right spelling. A teacher can lessen the listening error by choosing words that students have heard or read in their class.
b Picture-cued tasks: in picture-cued, it assesses the spelling of pictures that are displayed and focuses on familiar words whose spelling may be
unpredictable. c Multiple-choice techniques: in multiple-choice techniques, words and
phrases are presented in the form of multiple-choices. It can use homonyms to make it more challenging.
d Matching phonetic symbols: if students are familiar with phonetic symbols, they can be asked to write the phonetic symbols of words.
b. Intensive Tasks
Intensive performances are focused on producing an appropriate vocabulary within context, collocation, idioms and correct grammatical
features in length of a sentence. Brown 2004: 225-233 states some activities in intensive writing performances.
1 Dictation and Dicto-Comp Dictation is interpretation in writing from what one hears orally. It can be
classified as an imitative writing type, especially since the test focuses on the correct spelling. In the dictation, test takers hear a passage, which is read
three times; first with normal speed, then with long pauses between phrases, and the last, back to the normal speed, so that they can check their work.
Then the test takers write the passages which have been heard. Dicto-comp is
a form of controlled writing. A teacher reads two – three times paragraphs in
normal speeds, the learners write the text from the best of the recollection. 2 Grammatical Transformation Tasks
Learners are asked to transform from one grammatical sentence into another different grammatical sentence, for examples: 1 changing the tenses in a
paragraph, 2 changing full forms of verbs to reduced forms contractions, 3 changing statements to yesno or wh-questions, 4 changing questions into
statements, 5etc. 3 Picture-Cued Tasks
A teacher shows pictures and students make sentences or paragraphs based on pictures presented. There are some varieties of picture-cued tasks in the
intensive writing: short sentences, picture description, picture sequences description, etc.
4 Vocabulary Assessment Tasks In the vocabulary assessment tasks, learners are asked to define words or
using words in a sentence. 5 Ordering Tasks
These tasks focus on ordering or re ordering a scrambled set of words into a correct sentence.
6 Short-Answer and Sentence Completion Tasks Test takers are given questions in more elaborate answers, adjusted with
writing skills.
c. Responsive and Extensive Tasks
Responsive writing gives an opportunity for test takers to have possible creative response assessment framework, they are answering based on the
assessment prompt. Extensive writing has same principles with responsive writing, yet in longer text. However, it gives more freedom to choose topics,
length and style. 1 Paraphrasing
The aim of doing paraphrasing is to say something in someone’s own words. A teacher must ensure that learners understand the objective of
paraphrasing. 2 Guided Questions and Answers
Guided questions and answers are a lower-order task type of writing that has the pedagogical benefit of guiding learners. It is an assessment format
which a test-administrator presents a series of questions which function as an outline of written texts.
A teacher can use an analytic holistic score to score guided writing. Guided writing may be as long as two or three paragraphs. Guided writing
may be less to appear on the formal test, and more likely is used for prompting a draft of writing.
3 Paragraph Construction Tasks It is important to do reading before writing a paragraph. Learners read an
effective paragraph, then analyse its ingredients and next they emulate it. It takes on numbers of different form.
