THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
e. Circulate among the students The teacher can also give suggestions to students who need help
and show interests in the conversation they are having. While moving around, the teacher can monitor the use of the target
language, language problems that students are having, and success or failure in the use of cooperative skills.
f. Elicit feedback at the end of the drill Based on the guidelines above, teachers should be aware of their
presentation during the Joint Construction phase in the classroom.
4. Independent Construction
In the fourth level Independent Construction, the interaction happens between teacher and student individual. In this level teacher can measure
the students’ understanding after they received the given materials, because students should do some tasks individually. According to
Richards, Platt, and Weber 1985:289 task is “an activity or action which
is carried out as the result of processing or understanding language”. According to Curtain and Pesola 1988:185, there are two guidelines for
testing students; as follows: 1. Use the achievement test as an opportunity for children to discover
how much they know, not how much they still have to learn. 2. Test what has been taught in the way it has been taught.
Using those two guidelines, teachers have to prepare a clear test items which avoid students’ confusion and anxiety through a valid and reliable
THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
test items. Teachers have to enhance students’ motivation and self- confidence in order to help students to achieve success in demonstrating
what they have learned. Moreover, all skills that have been used in activities during class should be included in the test in some way.
Furthermore Curtain and Pesola 1988:186 have clearly stated that: The teacher who plans each lesson on the basis of carefully worded,
student-oriented objectives has already laid the groundwork for the activities that will be a part of the test. Each objective that appears on
the test should bear approximately the same weight of importance that carried in the development of class activities.
Therefore, the best sources of ideas for test items are the activities used in daily class sessions. There should be no surprise element on a test
designed to help students discover what they know. In this level, the researcher uses discrete-item tests or multiple choice model to measure
students’ comprehension. According to Thornbury 1993:141: Tests of this sort make up a significant proportion of what passes as
grammar testing- and indeed, language testing generally-whether the purpose of the test is to place learners in the right class placement
tests, to test how well they are getting on mid-course progress tests, or to test how well they have done at the end achievement tests.
The researcher uses the discrete-item tests or multiple choice models in order to deal with the practical factor in measuring students’ understanding
in grammar. This is in line with Thornbury’s statement 1993:141: One of the attractions of these kinds of test is that they are relatively
easy to design and they are very easy to set and to mark: they are practical. And, importantly, they meet learners’ expectation as to what
a test should be like: they have what is called face validity. They also fulfill another criterion of test effectiveness in that they are reliable.
THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
As a result, in this level, teachers can see students’ grammar comprehension through a test multiple choice test which can measure
students’ comprehension and by having this comprehension, students will avoid fossilized grammar error, while their oral performance will be
evaluated through their daily performance during the learning session in class.
E. The Comprehensive Teaching Technique CTT
