e. Telling Stories
The aim of these activities is to get students to produce longer connected text so students can develop imagination and
some skill in the foreign language Klippel, 1991:130. The activities can be in the forms of chain stories, picture stories, keep
talking about a topic, and others.
4. Assessing Speaking
Assessment is an important aspect in language teaching. Assessment is an ongoing process that encompasses a much wider domain, in which whenever a
student responds to a question or offer a comment, the teacher can make an assessment of student performance Brown, 2004:4, for example by giving
feedback. Teachers can know the improvements of their students through assessment. Assessment can be used to see whether students have achieved the
goals of learning. Brown 2001:141 proposed the assessment of speaking based on its type of speaking classroom performances as follows:
a. Imitative
This type of speaking performance demands learners simply imitate words, phrases, or even sentences. Commonly, it is called pronunciation.
The assessment can be in the form of a repetition task. Test takers repeat the stimulus, whether it is a pair of words, a sentence or perhaps a question to
test for intonation prediction.
b. Intensive
The assessment of intensive speaking performance includes the prediction of short stretches of oral language designed to demonstrate
competence in a narrow band of grammatical phrasal, lexical or grammatical relationship such as intonation, stress, rhythm, juncture.
Examples of intensive assessment tasks are directed response tasks test administrator elicits a particular grammatical form and test takers are
expected to produce the correct grammatical output, reading aloud such as reading a dialogue with partner in turn, sentence and dialogue completion
test takers are first given an omitted dialogue and give hem time to think about appropriate lines to fill in, limited picture-cued tasks including
simple sequences teat takers are given a picture stimulus that require a description, and translation up to the simple sentence level.
c. Responsive
Responsive assessment
tasks include
interaction test
comprehension but at the somewhat limited level of very short conversation, standard greeting and small talk, simple requests and comments and the like.
It usually uses a spoken prompt as the stimulus. The assessment can be in the forms of questions and answers, giving instructions and directions and
paraphrasing.
d. Interactive
The difference between interactive and responsive speaking performance is the length and complexity of the interaction, which
sometimes includes multiple exchanges or participants. Interactive speaking is divided into transactional dialogue which aims at exchanging
information and interpersonal dialogue which aimed at maintaining social relationships. The assessment can be done through interviews, role plays,
discussions, conversation, and games.
e. Extensive Monologue
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