152
e. Speaking test Listen to the following sentences, and then repeat them.
1. Are you in a hurry to go home?
2. What date is it today?
f. Vocabulary test Choose the most appropriate alternatives provided by crossing A, B, C, or D.
The man …. under the tree is not my friend. A. sitting
B. sit C. sits
D. to sit
3. What do you think of the following achievement test of speaking? Choose one of the following topics to produce a text.
a. How to make a dress
b. How to improve our English c. What do I have experienced in
4. What do you think of the following assessment instruments? Answer the following questions by circling yesno.
a. Do you wish you had more time to devote to reading yesno?
b. Is it unusual for you to spend a whole afternoon or evening reading c. Do you have a collection of your own books, not counting school textbooks?
d. Have you ever thought about what is the meaning of “beauty” in mathematics?
5. Make an assessment instrument which measures the following learning outcomes. a. Given four pictures, students are able to discriminate phoneme correctly.
b. Listening to the words, students are able to pronounce them correctly. c. Reading a descriptive text, students are able to translate it into Indonesian correctly.
d. Reading some sentences that constitute the first part of the descriptive text organization, students are able to
proceed to create a descriptive text in a written form in a correct grammar, diction, punctuation, and text organization.
e. Read a descriptive text, students are able to read it seriously.
153 f. Asked to discuss the content of a descriptive text, students are able to make a discussion
until it has finished.
6. If there are some of your students don’t achieve their mastery levels of English in terms of not
mastering one of the types of text, viz. “explanation”, make an evaluation you will give to
them in your remedial teaching.
Exercises B A.
Answer all questions below. 1. Assessing Listening Skill
a. In assessing listening, the contents should cover auditory discrimination and auditory comprehension. Differentiate them briefly, give two examples of items each.
b. Describe briefly the strengths and weaknesses of the use of language laboratory for listening test.
2. Assessing Oral Productionspeaking Skill a. The most obvious problem in assessing speaking is in maintaining the validity and
reliability of the test score. Discuss briefly the way you provide the validity and reliability of the speaking test.
b. Observe the following Job Advertisement.
CLERICAL FORD MOTOR CREDIT CO.
Desires an individual with a min. 2 yrs.
Finance
company exp. for a clerical position. Excellent benefits. Contact Jim Cirks.
291.665 An equal Opportunity Employer MF
Based on the ad above, build a conversation of Job Interview between the interviewer and the applicant deal with: the applicant’s residence, education, experience, previous job,
reason why leaving that job, salary, and future plans
.
154 3. Testing Reading Skill
I have a pet. It is a dog, and I call it Brownie. Brownie is a Chinese breed.
It is small, fluffy, and cute. It has got thick brown fur. When I cuddle it, the fur feels soft. Brownie does not
like bones. Every day it eats soft food like steamed rice, fish or bread. Every morning I give her milk and
bread. When I am at school, Brownie plays with my cat. They get along well, and never fight maybe
because Brownies does not bark a lot. It treats the other animals in our house gently, and it never eats
shoes. Brownie is really a sweet and friendly animal.
a. Based on the text above, make 3 examples of multiple choice test of reading comprehension.
b. Discuss briefly the differences between bottom-up and top-down approaches in designing reading test. Which one is suitable for elementary level?
4. Testing Writing Skill Observe the sequence of the following pictures.
a. Provide a direction for writing test that ask your students to write a recount text based on the picture above.
b. What aspects of writing do you score? c. Discuss the way you score the student’s paper.
155
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157
CHAPTER 1 INTERPERSONAL TEXT
Agus Wijayanto, Ph.D. Dra. Siti Zuhriah Ariatmi, M.Hum.
1.1. Introduction
Halliday 1985 asserts that language as a social phenomenon has different functions such as textual, ideational, and interpersonal. The interpersonal function of
language involves communication strategies by which people maintain andor establish social relationships, or people use language to help them establish social order and
maintain good relations with other people Finocchiario, 1974. As for maintaining a relation, people often use language only as a phatic manner that is only for the purpose of
keeping the conversation flows rather than for saying anything relevant. For example, in a party, people keep on chattering in order to appear to have good time, though they talk
about inconsequential matters Nida, 2001. Since interpersonal exchange is primarily conducted to maintain good social
relationship, it commonly involves politeness and range of formality determined by the relative power and social distance between the speaker and hearer. The more distance
between the speaker and hearer, the more formal and polite the expression will be. If a maid does something wrong, e.g. breaking the glass that is being used by a king, she will
not say “Oops, sorry buddy” because it is very impolite, but rather will use a very polite apology such as “please forgive me your majesty”, or “I do apologize your honor, I am
mistaken ”.
Indeed, high pragmatic competence is crucial in interpersonal exchanges as it is claimed that pragmatic failure has more serious consequences than do grammatical errors
as people tend to treat pragmatic errors as offensive Thomas, 1983:97. Furthermore, language learners interacting with speakers of a target language have to be pragmatically
appropriate, otherwise they run the risk of appearing uncooperative at the least, or more seriously, rude or insulting Bardovi-Harlig et al., 1991:4. The concept of pragmatic
competence is largely drawn from the third question of the language paradigm proposed
