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TEACHER ASSESSMENT ON STUDENTS SPEAKING PERFORMANCE AT SMPN 1 LEMBAH GUMANTI KABUPATEN SOLOK
Rica Liska Putri1, Belinda Analido2 , Yelliza2
1Mahasiswa Progam Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
2Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ricaliskaputri@gmail.com
ABSTRAK
Penelitian ini dilatar belakangi oleh pentingnya penilaian guru terhadap kemampuan bicara siswa, karena guru menilai speaking siswa tidak hanya fokus pada satu tipe saja, tetapi menggunakan beberapa variasi tipe yang digunakan. Penilaian ini bertujuan untuk melihat tipe – tipe penilaian speaking yang di pakai oleh guru dan tipe penilaian apa yang sering dipakai oleh guru di sekolah tersebut. Jenis penelitian ini adalah penelitian deskriptif. Partisipan penilaian ini adalah semua guru Bahasa Inggris di kelas VII di SMPN 1 Lembah Gumanti Kabupaten Solok sebanyak 2 orang. Dalam menentukan partisipan, peneliti menggunakan total sampling tehnik, yakni pengambilan sampel dengan penentuan sampel bila semua anggota populasi digunakan sebagai sample. Dalam mengumpulkan data, peneliti menggunakan observasi, catatan lapangan, dan dibantu dengan rekaman video terhadap partisipan yang di tetapkan. Temuan dari penelitian ini adalah guru dikelas VII pada SMPN 1 Lembah Gumanti yang mengajar Bahasa Inggris hanya menggunakan beberapa tipe penilaian speaking yaitu interview, imitation dan role play dalam proses pembelajaran. Dan tipe yang sering di pakai oleh guru adalah interview dalam melihat speaking siswa.
Kata Kunci : Penilaian, Penilaian Guru, Kemampuan Berbicara Siswa
INTRODUCTION
In teaching learning process, giving assessment is a duty of a teacher. Before the teacher has to decide what score should be given to students the teacher should think several reasons. They are; students attitude, participation, daily tests, quiz mid test, and semester test. Assessment is one of crucial thing in teaching learning program. It is designed to determine or to evaluate
student’s ability. By doing assessment, the teacher can discover students achievement and motivate students in learning process.
Based on pre- observation at SMPN 1 Lembah Gumanti, the researcher founded some phenomena. The English teacher only focused on one type of speaking assessment when assess students speaking. For example;
when the teacher asked students to perform in front of class the teacher did not used
2 variation types to assess students speaking.
Thus, the students did not developed their competence in speaking perform. It means that the students only imitate their friends, so the process of assessing students speaking did not effective.
Therefore, the researcher is interested in doing this research to describe in assessing student’s speaking. So, the researcher focuses on type’s teachers’
assessment on students speaking in academic years 2016/2017. It is to find out types of speaking assessment which is used by the English teachers on students speaking, the research conduct at SMPN 1 Lembah Gumanti Kab. Solok.
Speaking assessment is a tool to measure student’s ability in oral production.
According to Brown (2004:140), speaking assessment is the ability interaction successfully in that language and involves comprehension as well as production.
McKay (2008: 198-199), gave explanation about speaking assessment. He says that speaking assessment is one of kind that constructs to get the students’ progress in oral language with interaction task that will get students’ respond in verbal spoken language. Moreover, Newton and Nation (2009: 171) said that speaking assessment is
the way in which students’ performance and encourage speaking.
The researcher summarizes that, speaking assessment is a tool to measure students’ ability in oral production. It can develop studentts ability in interaction and involve students’ comprehension in speaking. In speaking assessment the students must be able to perform their ability, create the accurate speaking and the teacher should indicate on a score to consider students achievement, for example use indicator or scale in assessing students speaking.
According to Mckay (2008:198-199), there are five types speaking assessment.
They are news telling, storytelling, picture task, categorization task and oral presentation. First, news telling is assesses the students ability to do in a way that conveys information to the audience with the adequate detail in an appropriate sequence.
Second, storytelling is students’ ability to tell a story with use illustration cut away and laminated into a book. Third, picture talk is the teachers ask students to describe the picture. Here, the teacher give students time to look at the picture before describe it.
Fourth, categorization task is assessing students’ descriptive language, and language
3 of comparison as well as abstract explanations and academic talk and content.
The last, oral presentation is the teachers talk about students experience without preparation, or may be delivering a report on project.
The next expert who explains about types of speaking assessment is Newton and Nation (2009:171-175), they explain same types of speaking assessment are: First, Interview and scale is the process assesses students by interview individual. In learning process the teacher explain about lesson to students and the teacher give question directly to the students. Then, the teacher interview does not need to follow a set series of question, and the teacher interview the students based on score from of to five for each fluency, intelligibility, grammatical, correctness, richness on language and overall impression. Second, Group Oral Exam is the teacher assesses students speaking by dividing into group and teacher gave the students are a card with a topic and few questions to think about. Then, the English teachers ask the students to discuss about a topic which has prepared. By using group oral exam in assessing students speaking, it can get the learner to speak.
Third, Dycoms (Split information) is the
teacher assesses speaking with the students are divided into two equal groups, so the class form pairs with someone in each group. Then, the student in each part describes their items to each other and decide are the same or different. Next, Described and draw. This type is learner given a picture which they have to describe so that their partner, the examiner can draw it. In the test, the examiner need to draw the items that being described but they can just assign the points for each part described successfully. Then, Conversation cloze is the learners are given a transcript of conversation. And every word is omitted from the transcript. So the learner has to write in missing words. Next, Multiple choice speaking test is the students are given written multiple choices item to answer the question they are not speak during the test.
Then, Imitation is the learner listen sentence from to tape recorded or heard the teacher voice of different lengths and repeats them.
It means that, a process to repeat word, or sentences in learning. The last, Role Play is the learner given a card which described situation. It means that, the teacher gave the students a card, and a card contained with a topic.
4 RESEARCH METHOD
This study was designed as a descriptive research. Tarigan (2009:118), descriptive research involve some techniques that are used to identify, describe or explain the phenomenon or issue naturally without doing manipulation of experiment.
In this research, the researcher chose two English teachers at SMPN 1 Lembah Gumanti Kab.Solok as participant. The researcher needs the instruments as facilitated to collect the data Gay and Airasian (2000:145) explain that instrument is a tool or something that is used to collect the data. In this research, the researchers used some instruments; they were observation, field note and video recorder.
FINDINGS AND DISCUSSION
As well stated on previous chapters, there were some several Types of speaking assessment, Interview, Group oral exam, Imitation, Role play, Dycom (split information), Describe and draw, Conversation cloze, and multiple choices speaking test. Based on data analysis, it is found that the English teachers at SMPN 1LembahGumantiKab.Solok used three
types speaking assessment. They are:
Interview, Imitation, and Role play.
Based on the result of observation, it is found that teacher B for the first until the last observation used one types speaking assessment. There was imitation, the teacher taught invitation card to the students, then the teacher interview and gave the students questions about it. Furthermore, in the observation process, it is found three types speaking assessment that used by teacher A they are interview, Imitation and roles play.
At the first until two meeting the researcher found teacher Used interview, imitation and role play, In learning process the teacher taught to students introduction yourself and getting someone attention. The teacher assess speaking students with gave questions, then students accepted directly question the teacher. After that in imitation, the teacher asked students to listen sentences after the teacher read the text. Then the English teacher asked the students to do imitate a word or sentence. Then for role play the teacher gave the students topic and asked the students performed in front of class.
As the result, by using observation checklist, field note, and video recording.
5 The researcher could gather the data that needed optimally. From the result of the observation checklist, it could be seen that the participant have some types speaking assessment by used the teacher in learning process. The result of the research finding proved that the participant for VII grade at SMPN 1 Lembah Gumanti Kab. Solok. Not used all of indicators types speaking assessment, because some types like Group oral Exam, dycoms (split information), describe and draw, conversation cloze, and multiple choice speaking test. It means that, the participants did not have several items from eight indicator in types of speaking assessment used by English teacher learning process.
From the result finding above, it can be interpreted that the English teacher of SMPN 1 Lembah Gumanti Kab. Solok did not have several types speaking assessment, because if the teachers did not have five of the types speaking assessment. Then while the teacher assesses speaking students, the teacher not used score rating scale on fluency, intelligibility, grammatical and overall impression. So, the teacher could not get success in gave assessment speaking students.
CONCLUSION
Assessment is a process to measure students’ ability. By using assessment in each lesson the teacher can measure students’ skill. In addition, to assess students in speaking the teacher need speaking assessment. Assessment is a tool to measure students’ ability in oral production. It can develop students’ ability in interaction and involve students’ comprehension in speaking. Moreover, to assess students in speaking the teacher need to understand about speaking assessment and types of speaking assessment itself. In addition, the teacher can use the type of speaking assessment about to assess their students. It means that, the teacher should able to use types of speaking assessment that appropriate with students ability.
REFERENCES
Brown, H Doughlas. 2004. Language assessment Priciple and Classroom Practice. San Francisco: Longman
Gay, L.R and Peter, Airasian. 2000.
Educational Research
Competence analysis and
application. New Jersey : Prentice – Hall Company
6 Mckay, Penny. 2006. Assessing Young
Language Learner. New York:
Cambridge University Press.
Newton, Jonathan and Nation I. S. P.
2009. Teaching ESL/EFL
Listening and speaking. New York: Rout ledge.
Tarigan, Henry Guntur. 2009. Prinsip- Prinsip Dasar Metode Riset
Pengajaran dan Pembelajaran Bahasa. Bandung: Angkasa.
