Speaking Test

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STUDENT PERCEPTION OF THE SCHOOL SPEAKING TEST

STUDENT PERCEPTION OF THE SCHOOL SPEAKING TEST

Testing oral proficiency has become one of the important issues since the role of speaking became important in the direct/oral approach, so long before the communicative approach. Compared to other skill tests, the speaking test is far too complex a skill to permit any reliable analysis to be made for the purpose of objective testing. That is why many teachers feel more comfortable doing the writing tests. However, vocational high school students are required to have many skills to face the world of works. One of them is the ability to communicate in English whether spoken or written. The need of a speaking test is one of the responses to prepare the students for an increasingly global society because they are going to look for a job. Hence, their ability to speak must be evaluated.
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322194 filling in coursework and speaking test forms

322194 filling in coursework and speaking test forms

Phase 3: Filling in coursework and speaking test forms Phase 3: Filling in coursework and speaking test forms Video for Cambridge Exams Officers transcript When you send us samples o[r]

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AN ANALYSIS ON STUDENTS’ ANXIETY FACTORS IN SPEAKING TEST

AN ANALYSIS ON STUDENTS’ ANXIETY FACTORS IN SPEAKING TEST

This research had a purpose to know what the dominant factor of Students’ Anxiety are. Based on close questionnaire conducted by the researcher, students had many kinds of response to answer FLCAS. There were 54 participants who had different levels of anxiety. After conducting the study, the researcher found that students mostly used to feel a mildly anxious when speaking in front of the class. From five levels of anxiety, there are only four levels that feels by students. The researcher found that there were about 33 students (61%) or more than a half of participants were in the mildly anxious level of anxiety based on the calculation. Researcher assumes that some students are just feel little bit anxious. Their level is still normal because most of them are 61% in mildly level. Then, followed by 11 students (20%) who had anxious level of anxiety. It is found that few students were in relaxed level, there were 9 students (17%) who had relaxed level of anxiety from all the participant. It means that they were confident enough to speak in front of the class. Last, it was only 1 student who had very relaxed level of anxiety or 2% from all of participants. Only that student had best level to face anxiety in speaking test.
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371954 guidance for the administration of the speaking test

371954 guidance for the administration of the speaking test

If you have a large number of candidates for the Speaking test, you may use more than one Examiner on the understanding that all Examiners at the Centre work together to ensure a common approach to the conduct of the test and the application of the mark scheme (see the Internal moderation section of this guidance).

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Improving the VIII B Class Students’ Speaking Achievement

Improving the VIII B Class Students’ Speaking Achievement

Determining the subject was an important step that must be done by the researcher. Fraenkel and Wallen (2000:114) state that “purposive sampling is different from convenience sampling in that researcher does not simply study whoever is available, but use their judgment to select sample that they believe”. The purposive method is used to determine the research subjects. The research subjects of this research are the VIII B class students of SMPN 8 Jember. The VIII B class was selected based on the preliminary study that the students in this class had the lowest mean score of speaking test among the seven other classes as informed by the English teacher. The actions were implemented in the form of cycles in which each cycle covered four steps of activities. They are planning of the action, implementation of the action, observation and evaluation, and data analysis and reflection. In this research, the students was given some situations about expressions of giving and responding to prohibition, instruction, invitation and asking for permission in speaking test. The number of the VIII B class students was 38 students. Thus there were 19 pairs in the classroom. The time allocation of speaking test was 2 x 40 minutes.
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A. Research Type - The correlation between vocabulary mastery and speaking ability of the eleventh grade students at MAN Model Palangka Raya - Digital Library IAIN Palangka Raya

A. Research Type - The correlation between vocabulary mastery and speaking ability of the eleventh grade students at MAN Model Palangka Raya - Digital Library IAIN Palangka Raya

in the sample class of this study, so the writer conducted a try out test. The writer chose the students in the same school but different classes to try out the test and colle cted the students’ answers for giving scores, and analyzed the score to get the instruments reliability and validity of test. There were two kinds of test that had been given to students, both were vocabulary test and speaking test. The vocabulary test consisted of 60 items in form of multiple choices and the time allocation for answering the test was 60 minutes. The speaking test consisted of the instructions for the subjects to choose one of the topics that was interested and talked about the topic in form of spoken (monologue) about 3-5 minutes. The try out test was at the eleventh grade students at MAN Model Palangka Raya, the try out class was XI Ilmu Agama with 30 students.
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164094 cambridge international as and a level speaking tests june 2017

164094 cambridge international as and a level speaking tests june 2017

We must receive your speaking test samples by the dates listed on page 1. If we do not receive your samples, this could delay the moderation process and the release of results to your candidates. Sampling requirements vary depending on the component. Use our samples database to check requirements for specific components:

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Cambridge Pre-U Russian (9782)

Cambridge Pre-U Russian (9782)

The examiner may ask questions including those testing explicit understanding (e.g. what?, who?, where?), those requiring explanations (e.g. why?, how?) and those targeting analysis and opinion and personal engagement with the article and the general theme (e.g. what if...?, justify which position is more valid). Questions will be open-ended and will encourage candidates to express and develop their own ideas. Candidates may make notes during the preparation time and use these as a prompt during the Speaking test, but they must not read out prepared material.

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Cambridge Pre-U Spanish (9781)

Cambridge Pre-U Spanish (9781)

Candidates research a topic related to the history, current affairs or culture (e.g. art, cinema, literature and traditions) of an area of the world where the target language is spoken. They identify ive to eight headings within their topic, and submit these to Cambridge, no later than two weeks before the Speaking test, on the form provided by Cambridge. In the Speaking test, candidates present their research for up to one minute (identifying interesting/contentious points in their topic, and reasons for choosing it) before discussion of the headings starts. Candidates may bring the headings with them to act as a prompt. They may also bring up to three pieces of visual material. The mark scheme assesses knowledge and understanding of the topic as well as linguistic competence.
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PANDUAN UJIAN KERTAS 2

PANDUAN UJIAN KERTAS 2

BAHASA INGGERIS UJIAN LISAN 13 NO ITEM DESCRIPTION 1 Type of Instrument Speaking Test Listening Test 2 Type of Items a Limited response b Open response a Multiple-choice quest[r]

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Cambridge O Level French (3015)

Cambridge O Level French (3015)

Coni dential test materials (Teachers’ Notes Booklet and Role Play Cards) are sent to Centres approximately two to three weeks before the start of the assessment period and include full instructions on how to conduct and assess the Speaking tests. These should be opened in the four working days before the Centre’s assessment starts and studied carefully by the teacher/Examiner before conducting his/her i rst Speaking test. Teacher/Examiners who have prepared their own roles fully and are coni dent in what they are doing are better able to help candidates who experience any difi culty. Once the materials have been opened, the Speaking tests must be completed as soon as is realistically possible. Once the Centre has completed the Speaking tests, the materials remain coni dential and must be kept in a secure place by the Centre until the end of the examination period. Candidates must not have knowledge of the role play situations in advance of the test.
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cambridge international as and a level speaking tests june 2018

cambridge international as and a level speaking tests june 2018

We must receive your speaking test samples by the dates listed on page 1. If we do not receive your samples, this could delay the moderation process and the release of results to your candidates. Sampling requirements vary depending on the component. Use our samples database to check requirements for specific components:

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Nn

Nn

In fulfilling the criteria of good test, reliability and validity of the test were clearly explained. The validity of the test of this research related to face, content and construct validity. To get face validity, the instructions of speaking test were previously examined by advisors and colleagues until the test which was in form of instructions looked right and understandable. The content validity means that the test is good reflection of what hass been taught and of the knowledge that the researcher wants her students to know. Here, the researcher correlated the test with syllabus and curriculum for Junior High School. If the table represents the material that the researcher wants to test, it can be said that it has content validity (Shohamy(1985:74. Construct validity concern with whether the test is actually in line with the theory of what it means to know the language. It means that the test will measure certain aspect based on the indicator. The researcher examined it by referring the aspects that would be measure with the theories of those aspects (fluency, grammar, pronunciation and vocabulary).
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THE IMPLEMENTATION OF STAD (STUDENT TEAMS ACHIEVEMENT DIVISIONS) TO INCREASE STUDENTS’ SPEAKING ABILITY AT THE FIRST GRADE OF SMK YADIKA NATAR

THE IMPLEMENTATION OF STAD (STUDENT TEAMS ACHIEVEMENT DIVISIONS) TO INCREASE STUDENTS’ SPEAKING ABILITY AT THE FIRST GRADE OF SMK YADIKA NATAR

Pretest was given before the researcher applied the treatment (teaching speaking through STAD). The test was speaking test in the forms of interpersonal dialogue. The material tested was related to the School Based Curriculum or KTSP which was suitable with their level. Pretest was given to know how far the competence of the students in speaking skill before the treatment. The test was held for 90 minutes. The teacher provided the materials, and made group of two. The students were, then, called to perform their interpersonal dialogue in front of the class. In performing the dialogue the students were asked to speak clearly since the students’ voice would be recorded. The researcher himself and another English teacher judged the students’ performance.
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Cambridge IGCSE Japanese - Foreign Language (0519)

Cambridge IGCSE Japanese - Foreign Language (0519)

conducting his/her irst Speaking test. Teacher/Examiners who have prepared their own roles fully and are conident in what they are doing are better able to help candidates who experience any dificulty. Once the materials have been opened, the Speaking tests must be completed as soon as is realistically possible. Once the centre has completed its Speaking tests, the materials remain conidential and must be kept in a secure place by the centre until the end of the examination period. Candidates must not have knowledge of the role play situations in advance of the examination.
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IMPROVING THE EIGHTH YEAR STUDENTS’ SPEAKING ACHIEVEMENT BY USING ENGLISH SONGS AT SMP 11 JEMBER.

IMPROVING THE EIGHTH YEAR STUDENTS’ SPEAKING ACHIEVEMENT BY USING ENGLISH SONGS AT SMP 11 JEMBER.

In this research, the speaking achievement test was given in the form of an oral test which was constructed based on the Instituional Level Curriculum (KTSP/ Kurikulum Tingkat Satuan Pendidikan) of Junior high school and the syllabus used by the English teacher and was consulted to the consultants and the English teacher. The test was scored by two persons, they were the researcher and the English teacher. The speaking test was administered to the students by providing several printed topics to be described. The students chose one of the topics to be described. After being called by the researcher one by one, the students described the topics they had chosen. They described the topics orally in front of the researcher for about 2-3 minutes spontaneously. The rest of the students were waiting outside the class. The other students were given the same chance to describe the topic they had chosen. If one student had done their test, then other student was invited to do the same activity as what the previous students did one by one.
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Cambridge IGCSE Portuguese - Foreign Language (0540)

Cambridge IGCSE Portuguese - Foreign Language (0540)

Specimen copies of the Teachers’ Notes Booklet and Role Play Cards can be downloaded from the School Support Hub website. The specimen Teachers’ Notes Booklet contains the instructions for the conduct and assessment of the Speaking examination. It is crucial that teacher/Examiners study these instructions well in advance of their irst examination session so that any doubts or queries can be resolved in good time. A Speaking Test Training Handbook can be ordered from Cambridge Publications and provides the opportunity for teacher/Examiners to receive feedback on their conduct and assessment of the Speaking examination before they undertake their irst live tests. Although accreditation by Cambridge International is not mandatory for teachers conducting and assessing this Speaking examination, Cambridge International recommends that teacher/Examiners new to Cambridge IGCSE complete this training.
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T B ING 1101126 Chapter3

T B ING 1101126 Chapter3

The score of the speaking test of students were used to know the effectiveness of storytelling technique in improving students’ speaking skill. They were collected through pre-test and post-test which were conducted to the experimental group. The speaking test for pre-test had a similar level of reliability, and level of difficulty with the speaking test for post-test. The scoring system used in the test was adapted from Hadley (2001). It was in the form of rubrics for speaking ability testing which covered accuracy, fluency, vocabulary, and pronunciation. The collected data were calculated and analyzed using the following tabulation.
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A. Background of Study - The Effectiveness Of Simulation In Speaking Ability Of MAN Model At The 10th Graders Of Palangka Raya - Digital Library IAIN Palangka Raya

A. Background of Study - The Effectiveness Of Simulation In Speaking Ability Of MAN Model At The 10th Graders Of Palangka Raya - Digital Library IAIN Palangka Raya

student will do a simulation performance in group. The first performance before treatment and after. The material is a script forming based on book of sma/ma for tenth grade. In this simmulation will be used to experience student especially in english speaking and this study is held about 2 (two month), at man model pangkaraya.

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