ASSESSMENT TECHNIQUES USED BY TEACHERS IN ASSESSING STUDENTS’ SPEAKING SKILL : A Case Study of English Teachers in One Senior High School in Tasikmalaya.
ASSESSMENT TECHNIQUES USED BY TEACHERS IN
ASSESSING STUDENTS
’
SPEAKING SKILL
(A Case Study of English Teachers in One Senior High School in Tasikmalaya)
A Research Paper
Submitted to the English Education Department as a Partial Fulfillment of the Requirements of Sarjana Pendidikan Degree
Zahara Ramadani 0802663
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
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ASSESSMENT TECHNIQUES USED BY
TEACHERS IN ASSESSING STUDENTS’
SPEAKING SKILL
Oleh Zahara Ramadani
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Zahara Ramadani 2014 Universitas Pendidikan Indonesia
Juni 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
ASSESSMENT TECHNIQUES USED BY TEACHERS IN ASSESSING
STUDENTS’ SPEAKING SKILL
(A Case Study of English Teachers in One Senior High School in Tasikmalaya)
A Research Paper By
Zahara Ramadani 0802663
Approved by:
First Supervisor,
Prof. Dr. Didi Sukyadi, M.A. NIP 196706091994031001
Second Supervisor,
Rojab Siti Rodliyah, S.Pd., M.Ed. NIP 197308062002122001
Head of English Education Department Faculty of Languages and Arts Education
Prof. Dr. Didi Suherdi, M. Ed NIP 196211011987121001
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TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ... Error! Bookmark not defined. PREFACE ... Error! Bookmark not defined. ACKNOWLEDGEMENT ... Error! Bookmark not defined. ABSTRACT ... Error! Bookmark not defined.
TABLE OF CONTENTS ... v
LIST OF TABLES ... Error! Bookmark not defined. LIST OF FIGURES ... Error! Bookmark not defined. LIST OF APPENDICES ... Error! Bookmark not defined. CHAPTER I INTRODUCTION ... 1
1.1 Background of The Study ... 1
1.2 Research Questions ... 4
1.3 Aims of The Study ... 4
1.4 Scope of The Study ... 4
1.5 Significance of The Study ... 5
1.6 Clarification of Terms ... 5
1.6.1 Assessment ... 5
1.6.2 Techniques ... 5
1.6.3 Students ... 6
1.6.4 Speaking ... 6
1.8 Organization of The Paper ... 6
CHAPTER II THEORETICAL FOUNDATION... 8
2.1 Assessment ... 8
2.2 Principles of Language Assessment ... 12
2.2.1 Practicality ... 12
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2.2.3 Validity ... 13
2.2.4 Authenticity ... 16
2.2.5 Efficiency ... 16
2.3 Speaking Skill ... 16
2.4 Assessing Speaking ... 19
2.5 Assessment Techniques in Assessing Speaking Skills ... 21
2.6 Concluding Remark ... 29
CHAPTER III RESEARCH METHODOLOGY ... 31
3.1 Research Design ... 31
3.2 Site and Participant ... 32
3.3 Data Collection ... 32
3.3.1 Observation ... 33
3.3.2 Interview ... 33
3.3.3 Written Document ... 34
3.4 Data Analysis ... 35
3.4.1 Observation ... 35
3.4.2 Interview ... 36
3.4.3 Written Document ... 36
3.5 Concluding Remark ... 37
CHAPTER IV FINDINGS AND DISCUSSION ... 38
4.1 Assessment Techniques Used in Assessing Students’ Speaking Skill and Teachers’ Reasons ... 38
4.1.1 Data and Discussion from Observation ... 38
4.1.2 Data and Discussion from Interview ... 42
4.1.3 Data and Discussion from Written Document ... 46
4.2 The Difficulties in Implementing the Assessment Techniques ... 46
4.2.1 Students’ Limited Vocabulary... 47
4.2.2 Students’ Motivation ... 49
4.2.3 Students’ Limited Willingness to Speak ... 50
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CHAPTER V CONCLUSIONS AND SUGGESTIONS... 52
5.1 Conclusions ... 52
5.2 Limitation of the Study ... 53
5.2 Suggestions... 53
BIBLIOGRAPHY ... 54
APPENDICES Appendix A: Respondents' Lesson Plan ... 59
Appendix B: Observation Sheets and Reseracher’s Field Note ... 69
Appendix C: Interview Transcript ... 75
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ABSTRACT
First Supervisor: Prof. Dr. Didi Sukyadi, M.A. Second Supervisor: Rojab Siti Rodliyah, S.Pd., M.Ed.
This study discuses the assessment techniques used by teachers in assessing students’ speaking skill. It aims to explore the various techniques in assessing students’ speaking skill as well as teachers’ reasons and difficulties in implementing those assessment tecnhiques. This is a case study conducted at one of senior high school in Tasikmalaya. The data collected through observation, interview, and documents analysis are analyzed qualitatively based on the form proposed by Brown (2004). The findings indicate that the assessment techniques used by teachers in assessing speaking skill are as follows: retelling, role play, picture-cued story telling, discussion, picture-cued task, read aloud, and games. Moreover, practicality, efficiency, and authenticity are the reasons behind the use of those speaking assessment techniques. Meanwhile, the difficulties in implementing those assessment tecniques are students’ limited vocabulary, students’ motivation, and students’ willingness to speak. Based on the findings, it can be concluded that various speaking assessment tasks can be used in assessing students’ speaking skill. Moreover, it is necessary for teachers to recognize their students’ difficulties in order to use appropiate assessment techniques.
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ABSTRAK
Pembimbing I: Prof. Dr. Didi Sukyadi, M.A. Pembimbing II: Rojab Siti Rodliyah, S.Pd., M.Ed.
Penelitian ini membahas tentang teknik penilaian yang digunakan oleh guru dalam menilai kemampuan berbicara siswa. Hal ini dilakukan untuk mengetahui lebih jauh mengenai berbagai macam teknik dalam menilai kemampuan berbicara siswa beserta alasan-alasan guru dalam penggunaan teknik tersebut dan kesulitan dalam mengimplemntasikan teknik-teknik tersebut. Penelitian ini merupakan suatu studi kasus yang dilakukan di salah satu sekolah menengah atas di Tasikmalaya. Data yang terkumpul didapatkan melalui observasi, interview, dan analisis dokumen yang dianalisa secara kualitatif berdasarkan form yang dikemukakan oleh Brown (2004). Hasil penilitian menunjukan bahwa retelling, role play, picture-cued story telling, discussion, picture-cued task, read aloud, and games merupakan teknik penilaian yang digunakan oleh guru. Practicality, efisiensi, dan authenticity
merupakan alasan dibalik penggunaan teknik penilaian berbicara tersebut. Sedangkan, kesulitan dalam penerapan teknik penilaian tersebut adalah keterbatasan vocabulary yang dimiliki siswa, motivasi siswa, dan kemauan siswa untuk berbicara. Berdasarkan hasil penelitian, dapat disimpulkan bahwa berbagai macam teknik penilaian berbicara dapat digunakan dalam menilai kemampuan berbicara siswa. Untuk lebih lanjut, penting bagi guru untuk mengenali kesulitan siswa untuk memilih teknik penilaian yang tepat.
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CHAPTER I INTRODUCTION
This chapter presents the introduction of this research which is divided into several parts, background of the study, statement of problem, aims of the study, scope of the study, significance of the study, research methodology, clarification of terms and organization of the paper.
1.1 Background of The Study
Assessment is a term that is sometimes mistaken as a synonym term of test, but they are not a synonymous term. In the arena of education, Khan (2010, p.121) describes assessments as an ongoing and continuous effort to improve quality of teaching, learning, testing, and curriculum design. Meanwhile, in learning assessment is defined as the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are learning, where they need to go and how best to get there (Assessment Reform Group, 2002). Moreover, as a part of learning and teaching process, assessment is classically claimed as a way to find the result of learning process in a period of time. In learning and teaching process it plays an important part as the informer for both teachers and learners about how effective teachers’ teaching and how
well learners’ performance and progress (Pinter, 2009, p.131).
According to Macintosh and Hale (1976) as cited by Conner (1991, p.4), assessment and teaching are inseparable. Therefore, assessment should not be seen as isolated activity. In the past, assessment was decided by government especially ministry of education, school administration or program coordinator while along with the development of learning-centered and communicative teaching methodologies, teachers have their own authority to decide what kind of assessment that is suitable with their own classroom (Shaaban, 2005, p.35).
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Assessment which is a result of an interactive process including teacher and students in monitoring the students’ performance (Hancock, 1997) acts as diagnostic tool which provides feedback for both teachers and learners that can evaluate teachers themselves and encourage students through showing them their strength and weakness based on the assessment result. It is supported with what Jeon (2010) states that learners have the right to be given proper feedback to achieve proficiency. It also can be used to improve instruction and help students take control of their own learning as stated by Bostwicj and Gakuen (1995 as cited by Kim, 2003, p.2).
According to Popham (2000), assessment also helps teachers to assign grades to students. Students’ personal accomplishment which is a set of record about what they have learnt in the classroom is usually represented by grades. Those grades are gained by the students after completing some assessments given by the teachers. Assessment is a way to collect evidence that contains information needed by the teachers to help them to decide whether a student will get an A, B or 90.
In the process of formal teaching of four basic language skills (listening, reading, speaking and writing), speaking tends to be considered as the most important skill to develop and have. McKay (2008) assumes that in language learning speaking is important because as a part of oral language it acts as a base to the learners when they start to learn a language and will develop their literacy skill. As a skill that language learners should develop and have, speaking skills also play an important part of the curriculum in language teaching and an important object of assessment as well (Louma, 2009, p.1).
Morover, it is known that most of students are learning English for communicative purposes (Widiati and Cahyono, 2006, p.269). According to Harmer (2007, p.46), it is also one of reasons why people communicate because they want something to happen as a result of what they say. Communication using language itself can be conducted in two ways: orally (speaking) and in a written form (writing) (Widiati and Cahyono, 2006, p.271). However, the success
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of learning foreign language in education program is considered by how effective students communicate in the language (Riggenback and Lazaraton, 1991 as cited by Widiati and Cahyono, 2006). Therefore, Richards and Renandya (2002, as cited by Widiati and Cahyono, 2006, p.269) state that most of language learners study English in order to develop proficiency in speaking.
Despite being claimed as one of language skills that is important to be mastered, speaking is also considered as a challenging skill to assess (Louma, 2009, p.1) for most teachers and even it is often avoided because of practical consideration. The problem of finding the right time, the facilities and personal for testing oral ability, the problem of designing productive and relevant assessment tasks are other problems that often come up in assessing speaking and frequently lead teachers into using inadequate oral test (Knight, 1992, p.294).
According to Kim (2006, p.1) there are two fundamental issues that need to be considered in a speaking assessment area that is to ensure the fairness between the use and consequences of a speaking test. It is related to the assessment reliability and accuracy in order to avoid unreliable and inaccurate interpretation in assessing learners’ speaking skill.
In assessing speaking, teachers need to organize and conduct assessments that are able to measure their language use ability in speaking through suitable assessment technique. It can be through interviews, observation, pair-work task and group interaction (Pinter, 2009, p.133). Besides that, there are four categories that should be assessed in assessing speaking. There are grammar and vocabulary, discourse management, pronunciation and interactive communication (Aslanishvili, 2011, p.105). Assessing speaking will help learners in building a strong foundation in their literacy skill and raising their awareness about the language they are using, if it is implemented appropriately and using appropriate tasks.
Recently, even though the purpose of most learners in learning language is to communicate, they are still unable to use the language for communicative purpose. The fact that speaking is less frequently taught in the classroom (Goh,
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2007) and often avoided to assess are some of the reasons. Therefore, because assessment plays an important role in teaching learning process, this research is intended to discover, describe and collect deep information about assessment techniques used by teachers at a senior high schools in Tasikmalaya especially in assessing speaking skill along with the revelation of teachers’ reason to use those techniques and some obstacles that teachers might found in implementing those techniques.
1.2 Research Questions
Based on the background of the study that has been mentioned before, this research is conducted in order to answer the following questions:
1. What assessment techniques are used by the teachers in assessing students’ speaking skill?
2. Why do the teachers use those assessment techniques in assessing students’ speaking skill?
3. What are the difficulties in implementing those assessment techniques?
1.3 Aims of The Study
The aims of this research are:
1. To discover the assessment techniques used by teachers in assessing speaking skill.
2. To determine teachers’ reasons in choosing those assessment
techniques.
3. To reveal the difficulties in implementing those assessment techniques.
1.4 Scope of The Study
The research attempts to describe the assessment techniques used by English teachers in Senior High School in Tasikmalaya in assessing speaking skill. It also investigates teachers’ reasons and difficulties in implementing the
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assessment technique. Thus, it is limited to get the information from several English teachers who teach at ten grade.
1.5 Significance of The Study
This study is expected to provide both theoretical and practical significances. From theoretical perspective, it is expected to enrich the literature through providing references related to various kinds of assessment techniques that can be used by English teachers in assessing their students’ speaking skill. It is provided to overcome the phenomena of avoiding assessing speaking skill among teachers, because speaking plays an important role in learning language as the first skill that learners learn and as the basis of language literacy.
Meanwhile, from practical perspective, it is ecpected to provide
information about teachers’ reason and difficulties in implementing assessment
techniques to assess students’ speaking skill revealed in this study is expected to
increase teachers’ creativity and help them to overcome their problems in choosing and using assessment techniques that are appropriate with students needs and characteristics.
1.6 Clarification of Terms 1.6.1 Assessment
According to Pinter (2005, p.131) assessment is a process of data analysis that teachers use to get evidence about their learners’ performance and progress in English. Assessment is also defined as a part of teaching learning process which is conducted in order to measure the learners’ performance and progress in learning and giving teachers information whether their teaching is effective and reach the goals or not. While in this research, assessment refers to how teachers
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1.6.2 Techniques
Techniques are specific activities manifested in the classroom that consistently described as an overall plan in presenting language based on the nature of language, learning and teaching (Brown, 2001, p.129-130). In this research, techniques refer to various task or activities that used in assessing learners in the classroom.
1.6.3 Students
According to Cambridge Advance Learner’s Dictionary, student is a person who is learning at a school which refers to the senior high school students in this research.
1.6.4 Speaking
Speaking is parts of oral language that refer to the ability to speak in a foreign language (Luoma, 2009), which in this research, refers to learners’ ability to speak in English.
1.7 Organization of The Paper
The paper will be presented into five chapters, as follows:
Chapter I: Introduction
In this chapter, the paper will elaborate the background of study, statements of problems, purposes of the study, scope of the study, research methodology, clarification of terms, and organization of the paper.
Chapter II: Theoretical Foundation
This chapter consists of theoretical foundation in this study, which serve as a basis to investigate the research problem.
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Chapter III: Research Methodology
This chapter elaborates the research methodology conducted to answer three research questions previously stated in chapter one. It covers research design, sample, data collection, and data analysis.
Chapter IV: Findings and Discussion
It analyzes the result of the study and discusses the result of the study.
Chapter V: Conclusion and Suggestion
This chapter presents the conclusions of the study and also provides the suggestions in accordance with the study.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the study and offers the suggestions for related studies. The conclusions of the study are made based on the findings and discussions in the previous chapter.
5.1 Conclusions
Based on the discussions in the previous chapters, there were at least three conclusions that can be drawn. First, there were seven speaking assessment tasks
used by the teachers in assessing students’ speaking skill, namely retell, role play,
picture-cued story telling, discussion, picture-cued task, read aloud and games. Those assessment tasks were believed to help students to demonstrate their linguistic ability. It also shows teachers’ awareness of various type of speaking assessment tasks in assessing students; speaking skills.
Secondly, practicality, efficiency and authenticity were the reasons behind the use of speaking assessment techniques by the teachers. It can be seen from the order of assessment tasks that are mostly used by the teachers. which belong to principles of language assessment also. Teachers’ awareness towards the principles of language assessment can be shown through the three reasons mentioned before . Moreover, it can be used to find out whether the assessment is effective, appropriate and suitable for the students.
Thirdly, there were three difficulties in implementing the assessment
techniques that mostly came from the students. It includes students’ limited vocabulary, students’ motivation, and students’ willingness to speak. The
difficulties were found out mostly through students’ performance in the classroom
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In this study, teachers were still not able to overcome all the difficulties, especially in raising students’ willingness to speak. However, teachers already
found a tretament to overcome students’ limited vocabulary.
5.2 Limitation of the Study
This study focuses only on some of the assessment techniques used by teachers in assessing students’ speaking skill, because it conducted in a short period of time, through four times observation. Therefore, in order to reveal all
the assessment techniques that can be used by teachers in assessing students’
speaking skill, observation in a longer period of time is needed.
5.3 Suggestions
Based on the research findings of this study, two suggestions in assessment
techniques used in assessing students’ speaking skill are offered for teachers and further researchers.
For teachers, since there are various speaking assessment tasks that can be
used in assessing students’ speaking skill, it would be better if they try each of
them in order to familiarize students with variety of tasks. Teachers also need to recognize the strenght and effect of each type of speaking assessment tasks, in
order to find the most suitable one in assessing students’ speaking skill. On the other hand, teachers also need to optimize the assessment task that they usually use to assess students before. However, they need to overcome the difficulties mentioned in the research findings first. Hopefully, it helps students to do well in their speaking performance and teachers can easily assess them.
For future researchers who are interested in speaking assessment tasks and techniques, research in the related topic needs to be conducted. Since present research was carried out in senior high school, future researcher can do the same research in other level or they can expand the research by finding out students’ responses toward the speaking assessment techniques used by teachers.
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In this study, teachers were still not able to overcome all the difficulties, especially in raising students’ willingness to speak. However, teachers already
found a tretament to overcome students’ limited vocabulary.
5.2 Limitation of the Study
This study focuses only on some of the assessment techniques used by teachers in assessing students’ speaking skill, because it conducted in a short period of time, through four times observation. Therefore, in order to reveal all
the assessment techniques that can be used by teachers in assessing students’
speaking skill, observation in a longer period of time is needed.
5.3 Suggestions
Based on the research findings of this study, two suggestions in assessment
techniques used in assessing students’ speaking skill are offered for teachers and further researchers.
For teachers, since there are various speaking assessment tasks that can be
used in assessing students’ speaking skill, it would be better if they try each of
them in order to familiarize students with variety of tasks. Teachers also need to recognize the strenght and effect of each type of speaking assessment tasks, in
order to find the most suitable one in assessing students’ speaking skill. On the other hand, teachers also need to optimize the assessment task that they usually use to assess students before. However, they need to overcome the difficulties mentioned in the research findings first. Hopefully, it helps students to do well in their speaking performance and teachers can easily assess them.
For future researchers who are interested in speaking assessment tasks and techniques, research in the related topic needs to be conducted. Since present research was carried out in senior high school, future researcher can do the same research in other level or they can expand the research by finding out students’ responses toward the speaking assessment techniques used by teachers.
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Zahara Ramadani, 2014
Assessment Techniques Used By Teachers In Assessing Students’ Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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