample, data collection, and data analysis.

Chapter IV: Findings and Discussion

It analyzes the result of the study and discusses the result of the study.

Chapter V: Conclusion and Suggestion

This chapter presents the conclusions of the study and also provides the

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the study and offers the

suggestions for related studies. The conclusions of the study are made based on

the findings and discussions in the previous chapter.

5.1 Conclusions

Based on the discussions in the previous chapters, there were at least three

conclusions that can be drawn. First, there were seven speaking assessment tasks

used by the teachers in assessing students’ speaking skill, namely retell, role play,

picture-cued story telling, discussion, picture-cued task, read aloud and games.

Those assessment tasks were believed to help students to demonstrate their

linguistic ability. It also shows teachers’ awareness of various type of speaking

assessment tasks in assessing students; speaking skills.

Secondly, practicality, efficiency and authenticity were the reasons behind

the use of speaking assessment techniques by the teachers. It can be seen from the

order of assessment tasks that are mostly used by the teachers. which belong to

principles of language assessment also. Teachers’ awareness towards the

principles of language assessment can be shown through the three reasons

mentioned before . Moreover, it can be used to find out whether the assessment is

effective, appropriate and suitable for the students.

Thirdly, there were three difficulties in implementing the assessment

techniques that mostly came from the students. It includes students’ limited vocabulary, students’ motivation, and students’ willingness to speak. The

difficulties were found out mostly through students’ performance in the classroom

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In this study, teachers were still not able to overcome all the difficulties,

especially in raising students’ willingness to speak. However, teachers already

found a tretament to overcome students’ limited vocabulary.

5.2 Limitation of the Study

This study focuses only on some of the assessment techniques used by

teachers in assessing students’ speaking skill, because it conducted in a short

period of time, through four times observation. Therefore, in order to reveal all

the assessment techniques that can be used by teachers in assessing students’

speaking skill, observation in a longer period of time is needed.

5.3 Suggestions

Based on the research findings of this study, two suggestions in assessment

techniques used in assessing students’ speaking skill are offered for teachers and further researchers.

For teachers, since there are various speaking assessment tasks that can be

used in assessing students’ speaking skill, it would be better if they try each of

them in order to familiarize students with variety of tasks. Teachers also need to

recognize the strenght and effect of each type of speaking assessment tasks, in

order to find the most suitable one in assessing students’ speaking skill. On the other hand, teachers also need to optimize the assessment task that they usually

use to assess students before. However, they need to overcome the difficulties

mentioned in the research findings first. Hopefully, it helps students to do well in

their speaking performance and teachers can easily assess them.

For future researchers who are interested in speaking assessment tasks and

techniques, research in the related topic needs to be conducted. Since present

research was carried out in senior high school, future researcher can do the same

research in other level or they can expand the research by finding out students’

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