preliminary questionnaire was given to several lecturers who were not involved in the study.
3.3.3 Observation
The observations were conducted by the researcher as a complete observer who was not active in the setting, visit a site, sit quietly, record and taking notes without
involved in the activities of the participants Creswell, 2008:222. The observation was carried out to observe what do the speaking lecturers focus on while
implementing the speaking test. The information included portraits and activities of participants, lecturers
and students’ interaction during the implementation of the tests. The field notes were used to record the data.
3.3.4 Document Analysis
The document analysis was done in order to find out the scoring rubrics that were used by the respondents. It was done to recheck the scoring rubrics and the final
score form that is made by the respondents. The scoring rubrics were requested from the resp
ondents’ file and was copied by the researcher. The syllabus’ institution was also analyzed to recheck the teaching objective of the speaking course. The syllabus
was copied from the respondents’ document.
3.4 Data Analysis Techniques
The collected data were categorized, organized, transcribed and redacted from the discursive data since there were large amounts of information during the study.
The first stage in analyzing and interpreting the data deals with the analysis and interpretations of the r
espondents’ draft of interviews and questionnaires. While the second stage deals with analysis and interpretations of the observation.
The analysis continued with coding the data for segmenting and labeling or categorizing text to form descriptions and broad themes in the data Creswell,
2008:251. Every coding was done as soon as the data had been gathered. Collecting more data was also conducted if the researcher still lack of resources.
The data collection and analysis were processed simultaneously and continuously.
The findings were reported in narrative discussion then they were interpreted by reviewing the major findings and how the research questions were answered.
To validate the findings, the researcher used triangulation to check the accuracy or credibility. This study employed three methods of collecting data: questionnaires,
open-ended interviews and observations. They were used to ensure the credibility. Questionnaires and interviews were carried out to investigate how the speaking tests
were prepared, how the results were scored, and what was focused during the tests. The observation notes were used to review the process and the results of the speaking
tests implementation. This triangulation did not only allow the exploration of the phenomenon to be
effective, but also enhanced credibility.
Raynesa Noor Emiliasari, 2013 The Preparation,Administration And Scoring Of English Speaking Tests At Tertiary Education Levels
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
CHAPTER V CONCLUSION AND RECOMMENDATION
This chapter presents conclusions and recommendations. The conclusions of the study are drawn based on the data analysis discussed in Chapter Four. Meanwhile the
recommendations are provided to give information and guidance to conduct further related research concerning the same issue. Lastly, the recommendations are
addressed to those who will get involved in the development and the implementation of the speaking tests such as teachers, lecturers and institutions.
5.1 Conclusion
This study investigated how Speaking English Course lecturers administered the speaking test. Besides that, it also investigated what they focused on during the
implementation of the test and how they scored the speaking test result. Based on the data gained from the interviews, questionnaires, document analysis and classroom
observations, it was concluded that, in the preparation of the speaking test, the lecturers had been able to show the ability to design the speaking test in line with the
teaching objective of the speaking course stated in the syllabus from the institution. The lecturers also had paid attention to the test format, the scoring procedure and the
proper materials based on the teaching objective of the speaking course written in the syllabus.
In terms of the kinds of speaking tests, the lecturers designed the achievement test. The reasons were: First, the objective of the test related to the classroom lessons,
units, or even a total curriculum within a particular time frame. The tests were offered after a course has covered the objectives. Second, the tests were conducted to
find out which learners had accomplished the teaching objective of the course. Third, the tests were directly related to a known syllabi and they were attempted to examine
learners ’ achievement with specific reference to the objectives of a particular course.
Fourth, the tests ’ content was generally based on the course syllabus. And fifth, the
tests were intended to measure the students ’ progress.
However, based on the classroom observations and interviews, the speaking tasks that were conducted by the lecturers did not reflect authentic interaction
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