SPEAKING ASSESSMENT TECHNIQUES IN TEYL USING PROJECT-BASED LEARNING: A Descriptive Qualitative Research at One of Elementary Schools in Bandung.

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Nazmi Maulida, 2013

Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

SPEAKING ASSESSMENT TECHNIQUES IN TEYL USING

PROJECT-BASED LEARNING

(A Descriptive Qualitative Research at One of Elementary Schools in Bandung)

A Research Paper

Submitted to English Education Department of FPBS UPI as a partial

fulfillment for the requirement of Sarjana Pendidikan degree

Nazmi Maulida

0805384

ENGLISH EDUCATION DEPARTMENT

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SPEAKING ASSESSMENT TECHNIQUES IN TEYL USING

PROJECT-BASED LEARNING

Oleh

Nazmi Maulida

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

Universitas Pendidikan Indonesia

Juni 2013

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

SPEAKING ASSESSMENT TECHNIQUES IN TEYL USING

PROJECT-BASED LEARNING

(A Descriptive Qualitative Research at One of Elementary Schools in Bandung)

A Research Paper

By

Nazmi Maulida

0805384

Approved by:

Main Supervisor, Co-Supervisor,

Prof. Dr. Didi Suherdi, M.Ed. Ika Lestari Damayanti, S.Pd., M.A.

NIP 196211011987121001 NIP 197709192001122001

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

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Universitas Pendidikan Indonesia | repository.upi.edu ABSTRACT

This paper entitled “Speaking Assessment Techniques in TEYL using Project-Based Learning” is a descriptive qualitative research. This paper tries to find out various speaking assessment techniques used by the teachers who apply Project-Based Learning approach, the reasons for applying these assessment techniques, and the feedbacks given by the teachers. The framework of the assessment techniques were adopted from Georgiou (2003); Pinter (2006); and Cameron (2005) or alternative assessments of Project-Based Learning and the feedbacks were adopted from Cameron (2005:239). The data collection methods were used observation, Interview, and document analysis. The samples were three English teachers at one of elementary schools in Bandung. From the research findings, it is revealed that the teachers used four assessment techniques, namely projects, traditional-test, take-home task, and observation, and three feedbacks, namely corrective, evaluative, and strategic. From the findings it can be concluded that the assessment techniques and feedbacks helped the teachers to achieve the Project-Based Learning’s goals. This paper recommends that teachers are suggested to apply suitable approach, activity, and assessment for students; the approach, activity, and assessment should be congruent with learning, children’s needs and experience.

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Universitas Pendidikan Indonesia | repository.upi.edu ABSTRAK

Skripsi yang berjudul “Speaking Assessment Techniques in TEYL using Project-Based Learning” adalah sebuah penelitian yang menggunakan metode deskriptif kualitatif. Skripsi ini mencoba untuk menemukan beberapa macam tehnik penilaian yang digunakan oleh beberapa guru yang menggunakan pendekatan Project-Based Learning, dengan alasannya, dan feedbacks yang digunakan para guru tersebut. Framework yang digunakan dalam assessment techniques diadopsi dari Georgiou (2003); Pinter (2006); and Cameron (2005) atau alternative assessments of Project-Based Learning, dan feedbacks yang diadopsi dari Cameron (2005:239). Metode pengumpulan data yang digunakan berupa observasi, interview, dan dokumen analisis. Objek penelitian dalam skripsi ini adalah tiga guru Bahasa Inggris di salah satu Sekolah Dasar di Bandung. Dari hasil penelitian didapat bahwa ketiga guru menggunakan empat jenis tehnik penilaian yakni; projects, traditional-test, take-home task, and observation, and three feedbacks, namely corrective, evaluative, and strategic. Dari hasil penelitian dapat disimpulkan bahwa tehnik penilaian dan feedbacks membantu guru-guru dalam mencapai tujuan Project-Based Learning. Skripsi ini merekomendasikan agar guru-guru Bahasa Inggris menggunakan pendekatan, aktivitas, dan penilaian yang tepat terhadap siswa; pendekatan, aktivitas, dan penilaian harus sejalan dengan pembelajaran, kebutuhan dan pengalaman siswa.

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Keywords: Speaking assessment techniques, young learners, Project-Based

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TABLE OF CONTENTS

STATEMENT OF AUTJORIZATION………... i

PREFACE……….…. ii

ACKNOWLEDGMENTS………... iii

ABSTRACT………... v

TABLE OF CONTENTS………. vi

LIST OF TABLES………. viii

LIST OF PICTURE……….… ix

LIST OF APPENDICES………..…. x

CHAPTER I: INTRODUCTION OF THE STUDY 1.1 Background of the Study………... 1

1.2 Research Questions……… 2

1.3 Purposes of the Study………. 3

1.4 Scope of the Study………. 3

1.5 Significances of the Study……….…. 4

1.6 Clarification of Related Terms……….………….. 5

1.7 Organization of the Paper……….. 6

CHAPTER II: THE THEORETICAL FOUNDATION OF THE STUDY 2.1 Project-Based Learning (PBL) ………... 8

2.2 Assessment in Project-Based Learning……….….….. 11

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2.4 Feedback……….. 19

2.5 Concluding Remarks……… 20

CHAPTER III: METHODOLOGY OF THE RESEARCH 3.1 Research Design………... 21

3.2 Samples……… 22

3.3 Data Collection……… 22

3.4 Research Procedures……… 25

3.5 Data Analysis………... 26

CHAPTER IV: FINDINGS AND DISCUSSION 4.1 Assessment Techniques and Reasons……….. 28

4.2 Feedbacks………. 40

CHAPTER V : CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions……….. 60

5.2 Suggestions……….. 62

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Universitas Pendidikan Indonesia | repository.upi.edu CHAPTER I

INTRODUCTION OF THE STUDY

This chapter presents background of the study, research questions, purposes

of the study, scope of the study, significance of the study, clarification of related

terms, and organization of the paper.

1.1. Background of the Study

Teaching English speaking skill as a second language to young learners is a

big challenge for all English teachers because children have different

characteristics that influence their knowledge achievement (Pinter, 2006 and

Erikson as cited in Mooney, 2000:55 and 45). Thus, English teachers use variety

of approaches to teach this skill. One of approaches used is Project-Based

Learning. Project-Based Learning is an approach where students learn more

actively in accomplishing a project in a small or a big group in certain period

(Tomas, 2000:1).

Furthermore, the teachers are suggested to administer speaking assessment

techniques adjusted to children’s characteristics (Cameron, 2005:30). Allyn and

Bacon (1989:15) say that by using appropriate assessment techniques, teachers

help children to increase their speaking skill and assess children’s general ability.

The purposes of the assessment are to find out how far students get

knowledge and assess their performance. By using assessment, teachers can

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of their progression and improves motivation, monitor teacher’s performance and

plan next work, and able to provide information for parents, colleagues, and

school authorities (Georgiou and Pavlou, 2003:5-6).

However, in some cases the assessment does not work because such

inaccessible exercises which do not show what children know. Moreover,

inappropriate assessment method in lower grader possibly would discourage

children to learn English (ibid).

Teachers need opportunities to understand the assessment culture of their context as well as training and support in familiarizing themselves with various assessment practices and techniques. (Dickins and Rixon, cited in Pinter, 2006:133).

In teaching English speaking skill, teachers also give feedback to improve

children’s learning (Cameron, 2005:238). Feedback also helps learners to compare

the current performance against the target performance (Gipps, 1994 as cited in

Cameron 2005:238).

Regarding the elaboration above, the researcher is interested to discover

various speaking assessment techniques used by the teachers who use

Project-Based Learning approach, the reasons for applying these assessment techniques,

and the feedbacks given by the teachers.

1.2. Research Questions

The study is conducted to answer the following questions:

1. What kinds of speaking assessment techniques are used by the teachers in

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

students?

3. What kinds of feedbacks are given by the teachers in assessing the

students’ speaking skill using Project-Based Learning approach?

1.3. Purposes of the Study

Based on the research questions, the purposes of this present study are:

1. To discover speaking assessment techniques are used by the teachers

using Project-Based Learning approach.

2. To find the reasons why the assessment techniques are chosen to assess

the students.

3. To discover the feedbacks are given by the teachers in assessing the

students’ speaking skill using Project-Based Learning approach.

1.4. Scope of the Study

The study focuses on: (1) identifying the speaking assessment techniques

that the teachers used in assessing the students by using Project-Based Learning

approach, (2) identifying the reasons of applying the assessment techniques used

by the teachers, (3) and identifying the feedbacks given by the teachers. The

framework of the assessment techniques were adopted from Georgiou (2003);

Pinter (2006); and Cameron (2005) or alternative assessments of Project-Based

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study, the term young learner refers to the third and the fifth graders in one of

elementary schools in Bandung.

1.5. Significances of the Study

The findings of this study hopefully contribute to teaching and learning

English as a foreign language to young learners, professionally or practical

benefits and theoretically.

1.5.1. Professional or practical benefits

The study is expected to give the advantages for the teachers or

lecturers, school, even a language courses, also writers or journalists:

1.5.1.1. Teachers or lecturers, schools, even language courses can

improve and explore a better technique in assessing English

especially in assessing English speaking skill using Project-Based

Learning approach. Moreover, the study hopefully shares

knowledge of how to give feedback during assessment process.

1.5.1.2. Writers or journalists also can take the advantage from the

study in enriching their references of writing, especially in writing

about how to assess young learners’ English speaking skill using

Project-Based Learning.

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The study is also expected to be useful to increase or enrich the

knowledge of teaching English speaking skill for young learners as

theories or reference for writers, teachers, or students.

1.6. Clarification of Related Terms

To minimize misunderstanding in comprehending the study, these are the

clarification of terms

1.6.1. Project-Based Learning (PBL):

The Project-Based Learning is approach where students learn more

actively in order to make a project which builds unity learning, doing,

and thinking in certain period. This study observed one of elementary

schools in Bandung which used Project-Based Learning as the

approach.

1.6.2. Project:

Project is students’ task or assignments of learning English speaking

skill in order to create an output which improves their speaking skill

at the end of certain topics (Damayanti, 2013). Through

Project-Based Learning, students will explore their speaking skill and

knowledge through project that they make.

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TEYL is Teaching English to Young Learners; the study focuses on

the third and the fifth graders of one elementary school in Bandung

which applies Project-Based Learning approach.

1.6.4. Assessment:

Assessment techniques are tools which are used by the teachers in

order to assess the students’ level ability Allyn and Bacon (1989:84).

This study is expected to identify the assessment techniques used by

the teachers in assessing the students’ speaking skill using Project

-Based Learning approach.

1.6.5. Speaking:

Speaking is productive skill in oral mode. It involves more than just

pronouncing words (SIL, International, 1999). In this study the

observer focuses on the assessment used by the teachers in assessing

the way the students describe something.

1.6.6. Teaching Speaking:

Teaching speaking in this study is a process of how the teachers teach

young learners to speak up in English with the Project-Based

Learning (PBL) approach.

1.6.7. Feedback:

Feedback is input from the teachers to the students covering

corrective feedback, evaluative feedback, and strategic feedback to

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focus on how the teachers gave feedback to students in order to help

children’s learning in Project-Based Learning approach.

1.7. Organization of the Paper

The paper consists of five chapters. Each chapter has different subtopics.

Below are the explanations:

Chapter I is Introduction of the Study. It consists of background of the

study, research questions, and purposes of the study. This chapter also covers

the scope of the study, significances of the study, clarification of related

terms, and organization of the paper.

Chapter II is The Theoretical Foundation. It provides theoretical

foundation related to the topic such as Project-Based Learning, assessment in

Project-Based Learning, characteristics of young learners, feedback, and

concluding remarks.

Chapter III is Research Methodology. It includes lists and explanation of

research design, samples, data collection, research procedures, and data

analysis, and concluding remarks.

Chapter IV is Findings and Discussions. It describes and explains the

research findings. It presents the answers of various speaking assessment

techniques used by the teachers who use Project-Based Learning approach,

the reasons for applying these assessment techniques, the feedbacks given by

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Chapter V is Conclusions and Suggestions. It concludes whole of the

study especially in presenting the findings and the observer suggestions for

the next paper related with the study.

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Universitas Pendidikan Indonesia | repository.upi.edu CHAPTER III

METHODOLOGY OF THE RESEARCH

This chapter discusses the methodology of the study. It covers research

design, samples, data collection, procedures, and data analysis of the research.

3.1. Research Design

The goals of the research are to find out what speaking assessment

techniques that the teachers used in assessing children, the reasons for applying

those assessment techniques, and what kinds of feedback that the teachers gave in

using Project- Based Learning approach. Thus, this study used qualitative

descriptive as the research method.

Descriptive research provides an answer to the questions of how something happened and who was involved, but not why something happened or why someone was involved (explanatory research). (Strider, 2002).

Using qualitative research is fairly recent phenomenon in an education

setting (Hatch, 2002:3). The goal in using qualitative research is to explore human

behaviors within the contexts of their natural occurrence (Bogdan & Biklen, 1992;

Erickson, 1986; Hammersley & Atkinson, 1983; Jacob, 1988; Lincoln & Cuba,

1985 as cited in Hatch, 2002:7). Usually, qualitative has complex report and

detailed narrative (Hatch, 2002:7). He also says that qualitative researchers collect

many specific details from the research setting and try to find relationships

between them and/or patterns. In addition, researchers move the data analysis

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Hatch, 2002). Wolcott (1994 as cited in Hatch, 2002:9) says that qualitative

emphasizes description, analysis, and interpretation.

Thus, this study used qualitative descriptive method because it generates

data through the use of instruments such as field notes, checklist sheets or

observation sheets, and transcriptions from observations and interviews. The

study also used data from artifacts such as the assessment cards used by the

teachers.

3.2. Samples

The sample used for the study was a group of teachers who teach English

speaking in the third and the fifth grade in one elementary school in Bandung

using Project-Based Learning approach. As Maxwell (1996:69) states that one of

the goals in purposeful sampling is to capture the heterogeneity in the population.

3.3. Data Collection

The data collection methods of the study were observations, interviews, and

document analysis. While doing the observation the observer used field notes and

checklist sheets or observation sheets. The interview used a set of interview

questions which was then transcribed. Moreover, the observer analyzed the lesson

plans as the document analysis. All instruments were used to discover what

speaking assessment techniques were employed, what kinds of feedback were

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Learning, and discover the reasons why the teachers chose the assessment

techniques. The following part will elaborate more on each instrumentation

process.

3.3.1. Observations

The instruments were field notes, checklist sheets or observation sheets,

and transcripts. Field notes allow observer to gain the data because it helps to

memorize the situation and condition during observation (Hatch, 2002:77). The

study also used checklist sheets which helped the observer to list the assessment

techniques which were used by the teachers.

The observer carried out five observations for each teacher which were

recorded during the teaching-learning process and then transcribed. The function

of transcription at each meeting is in order to re-check and compare what the

observer watched, heard, and read when analyzing the data.

The observer was helped by a technician recording the videos to capture

what was happened when all actions were moving so fast, so the observer easily to

analyze it. It is very crucial for the observer to have a record of the observation

and it also helps to find out the linguistic rules that sample in certain settings use

to build meaning together (Hatch, 2002:21). The following table shows the

observations schedule.

Table 3.1.The Observation Schedule in Third Grade

No. Meeting Time Topic

1. 1st Meeting September 13th

2012

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2. 2nd Meeting September 20th

Table 3.2.The Observation Schedule in Fifth Grade X

Table 3.3.The Observation Schedule in Fifth Grade Y

Hatch (2002:99) categorizes the fifteen techniques of interview strategies.

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theory- based or operational construct samples (e.g., interviewing primary

teachers who teach reading via “direct instruction”). During this study an

interview was conducted with the teacher who taught young learners through

Project- Based Learning approach in speaking class. The interview in this study

was a formal interview. According to Hatch (2002:94), formal interview is called

as structured/ semi structured/ even in-depth. They always include guideline

questions, and are designed to explore the level of understanding of the informant.

See the appendix to see the interview guideline and the transcription.

3.3.3. Document analysis

Document analysis is used by the researcher to enrich information in

qualitative study because it has a role as authentic and natural evidence. In this

study the documents were the teachers’ lesson plan (Guba and Lincoln, 1981 as

cited in Alwasilah, 2011:112).

3.4. Research Procedures

In this section several methods in collecting the data are considered. To

collect the data the study used observations, interviews, and document analysis

methods. The function of observation is to record every single moment in teaching

process. This sample were the teachers who teach English using Project- Based

Learning, especially in teaching English speaking skill in one of elementary

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Firstly, during the observation, the observer used field notes, observation

sheets, and transcriptions as the instruments in order to record all activities in the

classroom. To know the way samples organized their statement, the observer

transcribed each video in each meeting. The second method considered was

interviews where the aim was to get answers to the research questions which are

not apparent from the observation, especially finding out the assessment

feedbacks given to the children by the teacher. The third method is documents

analysis. To make the data more accurate, the observer used documents analysis

as the evidence, such as the lesson plans. Documentary evidence can be written or

video as required to complete the researcher requests (Guba and Lincoln, 1981

cited in Alwasilah, 2011:111).

3.5. Data Analysis

Creswell (2008:244-261) suggests that before analyzing qualitative data,

researcher must do several preparations which include data organization, data

transcript, means for analysis (exploring the data, coding the data, developing

themes, layering and interrelating themes, and reporting findings).

This study analyzed three questions by using two kinds of framework i.e. the

assessment techniques and feedbacks. The following are the two types of

frameworks in order to analyze the answers.

Table 3.4 Assessment Techniques

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Portfolio Learner-developed assessment tasks

Structured assessment activities/ tasks Take-home tasks

Project Work/ Projects Observation/ Assessment during Classroom Activity

Self-assessment Conferencing

Peer-assessment Combining assessment instrument

Traditional test

Adopted from Georgiou, et.al (2003); Pinter (2006); Cameron (2005), and alternative assessment of PBL

Table 3.5 Feedback

Feedback Corrective Evaluative Strategic

Adopted from Cameron (2005)

3.6. Concluding Remarks

This chapter describes the statement of research design, samples, data

collection, procedures, and data analysis of the research. The following chapter

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Universitas Pendidikan Indonesia | repository.upi.edu CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter describes the conclusions and suggestions, concluding the

whole of the study and presenting the findings and the observer suggestions for

the next paper related to the study. At first, this chapter presents conclusions of

the study related to the theories used. In addition, this chapter presents suggestion

for further researchers who are interested in doing study that is in the same field,

speaking assessment techniques using Project- Based Learning in elementary

school.

5.1. Conclusions

Assessment is an essential part in teaching and the learning process

because it can show information about children’s knowledge, ability,

understanding, attitudes, and motivation (Georgiou, et.al in 2003:4; Pinter in

2006:131; Cameron in 2005:220). Also, feedback is needed to help children in

improving their learning and to compare the current performance against the

target performance (Cameron in 2005: 238; Gipps in 1994 as cited in Cameron

2005:238).

First finding that we can see from the chapter four, there were four

speaking assessment techniques in assessing the students’ speaking skill which

were used by the three teachers, there are: project work/ projects, traditional tests,

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Project- Based Learning approach, the project work/ project is needed because the

students worked independently within their group, the teachers only as the

facilitators. With their peer the students can practice and work together to do the

project. Traditional tests are also needed to determine how far the students have

developed their vocabularies as their basic material and ability to speak up in

Project- Based Learning class, where students are expected to act independently.

Take-home tasks are also needed in Project- Based Learning because it helped the

teachers to give a clue to the students what will they do or learn in next meeting.

So, take-home task functions are for reminding to the students of what they have

learnt and as a bridge or a link to know the next meeting’s lessons. Observation/

assessment during classroom activity where teachers record everything that

happens in their class was studied. Observation/ assessment helped the teachers in

assessing the students’ performance especially in assessing their speaking skill

especially during busy periods. The use of video-taping helped the teachers to

assess the student performance already good or not, and to see the students’

reaction or response of the activities. Thus, the teachers could motivate students to

improve their performance on the next job.

From the first findings, it can be concluded that the four assessment

techniques were used by the teachers were appropriate for Project-Based Learning

and for young learners. This is because the assessments support to fulfil

Project-Based Learning’s criteria. If the criteria are completed so the teachers can achieve

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Second finding that we could see from the chapter four, there are three

types of feedbacks according to Cameron (2005:239) which were used by the

teachers, there are corrective feedback, evaluative feedback, and strategic

feedback. The teachers used corrective feedback to correct students’ performance,

especially their pronunciation of saying several target languages. Evaluative

feedback is used to inform the students whether their answer/ act/ pronunciation

were right or still wrong. The strategic feedback is used to evaluate also but in this

case the teachers also gave some suggestions in order to improve the students’

performance. All of the feedbacks are to give the students motivation to have

better performance.

5.2. Suggestions

Focus on observer’s support generally. With regard to this, those are the

suggestions for further study:

1. The observation should be conducted in a longer period. It is hoped that

the observer can gather more data and have enough time to analyze the

data.

2. The observation should observe the students’ response of knowing their

response with the assessment techniques and feedbacks which were

already used by the teachers. It can give more accurate analysis how far

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