The Implementation of Speaking Assessment at The
Twelfth Grade of Language Class at SMA Muhammadiyah 1 gresik
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Institusion
Universitas Muhammadiyah Gresik
Author
Zunaidi, Makhbub
Subject
English Education
Datestamp
2020-11-30 02:59:39
Abstract :
The speaking assessment is an important thing to evaluate students' speaking proficiency. Moreover the result of the assessment can inform the success of teaching and learning process in class. On the other hand speaking assessment is considered as difficult to be administered by the teachers and most of the senior high schools have many difficulties in implementing speaking assessment. Therefore, the objective of this study is to investigate how the teacher executes the speaking assessment in class. Especially, the aims of this study are to identify the types of speaking assessment tasks used by the teacher and to identify the competence measured by the teacher. The research was conducted at language class of the twelfth grade at SMA Muhammadiyah 1 Gresik. That school was chosen based on the information that the English teacher has been implementing the speaking assessment. The data of this study were compiled through interview, questionnaire, observation, and documents. The result of this study reveals that there are some various speaking assessment tasks used by the teacher such as discussion, conversation, and describing pictures. The competences measured by the teacher cover three competences. Such as grammatical competence; including the mastery of grammar, vocabulary, pronunciation, accuracy and fluency; discourse competence is included the coherence of meaning; and strategic competence is included into analyzing the expression, therefore the teacher doesn?t not measure the sociolinguistic competence. Based on the findings it can be concluded that the teacher applied some speaking assessment tasks such as discussion, conversation, and describing picture. In addition, the teacher had some procedures in conducting every task. In conducting discussion, the teacher applied some procedures like the discussion was conducted in group, while each group consists of five members or more. The topic would be discussed was given by the teacher. On the other hand, each group had to find the materials, which were needed for discussion. In the day of assessment, the teacher asked the group to come forward and sat on chairs which arranged in circle form and they could begin to discuss. Then the teacher offered some questions. During discussion each student had to share his / her argument or opinions freely. The teacher gave at least 10 minutes for each group to discuss. The teacher would score directly while the discussion was running. In conducting conversation the teacher also applied some procedures like conversation was conducted in pairs. It was a dialogue between two students. The topic was about usual daily conversation, such as conversation in restaurant, bank, school and etc. the students can choose one of those titles and then they had to make preparation in pair. After that, they learnt it and performed it. The teacher scored directly while the teacher looked and observed the performance of the students.In conducting describing picture the teacher also had some procedures like the students had to tell something based on the picture. In this case, the teacher gave a picture of map of certain places to the student and then each student would come forward and answered the teacher?s questions. The students are recommended to talk actively as clear as possible to answer the questions. Thus, the teacher scored directly. In addition, it had better for the teacher to select an appropriate speaking assessment task to examine all the competences especially sociolinguistic competence and it is important also for the teacher to apply student-self assessment to assess students? speaking skill.
The speaking assessment is an important thing to evaluate students' speaking proficiency. Moreover the result of the assessment can inform the success of teaching and learning process in class. On the other hand speaking assessment is considered as difficult to be administered by the teachers and most of the senior high schools have many difficulties in implementing speaking assessment. Therefore, the objective of this study is to investigate how the teacher executes the speaking assessment in class. Especially, the aims of this study are to identify the types of speaking assessment tasks used by the teacher and to identify the competence measured by the teacher. The research was conducted at language class of the twelfth grade at SMA Muhammadiyah 1 Gresik. That school was chosen based on the information that the English teacher has been implementing the speaking assessment. The data of this study were compiled through interview, questionnaire, observation, and documents. The result of this study reveals that there are some various speaking assessment tasks used by the teacher such as discussion, conversation, and describing pictures. The competences measured by the teacher cover three competences. Such as grammatical competence; including the mastery of grammar, vocabulary, pronunciation, accuracy and fluency; discourse competence is included the coherence of meaning; and strategic competence is included into analyzing the expression, therefore the teacher doesn?t not measure the sociolinguistic competence. Based on the findings it can be concluded that the teacher applied some speaking assessment tasks such as discussion, conversation, and describing picture. In addition, the teacher had some procedures in conducting every task. In conducting discussion, the teacher applied some procedures like the discussion was conducted in group, while each group consists of five members or more. The topic would be discussed was given by the teacher. On the other hand, each group had to find the materials, which were needed for discussion. In the day of assessment, the teacher asked the group to come forward and sat on chairs which arranged in circle form and they could begin to discuss. Then the teacher offered some questions. During discussion each student had to share his / her argument or opinions freely. The teacher gave at least 10 minutes for each group to discuss. The teacher would score directly while the discussion was running. In conducting conversation the teacher also applied some procedures like conversation was conducted in pairs. It was a dialogue between two students. The topic was about usual daily conversation, such as conversation in restaurant, bank, school and etc. the students can choose one of those titles and then they had to make preparation in pair. After that, they learnt it and performed it. The teacher scored directly while the teacher looked and observed the performance of the students.In conducting describing picture the teacher also had some procedures like the students had to tell something based on the picture. In this case, the teacher gave a picture of map of certain places to the student and then each student would come forward and answered the teacher?s questions. The students are recommended to talk actively as clear as possible to answer the questions. Thus, the teacher scored directly. In addition, it had better for the teacher to select an appropriate speaking assessment task to examine all the competences especially sociolinguistic competence and it is important also for the teacher to apply student-self assessment to assess students? speaking skill.
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