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PSYCHOMOTOR DOMAIN IN SPEAKING
PERFORMANCE ASSESSMENT OF
ENGLISH TEACHING AT SMPN 24
SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the
degree of Sarjana Pendidikan (S.Pd.) in Teaching English
By
Mutiara Ni’mah
NIM D75213083
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER
TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
2017
ABSTRACT
Ni’mah, M. (2017). Psychomotor Domain in Speaking Performance Assessment of English Teaching at SMPN 24 Surabaya. A Thesis. English Education Department, Faculty of Tarbiyah Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya, 2017. Advisors: M. Hanafi, MA. and Rizka Safriyani, M.Pd.
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ABSTRAK
Ni’mah, M. (2017). Psychomotor Domain in Speaking Performance Assessment of English Teaching at SMPN 24 Surabaya. A Skripsi. English Education Department, Faculty of Tarbiyah Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya, 2017. Advisors: M. Hanafi, MA. and Rizka Safriyani, M.Pd.
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TABLE OF CONTENT
TITLE ... i
ADVISOR APPROVAL SHEET ... ii
APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION SHEET ... v
ABSTRACT ... vi
ACKNOWLEDGEMENT ... x
PERNYATAAN KEASLIAN TULISAN ... xi
LEMBAR PERNYATAAN PUBLIKASI PERPUSTAKAAN ... xii
TABLE OF CONTENT ... xiii
LIST OF TABLES ... xvii
LIST OF FIGURES... xviii
LIST OF CHARTS ... xix
LIST OF APPENDICES ... xx
CHAPTER I : INTRODUCTION ... 1
A. Research Background ... 1
B. Research Questions ... 5
C. Objective of the Research ... 6
D. Significance of the Research ... 6
E. Scope and Limitation ... 7
F. Definition of Key Terms ... 7
CHAPTER II : REVIEW OF RELATED LITERATURE... 10
A. The Concept of Assessment ... 10
1. Types of Assessment ... 10
2. Principles of Language Assessment ... 11
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B. The Follow-Up Activities ... 16
1. Remediation Activities ... 17
2. Enrichment Activities ... 18
C. Speaking Performance Assessment ... 19
1. Basic Types of Teaching Speaking ... 19
2. Designing of Speaking Performance Assessment ... 22
D. Psychomotor Domain in Teaching Speaking ... 27
1. The Primary Learning Domains ... 27
2. Assessing Psychomotor Domain in Teaching Speaking ... 32
3. Grading of Psychomotor Domain in Teaching Speaking ... 33
E. Review of the Previous Study ... 34
CHAPTER III : RESEARCH METHOD ... 37
A. Research Design ... 37
B. Data and Source of Data ... 37
1. Types of Data ... 37
2. Source of Data ... 38
C. Data Collection Technique ... 39
1. Observation ... 39
2. Documentation ... 39
3. Interview ... 40
D. Research Instrument ... 40
1. Field Note ... 41
2. Classroom Observation Instrument ... 41
3. Psychomotor in Speaking Performance Assessment Rubric ... 41
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5. Documents ... 42
E. Data Analysis Technique ... 42
1. Data Reduction ... 42
2. Displaying Data ... 43
3. Drawing Conclusion... 43
F. Checking Validity of Findings ... 43
G. Research Stages ... 44
1. Preliminary Research ... 44
2. Research Planning ... 44
3. Research Implementation ... 44
4. Writing the Report ... 44
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION ... 45
A. Research Findings... 45
1. Assessing Each Level of Psychomotor Domain through theVariety of Speaking Performance Activities Practiced by English Teacher at SMPN 24 Surabaya ... 45
2. The Remediation as the Dominant Follow-up as the Result of Psychomotor Domain in Speaking Performance Assessment ... 64
B. Research Discussion ... 67
1. Assessing Each Level of Psychomotor Domain in Speaking Performance of English Teaching through the Specific Test and Rubric ... 67
2. The Role of Remediation and Enrichment as Follow- up the Result of Psychomotor Domain in Speaking Performance Assessment ... 70
CHAPTER V : CONCLUSION AND SUGGESTION ... 72
A. Conclusion... 72
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LIST OF TABLES
Table 2.1 The Relation between Component of Language and Basic
Types of Teaching Speaking ... 21
Table 2.2 Scoring Scale of Repetition Task ... 22
Table 2.3 Scoring Scale for Intensive Tasks ... 23
Table 2.4 Rating Scale for Responsive Speaking ... 25
Table 2.5 Grading of Psychomotor Domain ... 29
Table 2.6 Category of Affective Domain ... 30
Table 2.7 The Stages of Psychomotor Domain in Teaching Speaking ... 33
Table 3.1 Data Collection Technique ... 40
Table 4.1 Characteristic of Psychomotor Domain in Speaking Performance Assessment in First Meeting ... 46
Table 4.2 Characteristic of Psychomotor Domain in Speaking Performance Assessment in Second Meeting ... 51
Table 4.3 Characteristic of Psychomotor Domain in Speaking Performance Assessment in Third Meeting ... 55
Table 4.4 Psychomotor Domain in Speaking Performance Assessment Rubric ... 59
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LIST OF FIGURES
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LIST OF CHARTS
Chart 4.1 Psychomotor Domain Existed in Speaking Performance Assessment in First Meeting ... 50 Chart 4.2 Psychomotor Domain Existed in Speaking Performance
Assessment in Second Meeting ... 54 Chart 4.3 Psychomotor Domain Existed in Speaking Performance
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LIST OF APPENDICES
APPENDIX 1 Classroom Observation Instrument ... 78 APPENDIX 2 Classroom Observation Instrument ... 81 APPENDIX 3 Psychomotor Domain in Speaking Performance
Assessment Rubric ... 83 APPENDIX 4 Interview Guideline ... 85 APPENDIX 5 Organization of Evaluation Classroom Observation
Instrument (Appendix 1) for English Teacher ... 87 APPENDIX 6 Organization of Evaluation Classroom Observation
Instrument (Appendix 2) for English Teacher ... 88 APPENDIX 7 Organization of Evaluation Interview Guideline
(Appendix 3) for English Teacher ... 88 APPENDIX 8 Assessment Rubric for Speaking Skill Made by
English Teacher ... 90 APPENDIX 9 The Result of Observation and Interview... 91 APPENDIX 10 Speaking Performance Activities ... 100 APPENDIX 11 Activity of Psychomotor Domain in Speaking
Performance Assessment ... 102 APPENDIX 12 Assessing Process of Psychomotor Domain in
Speaking Performance ... 104 APPENDIX 13 Psychomotor Domain in Speaking Performance
Acitivities ... 107 APPENDIX 14 The Score of VIIIF before Applying the Follow- up Result ... 109 APPENDIX 15 The Score of VIIIF after Applying the Follow-up
CHAPTER I : INTRODUCTION
This chapter presents a research background followed by research questions, objective of the research, and significance of research. Then scope and limits of the research are presented along with the definition of key terms.
A. Research Background
Learning language is about how to apply it in real life. There are productive skills and receptive skills in learning language. Applying the target language has relation with the productive skills. Nevertheless, receptive skills also have the relation in developing the language. Productive skills are speaking and writing. The learner needs to master the productive skills in order to practice in producing the language. Interaction and Communication are the goals of learning language.1 Harmer said that to facilitate students with the „new’ language, teachers should have students exposed to the language, understand its meaning, understand its form (how it is constructed) and practice it.2 Therefore, it is important for the learner to practice the productive skills in order to master the target language.
Based on Emma, the difficulty to make the student speak English is the language, which is not spoken in the community, and they have less exposure to the language itself.3 It is difficult for Indonesian student to speak English. According to Rika’s research, Indonesian students faced problems in learning speaking are caused by the English teacher, student’s learning environment,
student’s physical or physiological factor, etc.4 The assessment which is done by teacher is also important to support the students to practice their speaking skill. It is also shown by the interview
1
Ganesh B. Mundhe, Teaching Receptive and Productive Language Skills with the Help of Techniques, vol. 1, no. 2, p. 1.
2 Emma Rosana Febriyanti, Teaching Speaking of English as a Foreign Language:
Problems and Solutions, pp. 1–16.
3Ibid.
4Rika Wulandari, “
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between the researcher and English teacher at SMPN 24 Surabaya. She said that speaking is skill, which is difficult for students to practice.5 Therefore, to find out practicing of assessing in speaking skill the researcher focused on the assessment of psychomotor domain in speaking performance, which is done by the teacher.
According to Romiszowski, public speaking is involved to the psychomotor domain.6 There are five stages in psychomotor domain, which is help, students to learn language from the basic. Based on Romiszowski students learn begin to basic skills will increase their sophisticated skills, higher level of abilities, and learners develop critical understanding of performance.7 Thus, it is important to learn begin to basic in order to practice students’ abilities to have higher level of psychomotor domain. In addition, in practicing students’ abilities the teacher needs to design the assessment and the task, which comply with the assessment of psychomotor domain. Therefore, it will increase the speaking skill among students.
Designing assessment is crucial to know the progress of the learner. The teacher is easier to measure the students' understanding from the assessment. According to Richard in Learning to Teach book, the use of assessment and evaluation relate to the goals that teacher want to reach.8 Assessing of students is one of the things, which is done by teacher, which has important and lasting consequences for students.9 Assessment is the process of collecting information about students and classrooms for making instructional decisions.10 Thus, the assessment, which is created by the teacher, has influence for the students' ability.
Indonesian National Curriculum 2013 is designed to create active students. The school which is applied the curriculum 2013 will help the students who learn a target language to be an active
5Mrs. Sugihani, “Preliminary Research with English Teacher”, interview (3 Apr 2017). 6 Alexander Romiszowski, The Development of Physical Skills: Instruction in the
Psychomotor Domain, p. 471.
7
Instructional Design/Psychomotor Behaviors/Introduction - Wikiversity,
https://en.wikiversity.org/wiki/Instructional_design/Psychomotor_behaviors/Introduction, accessed 23 Apr 2017.
8
Richard I. Arends, Learning to Teach, 9th edition (New York, NY: McGraw-Hill, 2012), p. 200.
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learner. It is shown by the core competence of Indonesian National Curriculum 2013, which is focused on the spiritual attitude, social attitude, knowledge, and knowledge utilization or skills.11 Amat J, Lilik H, Nuryadin, E.R stated that Curriculum 2013 was designed to prepare the Indonesian who have the ability to live, both as individuals and citizens, who have a belief, who are productive, creative, innovative and effective and able to contribute to society, nation, state, and world civilization.12
The implementation of Indonesian National Curriculum 2013 in English teaching is used to help the learner develop their high knowledge utilization skill. Based on the Guideline of Assessment in Curriculum 2013, assessment, which is used in Curriculum 2013, is authentic assessment.13 There are three types of authentic assessment in curriculum 2013. Those are performance assessment, portfolio assessment, and project assessment.14 The researcher focuses on the performance assessment. It can be formed such as retelling about what students have learned. It is the speaking performance of students.
Performance of student has relation to the psychomotor skill. It is shown by the stages of psychomotor skill based on Watson that explained about the stages of performance of knowledge.15 Hence, psychomotor skill is important to increase the knowledge utilization skill among students. Therefore, It is important to know how the teacher assesses psychomotor domain in performance assessment in order to know whether the assessment can measure the speaking skill of students in each level of psychomotor domain among students or not. In addition, the follow-up activity that teacher do while assessing process is also important to support students have high psychomotor skill.
11Permendikbud no 21 tahun 2016, Kementerian Pendidikan dan Kebudayaan 12 Amat Jaedun, V. Lilik Hariyanto, and Nuryadin Eko D, An Evaluation of the
Implementation of Curriculum 2013 at the Building Construction Department of Vocational High School in Yogyakarta, p. 16.
13Panduan Penilaian Kurikulum 2013, Kementerian Pendidikan dan Kebudayaan, 2015 14 Hana Kristalia, Authentic Assessment in 2013 Curriculum, p. 3,
https://www.academia.edu/10057254/Authentic_Assessment_in_2013_curriculum, accessed 24 Apr 2017.
15Ed Osborne, “Teaching Strategies for Developing Psychomotor Skills”, NACTA Journal
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The teacher gives extra drilling in material, which has already covered in follow-up activity.16 Follow-up activity is used in assessing process.17 Because of using follow-up activity in assessing process, the teacher reinforces what students have learned through giving remediation and enrichment activity. It makes the assessing process is complete because the follow-up activity is extension of the learning which provide the opportunity for students to focus more in their learning. It is important to indicate the follow-up activity in the learning process in order to
develop students’ skill.18
In this research, the researcher also focuses on the follow-up result of assessing psychomotor domain in speaking performance to find out the follow-up activity, which had been applied by teacher.
Based on Ray Suhardi’s research, he found teachers who face problems with assessment process, the assessment integration, and student's attitude assessment in designing assessment of curriculum 2013.19 According to Abdul Mu’in, Nining Marianingsih,Woro Widyastuti, Sri Widyaningsih, the assessment is used in curriculum 2013 is authentic assessment.20 Amat J, Lilik H, Nuryadin, E.R found 20% teachers who design assessment comply with characteristic of authentic assessment and 45% of the teachers assess the skills without the use of task or test performance.21 It
causes the students’ performance, which cannot be measured well. The teacher should designs authentic assessment which can measure the knowledge utilization skill of students in order to
know how the students’ performance. Therefore, it will create
16 Danielle Hill, Ideas to Follow-Up Activities in ESL Teaching | Synonym,
http://classroom.synonym.com/ideas-followup-activities-esl-teaching-7829989.html, accessed 4 May 2017.
17Follow-Up Activities, http://literacynet.org/lp/learn2learn/teachers/follow.html, accessed
4 May 2017.
18MODULE 5: Follow-Up to Assure Results,
https://etc.usf.edu/broward/mod5/module5.html, accessed 4 May 2017.
19
Ray Suryadi, The Implementation of Assessment in Curriculum 2013 in English Subject of SMPN Bulukumba, vol. 1 (2016), p. 6.
20Mu’in Abdul et al., “Implementation of Authentic Assessment of Curriculum 2013 at
Public Elementary School in Pabelan”, Seminar Nasional dan Temu Alumni“ Peran Pendidikan dalam Pembangunan Karakter Bangsa” (Program Pascasarjana Universitas Negeri Yogyakarta, 2014), p. 2, http://eprints.uny.ac.id/24917/, accessed 14 Mar 2017.
21 Jaedun, Hariyanto, and D, An Evaluation of the Implementation of Curriculum 2013 at
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students who have high knowledge utilization, which is like the goals of Indonesian National Curriculum 2013.
Therefore, the researcher focused on assessing process of English teaching at SMPN 24 Surabaya to find out the use of psychomotor domain in speaking performance assessment at SMPN 24. The English teacher said that students of SMPN 24 were difficult to practice speaking skill. The researcher wants to find out how the teacher practices to assess psychomotor domain in speaking performance assessment of English teaching. The researcher also wants to find out about how the teacher follows up the result of assessment in psychomotor domain of speaking assessment to support students having high psychomotor skill. Thus, in the end of the research, the reader will get the information about the assessment of each level of psychomotor domain in speaking performance, which can improve the speaking skill of
SMPN 24’s students, or not.
The researcher conducts this research at SMPN 24 Surabaya. The location of SMPN 24 Surabaya is Kebraon Indah Permai Blok K No.23. The researcher has observed English teacher in SMPN 24 Surabaya as preliminary research. There are four skills of language, but speaking as the skill, which the students feel difficult to practice in the class.22
Based on the interview with the English teacher of the school, the researcher focuses on the speaking performance assessment in this research. As a result, the researcher will find out how the design of psychomotor domain in speaking performance assessment can support the students to have high psychomotor skill. Hence, in this research, the researcher decides a problem to be researched with the title "PSYCHOMOTOR DOMAIN IN SPEAKING PERFORMANCE ASSESSMENT OF ENGLISH TEACHING AT SMPN 24 SURABAYA”
B. Research Questions
Based on the research background above, the researcher formulates some questions as the purpose of this research. The research question state as follows:
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1. How does the teacher assess psychomotor domain in speaking performance of English teaching at SMPN 24 Surabaya?
2. How does the teacher follow-up the result of psychomotor domain in speaking performance assessment of English teaching at SMPN 24 Surabaya?
C. Objective of the Research
Based on the research question, the objectives of the research are:
1. To find out the practice of assessing psychomotor domain in speaking performance of English teaching at SMPN 24 Surabaya by the teacher.
2. To find out the way of the teacher follow-up the result of psychomotor domain in speaking performance assessment at SMPN 24 Surabaya.
D. Significance of the Research
To know more how the researcher gets the significance, here the researcher states below:
1. Theoretical benefit
Theoretically, the result of the research is expected to give contribution in developing of education, especially in assessing psychomotor domain in speaking performance assessment, which can create students who have creative knowledge utilization in English Class. Thus, students can practice their knowledge in real life, which also help students to improve their speaking skill.
2. Practical benefit
This research is expected to give benefit for students, English teacher, and the next researcher.
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domain in speaking performance. It uses to help students to speak English from the basic of speaking. b. For students, the result of this research provides information about how the teacher assess psychomotor domain in speaking performance. It will make students understand how is the psychomotor domain in speaking performance assessment can motivate students to be active in communication on English class. Furthermore, students will know the step of learning of speaking through practicing each psychomotor domain in speaking performance assessment. Thus, they will improve their speaking skill.
c. For the next researcher who are interested in conducting further research. This research is also hoped will be useful as a literature review for any further research which focuses on the similar topic with this research.
E. Scope and Limitation
The scope of this study is to investigate the assessment of psychomotor domain in speaking performance of English teaching at SMPN 24 Surabaya. This study focuses on data of speaking performance assessment. The researcher finds the way teacher assesses of the psychomotor domain in speaking performance and the kind of follow-up activity as the result of this assessment. The study is limited to the teacher who has applied five basic of teaching speaking and designed the rubric’s assessment of speaking performance in SMPN 24 Surabaya.
F. Definition of Key Terms
The researcher writes down some definitions of key terms in order to support the readers understand this study easily and have the same interpretation as the writer.
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Learning related to actions and motor skills (i.e., from simple actions to complex choreography).23 Rudner and Boston cited by Ferman said that student’s performance their work or product is indicated as demonstration skill.24 Demonstration skill is the one feature of psychomotor domain.25 Psychomotor domain in this research refers to the communication skill. It can be showed such as the skill of demonstrating the speech. It has relation to the skill (ketrampilan kinerja), which refers to the fourth of core competence of Indonesian National Curriculum 2013. 2. Speaking Performance
Speaking performance is communicative competence which includes linguistic competence, sociolinguistic, and conversational skills which use to participate and learn in real life.26 Speaking performance is defined as speaking skill in curriculum 2013. Specifically, speaking performance in this research refers to fourth core competence in Indonesian National Curriculum 2013, which is focused on the speaking skill. Speaking performance can be showed such as question and answer, oral presentation, interview, and debate, etc. It is shown by the speaking performances, which are used by teacher in the class.
3. Speaking Performance Assessment
Assessment is the learning that results from the process of working towards the understanding of a resolution of a problem. The problem is encountered firstin the learning process.27 This research focused on the formative assessment, which is used at the end of the learning process to measure
23
Ken Thomas, “Learning Taxonomies in the Cognitive, Affective, and Psychomotor domain”, Rocky Mountain Alchemy, 2004, p.1.
24Irit Ferman, “Performance Assessment and the English Curriculum”, English Teachers’
Association of Israel (ETAI Forum), vol. XVI, no. 3 (2005), pp. 18–20.
25
Ismet Basuki and Hariyanto, Assessmen Pembelajaran, 1st edition (Bandung: PT Remaja Rosdakarya, 2014), p. 163.
26Nguyen Hoang Tuan and Tran Ngoc Mai, “Factors Affecting Students’ Speaking
Performance at Le Thanh Hien High School”,Asian Journal of Educational Research, vol. 3 (2015), p. 9.
27
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how the goal of learning has reached in speaking performance. Speaking performance assessment in this research also focused on the assessment of skill (penilaian kinerja) which is the fourth of core competence in Indonesian
CHAPTER II :
REVIEW OF RELATED LITERATURE
This chapter consists of the three main discussions. They are the concept of assessment, speaking performance assessment, the psychomotor domain in teaching speaking, and review of the previous study.
A. The Concept of Assessment
Measuring how the students learn in class is important for the
teacher. Today’s teachers must assess and evaluate, and they must
respond to the use of standardized test on their students and on themselves.1 Assessment is the process, which is systematic and has relation to collect the information about the success of students learning and useful for increasing the effectiveness of leaning.2 It is useful for knowing how are the students practice and the appropriateness between goals of learning and assessment.
1. Types of Assessment
Brown in Language Assessment Principles and Classroom Practices stated that there are two kinds of assessment, they are:3
a. Formative Assessment
Formative assessment is evaluating students in the process of learning. Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence what
1 Arends, Learning to Teach, p. 215. 2
Basuki, Assessmen Pembelajaran, p. 8.
3 H. Douglas Brown, Language Assessment Principles and Classroom Practices (United
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was elicited.4 Thus, it is happening all the time in the learning process.
b. Summative Assessment
Measuring or summarizing what a student has grasped which is typically occurs at the end of a course or unit instruction is the aim of summative assessment. The final exam in a course is examples of summative assessment, which is measuring what the students have learned at the end of the course.
Therefore, these are described as formative and summative purposes of assessment. In formative assessment, the teacher helps students while they are learning. Then, summative assessment helps the teacher to find out what students have learned at a particular time.
2. Principles of Language Assessment
According to Brown & Abeywickrama there are five principles of language assessment, which are used to evaluate an existing, previously published, or created assessment, they are:5
a. Practicality
The principle of practicality focuses on the cost, which is used, time needed and usefulness. Douglas stated in Language Assessment Principles and Classroom Practices that practicality in designing assessment means:6
1) Is not excessively expensive
2) Stays within appropriate time constraints 3) Is relatively easy to administer
4) Has a scoring/evaluation procedure that is specific and time efficient
4 Amos Iliya, “Formative and Summative Assessment in Educational Enterprise”,
(Nigeria: Nasarawa State University, 2014), p. 113.
5Mitaka Yoneda, “
Designing Assessment Tools: The Principles of Language Assessment”,
(Japan: Mukogawa Women’s University, 2012), p. 44.
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Therefore, Assessment is reputed effective when the assessment complies with these criteria.
b. Reliability
Assessment, which is called reliable when the assessment is used in the same type of students. Then, it should yield similar results. Brown and Abeywickrama have explained the principle of reliable assessment as follows:7
1) Is consistent in its conditions across two or more administrations
2) Gives clear directions for scoring/evaluation 3) Has uniform rubrics for scoring/evaluation 4) Lends itself to consistent application of those
rubrics by the scorer
5) Contains items/tasks that are unambiguous to the test-taker
To help the teacher design reliable assessment, she or he should write the scoring procedure to get the subjective and open-ended assessments.8 Therefore, the teacher trains to design assessment correctly, when the teacher applied the principle of reliable assessment.
c. Validity
It is the most important of designing assessment. Assessment is called valid when the result of the assessment is appropriate with the indicator, which is measured. There are six criteria of valid assessment based on Brown and Abeywickrama as follows:9
1) Measures exactly what it proposes to measure 2) Does not measure irrelevant or “contaminating”
variables
3) Relies as much as possible on empirical evidence (performance)
7
Mitaka Yoneda, “Designing Assessment Tools: The Principles of Language Assessment”, (Japan: Mukogawa Women’s University, 2012), p. 44.
8 Mitaka Yoneda, “Designing Assessment Tools: The Principles of Language Assessment”,
(Japan: Mukogawa Women’s University, 2012), p. 44.
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4) Involves performance that samples the test’ s
criterion (objective）
5) Offers useful, meaningful information about a test-taker’s ability
6) Is supported by a theoretical rationale or argument Therefore, the teacher should apply these principle in order to get a valid assessment. For example, when the teacher wants to measure speaking skill, the teacher should be designed to assess only speaking. According to these principle, this assessment is appropriate with the indicator which measure only speaking skill. Thus, it is important to design the assessment which is appropriate with the indicator to get validity of assessment.
d. Authenticity
Bachman and Palmer defined authenticity as “the degree of correspondence of the characteristics of a given language
test task to the features of a target language task”.10 In addition, authenticity is when the teacher design assessment complies with real world tasks. The authenticity criteria may be presented in the following ways:11
1) The language in the test is as natural as possible 2) Items are contextualized rather than isolated 3) Topics are meaningful (relevant, interesting) for
the learner
4) Providing some thematic organization to items, such as through a storyline or episode
5) Tasks represent, or closely approximate, real-world tasks
Thus, from these principles the teacher used real-world sources to get the authenticity of assessment. It trains students to connect between life and language learning. In
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addition, the teacher provide a rich source of information on different aspects of communicative competence when she or he design the authentic assessment.
e. Washback
Hughes stated washback as “The effect of testing on
teaching and learning”.12 In other words, washback is the effect learning, which occurs more in classroom assessment in order to find out of strengths and weaknesses. Washback can be positive or negative. To evocative the positive washback, the teacher should comply the following features:13
1) Positively influences what and how teachers teach 2) Positively influences what and how learners learn 3) Offers learners a chance to adequately prepare 4) Gives learners feedback that enhances their
language development
5) Is more formative in nature than summative 6) Provides conditions for peak performance by the
learner
As a result, in the implementation of these principles in designing the assessment then applying the assessment, the teacher should pay attention to the practicality, reliability, validity, authenticity, and washback. In addition, the teacher also focuses on what student are expected to achieve, teaching context, and the purpose of assessment in the learning process.
3. Assessment in Indonesian National Curriculum
According to Guideline of Assessment in Indonesian National Curriculum 2013, there are attitude assessment, knowledge assessment, and skill assessment14. Based on The
12Ibid.
13Mitaka Yoneda, “Designing Assessment Tools: The Principles of Language
Assessment”, (Japan: Mukogawa Women’s University, 2012), p. 45.
14
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Regulation of Department Education in Indonesia no 23 Thn 2016 authentic assessment is used in curriculum 2013.15 Authentic assessment is highly relevant to describe the progress
of students’ achievement in line with the new approaches
applied in skill assessment of curriculum 2013. There are three types of authentic assessment in curriculum 2013 can be performed in the class, such as:16
a. Performance Assessment
Jamal Abedi stated on the Performance Assessment for English Language Learner that performance assessments can help to fill the gap, because they not only engage these students and give them a chance to demonstrate their knowledge but also disclose more in-depth
information on students’ academic needs.17 Performance assessment is most easily defined by what it is not: specifically, it is not multiple-choice testing. In a performance assessment, rather than choosing among pre-determined options, students must construct an answer, produce a product, or perform an activity.18 Thus, using performance assessment can motivate students to have critical and creative thinking. It is relevant to the goals of implementation Indonesian National Curriculum 2013. Sometimes, performance assessment relates to assessing of speaking performance.
b. Portfolio Assessment
Lorraine Valdez Pierce and J Michael O'Malley stated that portfolio assessment is the use of records of a student's work over time and in a variety of modes to show the depth, breadth, and development of the student's abilities. Portfolio assessment is the assessment, which can be student reflection and self-monitoring for the
15
Permendikbud No 23 tahun 2016, Kementerian Pendidikan dan Kebudayaan Republik Indonesia, 2016
16 Hana Yulinda Fithriyani, “Implementing Authentic Assessment: A Challenge For
English Language Teachers”, p.3.
17 Jamal Abedi, Performance Assessments for English Language Learners (Stanford
Center for Opportunity Policy in Education, 2010), p. 1.
18 George F. Madaus and Laura M. O’Dwyer, “Short History of Performance Assessment:
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students. It is shown by students are asked by the teacher to collect their task or assignment and product which is submitted to the teacher as students' evaluation.
c. Project Assessment
In project assessment, students are asked to do investigation task, which starts, from planning, data collecting, organizing, analysis, and presenting within a period. As the result, the students should make a report as for the result of the task. Project assessment is also called as the assessment of mini research.
Based on the Guideline of Assessment in Indonesian National Curriculum 2013 there are two aspects of performance assessment such as process aspect and product aspect.19 Process aspect emphasizes in showing a process of students' skill. Speech, debate, presentation, and retell a story are the kind of process aspect. Then, product aspect consists of assessing of product, which is created by students. Assessing of process and product aspect is two kinds assessment, which can measure the high order thinking skill among students.
B. The Follow-Up Activities
The follow-up activities are used in the learning process to recall the material, which have been done by the teacher. Follow-up activities consist of reinforcement activities with regard to the weaknesses found during self-evaluation and external evaluation. There are remediation and enrichment activities to reinforce the material which had been done by teacher.20 The students focus on
19
Panduan Penilaian Kurikulum 2013, Kementerian Pendidikan dan Kebudayaan Republik Indonesia, 2015
20
Anna Rif’atul Mahmudah, “Pelaksanaan Program Remedial dan Pengayaan dalam Meningkatkan Prestasi Belajar PAI Siswa Kelas VIII SMPN 5 Yogyakarta Tahun Pelajaran 2013/2014”, (Yogyakarta: Universitas Islam Negeri Sunan Kalijaga Yogyakarta, 2014), p. 9.
20 Region 10 Education Centre, “Re-Teaching, Re-Assessing, & Enriching: Meeting the
Needs of All Students”, accessed on March 19th
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using the language to communicate through games or answer and question session in remediation and enrichment activities.21
1. Remediation Activities
In process of assessing, there are remediation and enrichment, which are important to do for the teacher. Remediation is the sequence of learning process, which is used
for improving students’ ability based on the assessment, which has done by teacher. It is shown by the explanation of Anna
Rif’atul Mahmudah in her thesis “Pelaksanaan Program Remedial Dan Pengayaan Dalam Meningkatkan Prestasi Belajar Pai Siswa Kelas Viii Smp N 5 Yogyakarta Tahun Pelajaran 2013/2014” that remediation is reteaching in order to get the improvement for students.22 According to Region 10 Education Service Center, remediation should cover these aspects, such as:23
a. Deconstruct the standard by breaking it down into progressive learning targets.
b. Understand exactly where the student currently is on that progression.
c. Know what steps are needed next for that student to continue toward meeting the grade level standards. d. Clearly communicate the learning targets in
student-friendly terms with the student.
e. Encourage the student to set goals for themselves as they are learning to develop self-efficacy.
Thus, the aims of doing remediation are done in order to improve the way of student learning toward the better with
21 Ibid, p.8. 22 Ibid 23
Region 10 Education Centre, “Re-Teaching, Re-Assessing, & Enriching: Meeting the Needs of All Students”, accessed on March 19th
18
guiding of the teacher. Sukiman stated that there are four types of remediation in the learning process, such as:24
a. Re-teaching which use different method and media learning.
b. Giving individual guiding c. Giving task/exercise particularly.
d. Peer Tutoring, Tutoring which is done by another students.
2. Enrichment Activities
Otherwise, according to Suharsimi Arikunto stated that enrichment is activity, which is done in order to increase
students’ knowledge25
. This activity is given to the students who have reached the goals of learning in order to enrich their knowledge. Sukiman stated that there are four types of enrichment in the learning process, such as:26
a. Study group, which contain of students who do not included to join the remediation learn together in the group while another students are doing remediation. b. Student learn by themselves is called as Self-regulated
learning
c. Thematic learning
d. Teacher teach materials or competences which haven’t
been taught before.
These activities help the teacher to increase the knowledge of students who have high comprehend ability in the learning process.
24 Anna Rif’atul Mahmudah, “Pelaksanaan Program Remedial dan Pengayaan dalam
Meningkatkan Prestasi Belajar PAI Siswa Kelas VIII SMPN 5 Yogyakarta Tahun Pelajaran 2013/2014”, (Yogyakarta: Universitas Islam Negeri Sunan Kalijaga Yogyakarta, 2014), p. 13.
19
C. Speaking Performance Assessment
1. Basic Types of Teaching Speaking
[image:38.420.70.358.111.459.2]Language has the component that makes meaningful communication possible. It is shown by the speech sound makes up the phonemes, which make up word. Words make up sentences, which have literal meanings and contextual meanings. To explain the relation of component in language, this is the major level of language:27
Figure 2.1
The Major Level of Language
There are two kinds of language skill. They are the receptive skill (listening and reading) and productive skill (speaking and writing). Speaking as the communication tool is important to master in learning language. The teacher should teach the learner with the sequence of basic types of teaching speaking. It consists of imitative, intensive, responsive, interactive, and extensive.28
27Boundless, “The Structure of Language”, accessed on March 12th, 2016,
https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/language-10/introduction-to-language-60/the-structure-of-language-234-12769/
28
20
According to Brown in Language Assessment Principles and Classroom Practices, there is taxonomy for oral production, which can be used for assessing speaking such as:29
a. Imitative
Imitative is the simple of types of speaking performance. It is a purely phonetic level of oral production; a number of prosodic, lexical, and grammatical properties of language may be included in the criterion performance. b. Intensive
A second type of speaking frequently employed in assessment contexts in the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships.
c. Responsive
Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and small talk, simple requests and comments, and the like.
d. Interactive
The difference between responsive and interactive speaking is the length and complexity of the interaction, which sometimes includes multiple exchanges and/or multiple participants.
e. Extensive
Extensive oral production tasks include speeches, oral presentations, and storytelling, during which the opportunity for oral interaction from the listener is either highly limited (perhaps to nonverbal responses) or ruled out altogether.
Below is the table of relation between the component of language and basic types of teaching speaking:
21
Table 2.1
The Relation between Component of Language and Basic Types of Teaching Speaking
Component of Language Basic Types of Teaching
Speaking
Speech Sounds (Phonetics)
Phonemes (Phonology) Imitative Word (Morphology)
Phrases and Sentences (Syntax)
Intensive Literal Meaning of Phrases
and Sentences (Semantic) Low Level
Responsive
Literal Meaning of Phrases and Sentences (Semantic) High Level
Interactive Meaning in Context of
Discourse (Pragmatic) Extensive
22
2. Designing of Speaking Performance Assessment
Based on the basic of teaching speaking, there are five design of assessment in speaking performance. They are:30 a. Imitative speaking the assessment tasks, which can be
[image:41.420.70.369.118.536.2]used, is a phonepass test. In the phonepass test, the teacher increases the use of repetition and read-aloud procedures for the assessment of oral production. The rates, which are measured, are pronunciation, reading fluency, repeat accuracy, repeat fluency, and listening vocabulary. Thus, in imitative speaking, the teacher focuses on speech sounds and phonemes, which are produced by students. This is scoring scale for repetition tasks:31
Table 2.2
Scoring Scale of Repetition Task
2 Acceptable pronunciation
1 Comprehensible, partially correct pronunciation
0 Silence, seriously incorrect pronunciation
b. In intensive speaking, the teacher focuses on assessing of producing word, phrases, or sentences (no more than a sentence). Intensive speaking is known as limited response tasks. Although the students can produce word, phrase, or sentences, they just produce in limited response. There are five tasks which can be used, such as:
1) Directed Response Tasks 2) Read- Aloud Tasks
3) Sentence/Dialogue Completion Tasks and Oral Questionnaires
23
4) Picture-Cued Tasks 5) Translation
[image:42.420.72.365.85.498.2]Brown stated that this scoring scale uses for intensive tasks:32
Table 2.3
Scoring Scale for Intensive Tasks
Aspect Point Description
Pronunciation
0.0-0.4
Frequent phonemic errors and foreign stress and intonation patterns that cause the speaker to be unintelligible.
0.5-1.4
Frequent phonemic errors and foreign stress and intonation patterns that cause the speaker to be occasionally unintelligible.
1.5-2.4
Some consistent phonemic errors and foreign stress and intonation patterns, but the speaker is intelligible.
32
24
2.5-3.0
Occasional non-native
pronunciation errors, but the speaker is always intelligible.
Fluency
0.0-0.4
Speech is so halting and fragmentary or has such a non-native flow that intelligibility is virtually impossible.
0.5-1.4
Numerous non-native pauses and/or a non-native flow that interferes with inteligibilty.
1.5-2.4
Some non-native pauses but with a more nearly native flow so that the pauses do not interfere with inteligibilty.
2.5-3.0
25
that of a native speaker.
Therefore, to assess the speaking skill in intensive speaking the teacher can uses those scoring scale. c. In responsive speaking, teacher increases the length of
utterance's students but it is still limited. Students will begin to learn about the literal meaning of phrases and sentence in low level. There are four tasks which can be used, such as:
1) Question and Answer
2) Giving Instruction and Directions 3) Paraphrasing
4) Test of Spoken English
[image:44.420.70.366.63.535.2]The rating scale which can use in responsive speaking according to Brown stated as follow:33
Table 2.4
Rating Scale for Responsive Speaking
Point Description
60
Communication almost always effective: task performed very competently; speech almost never marked by non-native characteristics
50
Communication generally effective: task performed competently, successful use of compensatory strategies; speech sometimes marked by non-native characteristics
40 Communication somewhat effective: task performed somewhat competently, some successful use of compensatory strategies;
26
speech regularly marked by non-native characteristics
30
Communication generally not effective: task generally performed poorly, ineffective use of compensatory strategies; speech very frequently marked by non-native characteristics
20
No effective communication: no evidence of ability to perform task , no effective use of compensatory strategies; speech almost always marked by non-native characteristics.
Thus, this rating scale can use as consideration to assess speaking skill in responsive speaking.
d. In interactive speaking students also learn about the literal meaning of the sentence in a high level but it is different with responsive speaking which has learned the literal meaning of phrase and sentence in low level. It is shown by the tasks which can be used, such as:
1) Interview 2) Role Play
3) Discussions and Conversations 4) Games
5) Oral Proficiency Interview
To assess interactive speaking, the teacher measures grammar, vocabulary, comprehension, fluency, pronunciation, and task.
e. In extensive speaking, students will begin to learn relatively lengthy stretches of discourse. Douglas stated that in extensive speaking use minimal verbal interaction. It is shown by tasks which can be used, such as:
1) Oral Presentations
27
4) Translation (of Extended Prose)
Therefore, the teacher can use these types of teaching speaking to practice the students to be able in speaking English. In this research the teacher is used imitative activity, directed response tasks, sentence/dialogue completion tasks and oral questionnaires, question and answer, discussions and conversations, oral presentations with guiding of teacher in speaking performance.
D. Psychomotor Domain in Teaching Speaking
1. The Primary Learning Domains
Ken Thomas stated that there are three primary learning domains, such as34:
a. Cognitive Domain
Learning related to knowledge (i.e., from simple recognition and memory to complex problem solving and evaluation). Based Bloom (revised by Krathwohl 2001), the assessment of cognitive domain has six level of higher order thinking skill, such as:35
1) Remembering: Objective test
2) Understanding: Final exam oral/written
3) Applying: Formulating the problem, making prototype, etc.
4) Analyzing: Debate, making the mind map, case study. 5) Evaluating: Making journal reflective
6) Creating: Essay, business plan, designing website. b. Psychomotor Domain
Learning related to actions and motor skills (i.e., from simple actions to complex choreography). The assessment of psychomotor domain measure how the students act, create the product, or communication skill. There are some stages of psychomotor domain of learning. However, the researcher chooses the psychomotor domain based on theory of R.H Dave
34
Ken Thomas, Learning Taxonomies in the Cognitive, Affective, and Psychomotor Domains, (Rocky Mountain Alchemy, 2005), p. 1.
28
[image:47.420.49.388.141.408.2]in this research. The theory of psychomotor domain based on R.H Dave has chosen because the stage of psychomotor domain based on R.H Dave is proximate to the concept of basic of teaching speaking. According to Dave below is the stage of psychomotor domain:36
Figure 2.2
Stages of Psychomotor Domain
29
Table 2.5
Grading o f Psyc ho mo tor Do ma in
Level Category
Examples of activity or demonstration and
evidence to be measured Keywords- verbs which describe the activity to be trained or measured at each level
1 Imitation
Watch teacher or trainer and repeat action, process or activity. Copy, replicate, adhere, follow, repeat, etc.
2 Manipulation
Carry out the task from hearing instruction. Recreate, build, execute, implement, etc.
3 Precision
Perform a task or activity with expertise and high quality without assistance be able to demonstrate an activity to other learners Demonstrate, show, complete, calibrate, control, etc.
4 Articulation
Relate and combine associated activities to develop methods to meet varying, novel requirements. Construct, adapt, modify, formulate, coordinate, solve, etc.
5 Naturalization
Automated,
[image:48.420.73.371.59.528.2]30
c. Affective Domain
Learning related to attitudes, feelings, & emotions. So, the assessment of affective domain measure about the attitude, interest, and value of students in learning process. Below is the category of the affective domain according to Krathwohl, Bloom, Masia:37
Table 2. 6
Cat ego ry o f Affect ive Do ma in
Category Example and Key Words
(verbs)
Receiving Phenomena: Awareness, willingness to hear, selected attention.
Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key Words: acknowledge, asks, attentive, courteous, dutiful, fo llows, gives, listens, understands Responds to Phenomena:
Active participation on the part of the learners. Attend and react to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or
satisfaction in responding (motivation).
Examples: Participates in class discussions. Gives a presentation. Questions new ideas, concepts, models, etc. in order to fully understand them. Know the safety rules and practice them.
Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, presents, tells Valuing: The worth or
value a person attaches to a particular object, pheno menon, or
Examples: Demonstrates belief in the democratic process. Is sensit ive towards individual and
37 [image:49.420.71.368.137.508.2]
31
behavior. This ranges from simple acceptance to the more comp lex state of commit ment. Valuing is based on the
internalizat ion of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.
cultural differences (value diversit y). Shows the abilit y to solve problems. Proposes a plan to social improvement and follows through with commit ment. Informs management on matters that one feels strongly about.
Key Words: appreciates, cherish, treasure, demonstrates, init iates, invites, joins, justifies, proposes, respect, shares Organizat ion: Organizes
values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on
comparing, relating, and synthesizing values.
Examples: Recognizes the need for balance between freedom and responsible behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilit ies, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.
Key Words: compares, relates, synthesizes Internalizes
Values (characterization): Has a value system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most important characteristic of the learner.
Examples: Shows self-reliance when working independently. Cooperates in group activit ies
32
Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).
daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.
Key Words: acts, discriminates, displays, influences, modifies, performs, qualifies, questions, revises, serves, solves, verifies
2. Assessing Psychomotor Domain in Teaching Speaking
According to Shahrizan Baharom, Muhamad Azry Khoiri, Roszilah Hamid, Azrul A Mutalib and Noraini Hamzah , assessing the result of psychomotor domain should cover these criteria, such as:38
a. Successfully performs experiments without supervision. b. Ability to organize, performs experiments safely and
aware of priorities in the laboratory.
c. Ability to show engagement in conducting experiment d. Ability to demonstrates care and respect in equipment
set-up
The teacher can design the assessment of psychomotor domain in the learning process of concrete laboratory. Based on these criteria, assessment of psychomotor domain in speaking performance of English teaching can be covered such as: a. Ability to show speaking performance in imitation stage
(repeat action, process, or activity under supervision) b. Ability to show speaking performance in manipulation
stage (speaking performance based on hearing, recreating, implementing, and building instruction)
38
33
c. Ability to show speaking performance in precision stage (speaking performance based on the demonstrating the high quality without assistance)
d. Ability to show speaking performance in articulation stage (combining and construct the speech without assistance) e. Ability to show speaking performance in naturalization
(unconscious speech in other language and relate to the high level of speech)
These features exist in the psychomotor domain in speaking performance assessment of English teaching.
3. Grading of Psychomotor Domain in Teaching Speaking
[image:52.420.74.370.63.523.2]According to basic of teaching speaking of Brown and psychomotor domain of Dave, below is the stage of psychomotor domain teaching speaking:
Table 2.7
The Stages o f Psyc ho motor Do ma in in Teaching Speaking
Stages of Psychomotor
Domain
Basic Teaching of Speaking
Example of Activities/ Tasks
Imitation Imitative Phonepass Test
Manipulation Intensive Picture-Cued Tasks, Oral Questionnaires.
Precision Responsive
Giving Instruction and Directions, Produce Paraphrasing in Limited Number of Sentence, Test of Spoken English.
Articulation Interactive
Story-34
Telling, Retelling a Story, News Event, Oral Presentations. The English teacher uses the example of activity/tasks in basic of teaching speaking to assess each level of psychomotor domain. Imitation of psychomotor domain is assessed using the similar activity of phonepass test. In this activity, students’ pronunciation is assessed. In assessing of manipulation of
psychomotor domain, the English teacher assesses students’
pronunciation and fluency through intensive of basic teaching speaking activity. Activity of responsive in basic of teaching speaking is used to assess students’ pronunciation, fluency and vocabulary in assessing precision of psychomotor domain. Furthermore, articulation of psychomotor domain is assessed through the similar activity of interactive in basic of teaching
speaking. Activity which assesses of students’ pronunciation,
fluency, accuracy, vocabulary and action is used to assess naturalization of psychomotor domain. Therefore, the English teacher uses the activity of basic teaching speaking in assessing each level of psychomotor domain.
E. Review of the Previous Study
In this part, the researcher wants to show about the previous studies to find the difference with this research.
The first study is done by Lorraine Valdez Pierce and J Michael O'Malley. They investigated about the Performance and Portfolio Assessment for Language Minority Students. The focus of this study is the assessment for minority students and assessment for four skills. The differences between this previous study with the current study are the focus of research. The current study focuses on the finding the psychomotor domain in performance assessment and assessment for speaking performance. In the other hand, the previous study concern to the designing performance assessment and portfolio assessment.39
39Lorraine V P, J Michael O, “Performance And
Portfolio Assessment For Language
Minority Students”, (United States: The National Clearinghouse for Bilingual Education),
35
The second study is done by Yenny Rahmawati & Ertin from Syarif Hidayatullah State Islamic University of Jakarta. The second previous study also concerns in designing assessment performance. Nevertheless, her research was more specific in the speaking assessment. It is also different with the focus of current study. The current study is more specific on finding the relation of psychomotor domain in designing of speaking performance assessment. Even, in the second previous study also explained designing speaking assessment.40
The third of study was about “Guiding Classroom Instruction
through Performance Assessment” by Carol Oberg from the University of La Verne. The purpose of this study was to find out the evidence and examples of the use of performance assessments as alternatives to traditional paper-pencil tests to be used as pre-assessment measures to assist teachers in learning as much as possible about their students as they create lessons prior to instruction.41 The result of this study was using problem based learning can improve students speaking ability in describing people, thing, place. The assessment, which used in the previous study, was only test. It is different with the current study because the researcher focused on the existence of psychomotor domain in speaking performance assessment.
The fourth of study is conducted by Ed Osborne from North American Colleges and Teachers of Agriculture with the title
“Teaching Strategies for Developing Psychomotor Skills". The
purpose of this study was to present the review of research and theory pertaining to effective instructional activities aimed at developing psychomotor skills.42 It is different with the current study because the researcher focused only on the psychomotor domain in speaking performance assessment of English teaching. It is more specific to the English teaching.
The last of study is conducted by Shahrizan Baharom, Muhamad Azry Khoiri, Roszilah Hamid, Azrul A Mutalib, Noraini Hamzah from The National University of Malaysia. The title of
40 Ertin Yenny Rahmawati, Developing assessment for speaking (2014), p. 3. 41Carol Oberg, “Guiding Classroom Instruction through Performance Assessment.”,
Journal of Case Studies in Accreditation and Assessment, vol. 1 (2010), p. 2, http://eric.ed.gov/?id=EJ1055507, accessed 14 Mar 2017.
36
this research is Assessment of Psychomotor Domain in A Problem Based Concrete Laboratory. The purpose of this study was to discuss the methods of implementation of psychomotor skills assessments in the teaching and learning process in concrete laboratory experiments.43 The result showed that the comparison between psychomotor assessment and final examination mark. It is different with the current study because the researcher focused only on psychomotor domain in English subject.
43Shahrizan , Muhamad, et all, “Assessment of Psychomotor Domain in
a Problem Based
CHAPTER III :
RESEARCH METHOD
This chapter presents the method of the research. There are research design, the data and source of data, data collection technique, research instrument, data analysis technique, and research stages.
A. Research Design
In this research, the researcher used descriptive qualitative method. Jack and Norman stated that qualitative research is research studies that investigate the quality of relationships, activities, situations, or materials.1 The description was about the theory that guides to focus the research in accordance with the fact on the ground. There were the concepts of speaking performance assessment and activity of psychomotor domain in teaching speaking. It was called as collecting evidence in the field. The researcher used descriptive qualitative methods because the data is the form of words. Hence, the researcher described the psychomotor domain in speaking performance assessment of English teaching at SMPN 24 Surabaya based on result of this research.
B. Data and Source of Data
1. Types of Data
There are two types of data to answer the problems in the field. There are primary and secondary data. The primary data in qualitative research are words and action, the secondary data such as documents which are support the research. Those data explained in detail below:
a. Primary Data
Primary data is data, which is collected by first-hand experience, or the researcher obtained directly from the source. The primary data of this research was the existence
1
38
of psychomotor domain in speaking performance. This primary data were gained by observing and interviewing the teacher who assess psychomotor domain in speaking performance. In addition, to find the follow-up activity as the result of psychomotor domain in speaking performance assessment, the researcher gained the data by doing observation in the class, which assess psychomotor domain in speaking performance and interview for the teacher who assess psychomotor domain in speaking performance. b. Secondary Data
Secondary data collected from a source that has been published in any forms. The secondary data of this research were the design of assessing psychomotor domain
in speaking performance and the score of students’
speaking performance.
2. Source of Data
The researcher had collected the data from primary and secondary sources. The primary source in this research was the English teacher who had applied psychomotor domain in speaking performance assessment of English teaching at SMPN 24 Surabaya. In this research, the researcher found the psychomotor domain in speaking performance assessment through observing the learning process. There were two kinds of basic competence with four meetings which were used for observing.
39
The subject of this research was the English teacher at SMPN 24 Surabaya. The researcher focused on one teacher in this research. She was Mrs. Sugihani. She has taught English in many classes at SMPN 24 Surabaya. She is the English teacher who designs the rubric’s assessment of speaking performance. She is the one of English teacher who applies basic types of teaching speaking in her teaching process at SMPN 24 Surabaya. Hence, the researcher focused only on one of the English teacher, who was Mrs. Sugihani.
C. Data Collection Technique
The researcher used the data collection techniques to make the process of gathering the data more clearly. The data collection techniques that are used in this research were as follow:
1. Observation
To support the data for answering the first and second question, the researcher used observation. The researcher observed the teaching learning process in the class, especially how the teacher assess the speaking performance assessment. The researcher was doing nonparticipation observation. I
