FROM DESIGN TO IMPLEMENTATION : Looking at the Practice of Speaking Assessment at One Junior High School in Bandung.
Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
FROM DESIGN TO IMPLEMENTATION
Looking at the Practice of Speaking Assessment at One Junior High School in Bandung
A Research Paper
Submitted to the English Education Department of FPBS UPI in Partial
Fulfillment of the Requirements for Sarjana Pendidikan Degree
By:
Eni Suryati
0808723
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
FROM DESIGN TO IMPLEMENTATION
Looking at the Practice of Speaking
Assessment at One Junior High School in
Bandung
Oleh Eni Suryati
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Eni Suryati 2013 Universitas Pendidikan Indonesia
Desember 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
FROM DESIGN TO IMPLEMENTATION
Looking at the Practice of Speaking Assessment at One Junior High School in Bandung
By:
Eni Suryati 0808723
Approved by:
First Supervisor Second Supervisor
Prof. Fuad Abdul Hamied, M.A., Ph.D. 195008211974121001
R. Della N. Kartika Sari, S.Pd., M.Ed. 197704142001122003
Head of Department of English Education Faculty of Languages and Arts Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed. 196211011987121001
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
This paper reports the study on the practice of speaking assessment at one Junior High School in Bandung. It aimed to investigate how English teachers assess the
students’ speaking ability covering the type of assessment used, the instrumentation, the utilization of the instrument, the scoring criteria, and the difficulties or challenges faced by the teachers. Employing a qualitative research, the data obtained from interview and observation was analized using the
O’Malley and Pierce (1996) theory in creating speaking assessment. The findings revealed that from the design to implementation of the speaking assessment done by the teachers consider the practicality as most important since they let the students to memorize the text and also they assessed the students in the end of learning process only to save time. These findings effect the students were not assessed based on their general ability to produce language but only were assessed based on the text they have memorized. Considering the findings revealed, it is suggested that teachers should do the speaking assessment regularly as an ongoing process which covers both the practicality and the quality of the assessment itself.
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Penelitian ini membahas tentang pelaksanaan penilaian kemampuan berbicara dalam Bahasa Inggris pada sebuah Sekolah Menengah Pertama di Bandung. Penelitian ini bertujuan untuk mencari tahu bagaimana guru Bahasa Inggris menilai kemampuan berbicara siswa yang mencakup jenis penilaian yang digunakan, instrumen yang digunakan, criteria penilaian, dan kesulitan atau tantangan yang dihadapi oleh guru. Dengan menggunakan metode penelitian kualitatif, data penelitian diperoleh dari wawancara dan observasi yang dianalisis
dengan menggunakan teori O’Malley dan Pierce (1996) tentang penilaian
kemampuan berbicara dalam Bahasa Inggris. Hasil penemuan menunjukkan bahwa penilaian speaking, mulai dari design hingga implementasinya, yang dilakukan oleh guru mengnggap bahwa kepraktisan merupakan hal terpenting dilihat dari cara guru yang memperbolehkan siswa untuk menghapal teks dan juga penilaian hanya dilakukan diakhir pembelajaran untuk menghemat waktu. Penemuan ini menyebabkan siswa tidak dinilai berdasarkan kemampuan umum mereka untuk memproduksi bahasamelainkan hanya berdasarkan teks yang telah dihapalkan oleh siswa. Berdasarkan hasil penemuan tersebut, disarankan bahwa guru seharusnya melakukan penilaian speaking secara berkala sebagai sebuah proses yang berkelanjutan yang meliputi kepraktisan serta kualitas penilaian itu sendiri.
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENTS
Page of Approval ... i
Statement of Authorization ... ii
Preface ... iii
Acknowledgement ... iv
Abstract ... vi
Table of Contents ... vii
List of Figures ... x
List of Tables ... xi
Chapter I: Introduction ... 1
1.1 Background of the Study ... 1
1.2 Research Question ... 2
1.3 Aim of Study ... 3
1.4 Limitation of the Study ... 3
1.5 Significance of the Study ... 3
1.6 Research Methodology ... 4
1.7 Participant and Setting ... 4
1.8 Data Collection ... 4
1.9 Data Analysis ... 5
1.10 Clarification of Terms ... 6
1.11 The Organization of Paper ... 7
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Chapter II: Theoretical Background ... 9
2.1 Assessing Speaking ... 9
2.2 Preparing Speaking Assessment ... 12
2.3 Types of Speaking Assessment ... 17
2.3.1 Oral Interview ... 17
2.3.2 Picture-cued Descriptions or Stories ... 18
2.3.3 Story/Text Retelling... 18
2.3.4 Role-Plays ... 18
2.3.5 Oral Reports ... 19
2.3.6 Debates ... 19
2.4 The Scoring ... 19
2.5 Ensuring Reliability and Validity of Speaking Assessment ... 23
2.5.1 Reliability ... 23
2.5.2 Validity ... 24
2.6 Concluding Remark ... 27
Chapter III: Research Methodology ... 28
3.1 Research Method ... 28
3.2 Setting ... 29
3.3 Participants of the Research... 29
3.4 Data Collection ... 30
3.4.1 Interview ... 30
3.4.2 Observation ... 31
3.5 Data Analysis ... 32
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Chapter IV: Findings and Discussion ... 34
4.1 Findings ... 35
4.1.1 Data from Interview ... 35
4.1.2 Data from Observation ... 38
4.2 Discussions ... 43
4.2.1 Teacher 1 ... 43
4.2.2 Teacher 2 ... 48
4.2.3 Teacher 3 ... 51
Chapter V: Conclusions and Suggestions ... 55
5.1 Conclusions ... 55
5.2 Suggestions ... 58
References Appendices
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1 CHAPTER I
INTRODUCTION
This chapter presents the foundation and general overview of the study undertaken which consists of the background of the study, the research question, the aim of the study, the limitation of the study, the significance of the study, research methodology, the participants and setting, the data collection, the data analysis, the clarification of terms, the organization of the paper and concluding remarks.
1.1 Background of the Study
The study is conducted based on a main issue that is identifying how English teachers assess English speaking proficiency of the language learners in one Junior High School in Bandung.
The idea to study the issue about how English teachers assess English speaking proficiency of the language learners comes from the PPL (Program
Pengalaman Lapangan) program that was joined by the researcher. In the
program, the researcher had to teach the first grader students in one Junior High School in Bandung. During the practices, the researcher found that assessing
students’ speaking ability is not an easy task. There are difficulties faced by the
researcher in assessing the students’ speaking proficiency, namely the way of assessment and the scoring criteria.
The first difficulty faced by the researcher was about how to assess the speaking proficiency of the students. It was not easy to decide the type of assessment to be used which suitable to the students’ characteristics.
The second difficulty was about the scoring criteria. Although the researcher have made the scale of the scoring system, it was still difficult to give an appropriate score for each students. For example, the researcher was in
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2 confusion when determining the standard of pronunciation that can be used to assess the students pronunciation. This is in line with Luoma (2004: 10) that speaking assessment is difficult to do in language assessment. She further believes that it is caused by the people justification about the pronunciation produced by the speaker; whether it is native or non-native like. However, it is still confusing to judge what standard to follow.
Based on those reasons, this study is conducted to see how the English
teachers in one Junior High School assess their students’ speaking proficiency.
1.2 Research Question
The study will focus on the way the English teachers in one of Junior High School in Bandung assess their students’ speaking proficiency. To be more specific, the following is the specific research question guiding the study:
1. How do English teachers in one junior high school in Bandung assess the
students’ speaking proficiency?
1.3 Aim of Study
Regarding to the problem above, there is one specific aim that conveyed on this research:
1. To find how English teachers in one junior high school in Bandung assess English speaking proficiency of the students.
1.4 Limitation of the Study
This study is conducted to find out how English teachers assess the
students’ speaking ability in terms of the type of assessment used, the instrumentation, the utilization of the instrument, the scoring criteria, and the
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3 difficulties or challenges faced by the teachers when they assess the students’ speaking ability.
1.5 Significance of the Study
The findings of this study are expected to contribute significantly for English teachers to the improvement on how they should properly assess their
students’ speaking proficiency.
Assessment, as stated by Brown (2004: 4) as an ongoing process, is important to know the performance of the students in learning English. Through the assessment, it is expected to identify whether the students success in their learning process or not. Also, it can be used to evaluate the performance of the teacher as well.
1.6 Research Methodology
Since the research is conducted to find out the way teacher assess the
students’ speaking proficiency, this study is conducted as qualitative which emphasizes on words rather than numbers in elaborating its findings and analysis.
The data collected will come from the teacher’s views. Creswell (2008: 46) states that:
Qualitative research is a type of educational research in which the researcher relies on the views of participants; asks broad, general questions; collects data consisting largely of words (or text) from participants; describe and analyzes these words for themes; and conducts the inquiry in a subjective, biased manner.
1.7 Participant and Setting
The participants of the study are three English teachers in one Junior High School in Bandung.
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 4 1.8 Data Collection
Since the study employs qualitative method, it requires appropriate instruments to gather information or data. There will be instruments used effectively and efficiently: interview and observation.
The teacher will be interviewed face-to-face by several questions related to the way(s) of the speaking assessment and the scoring criteria that is used in
assessing the students’ speaking proficiency. As stated by Griffin (2005: 184), semi structured interview, most likely face to face interview, can be used to gather information from the respondents. The interview process will be recorded to avoid the lost of important information. Beside the interview, the teachers will be observed to gather more data when they do the speaking assessment in the classroom.
1.9 Data Analysis
The data collected from the interview will be analyzed in three major steps. The first step is transcribing the recording. During the interview, the process of interviewing with the teacher will be recorded so there will be no data gone beyond. It will be so useful in analyzing the data. The second step is coding the data to specify the data collected. It is so important to decide which data will be related to the research questions and which data will not. The last step is analyzing the data. Analyzing the data will be the important step because it is the process of answering the research questions.
Besides that, the teachers will be observed during the process speaking assessment to assess their student’s English speaking proficiency. Based on
O’Malley and Pierce (1996: 63) believe, there are several steps in preparing for oral language assessment. They are identifying purpose, planning for assessment, developing rubrics and/or scoring procedures, setting standards, involving
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 5 students in self- and peer assessment, selecting assessment activities, and recording information.
1.10 Clarification of Terms
In order to avoid misunderstanding, ambiguity, or misinterpretation in defining some terms in this research, the definitions of the terms are addressed as follows:
Assessment
According to Pinter (2006: 131), assessment refers to the process of analyzing the
data done by teachers to get information about the students’ achievement in
learning English.
Speaking Ability
Based on the Oxford dictionary (2008: 426) the term speak means to be able to use a language. Speaking ability here refers to the capability of the students to be able to use the language in communication.
The teachers
Any use of the term students in this study specifically refers to the participants of this research. Three English teachers in one Junior High School in Bandung are selected as participants of the study considering the background of the study addressed in the previous part.
Scoring
The term scoring in this study refers to the score that is given by the teachers to their students to rate their speaking ability. The scoring is important to grade the students (Luoma, 2004: 173)
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FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 6 1.11 The Organization of Paper
The research will be organized in five chapters as follows:
Chapter I Introduction
This chapter provides general information about background of the study, the research question, the aim of the study, the limitation of the study, the significance of the study, research methodology, the participants and setting, the data collection, the data analysis, the clarification of terms, the organization of the paper and concluding remarks.
Chapter II Theoretical Background
This chapter consists of the theoretical background of the study. It provides general view on assessing speaking, preparing speaking assessment, types of speaking assessment, the scoring, and concluding remarks.
Chapter III Research Methodology
This chapter discusses the methodology in conducting the study. It includes the research method, the setting, the participants of the study, the data collection, data analysis, and concluding remarks.
Chapter IV Findings and Discussion
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FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 7 1.12 Concluding Remarks
This opening chapter provides several basic points of the research that is conducted. This chapter is the foundation for the proceeding chapters. The researcher will explain each point in details on the next four chapters. Next, the theoretical foundation of the research will be explained in chapter II.
Chapter V Conclusions and Suggestions
This chapter consists of the general findings of the study, conclusion, and also suggestion for the next research.
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FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 23 CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the explanation about the procedures of the study in order to find out the answer to the research question which is stated in the previous chapter. This chapter covers research method, setting, research participants, data collection, and techniques for analyzing the data.
3.1 Research Method
In accordance with the aim of the study, this study employed a qualitative research design. As stated by Key (1997), qualitative research is a generic term to investigative participant of the research.
This method was considered relevant to the study because of several reasons: (1) the researcher needed to gather information from the English teachers
about their experiences in assessing students’ speaking proficiency and (2) the
researcher wanted to collect data in general about the phenomena how English teachers conduct an assessment tool to assess their students’ speaking ability. These reasons are in line with Mack (2005: 1) who says that qualitative research provides complex textual descriptions of how people experience on a given research issue and with Denzin and Lincoln (Ospina, 2004) who say that qualitative researchers study things in their natural settings, trying to make sense of, or to interpret, phenomena in terms of the meanings that people bring to them.
Nicholls (2011: 3) states that:
Qualitative research methods allow for much more detailed investigation of issues - answering questions of meaning, who is affected (by the issue) why, what factors are involved, do individuals react or respond differently to each other.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 24 3.2 Setting
The study was undertaken at one of Junior High School in Bandung. This school was chosen based on the previous observation; the English teachers in the school usually assess their students’ performance in speaking. However, it looks like the speaking assessment that is made by the teachers could not assess the students appropriately yet. This based on the facts that mostly the teachers asked the students to memorize text and then practice it in the class without considering to their general ability to produce language.
3.3 Participants of the Research
Three English teachers in one Junior High School in Bandung were chosen as the participant of this study. Junior High School teachers were chosen because English has been one of the subjects required in Ujian Nasional. Besides, it was also caused by the consideration that Junior High School students still have few experiences in speaking the English and need to be assessed appropriately to know their basic competence in speaking skill.
For the purpose of confidentiality, the participants will be called as Teacher I, Teacher 2 and Teacher 3.
3.4 Data Collection
In collecting data, some instruments were used in the research as follows: (a) interview, (b) observation and (c) document analysis. Each of these instruments will be discussed below.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 25 3.4.1 Interview
Interview was used to gather information from the teachers’ point of view. As stated by Kvale (1996), “interviews allow people to convey to others a situation from their own perspective and in their own words”.
In doing interview, there should be a comfortable atmosphere. The participants should feel relax and enjoy the interview process. “Interviewees should feel as though they are participating in a conversation or discussion rather than in a formal question and answer situation (Hancock, 1998: 10)”.
The interview process will be recorded to keep the information save from the beginning to the end. After the interview is done, the recorded will be transcribed. Besides, some important data and keywords will be noted by the researcher. Mack (2005: 30) claimed that “interview data consist of tape recordings, typed transcripts of tape recordings, and the interviewer’s notes”.
3.4.2 Observation
Since this study was aimed to investigate what kind of assessment used by the teachers and how the teachers design the assessment tool itself as an ongoing process, observation was considered as one of relevant instruments to get information about the teachers’ behavior.
It is a need to do the observation in addition the other instrument; interview, to collect more valid data. According to Hancock (1998: 12), observation is “technique that can be used when data collected through other means can be of limited value or is difficult to validate”. For example, during interview process participants may be asked several questions related to their behavior on the issue but there is no guarantee that the information they share in line with what they do in the real
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FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 26 situation. This is in line with Mack (2005: 13) said that “what people say they believe and say that they do are often contradicted by their behavior”. The observation of the participants in the situation could be useful to see how they exactly behave.
To specify, questions addressed to the teachers, as the participants in the interview, were related to the reasons they used particular kind of assessment tools to assess their students’ speaking proficiency, how they design the assessment tool, the administration of the assessment tool that has been designed, the benefits and the difficulties they found in the process of designing and implementation of the assessment tool.
3.5 Data Analysis
In analyzing the data, ongoing analysis was employed since data collection, interpretation and narrative writing began. As stated by Creswell (2008: 245) that qualitative data involves a simultaneous process of analyzing while you are also collecting data. It means that the data collection and the analysis of the data are done in simultaneous process.
The analysis of collected data was conducted in several steps as follow:
1) First, the data collected were divided into groups and categories. The categories used in this study were the kind of the assessment used by the teachers and the step procedures done by the teachers in designing the assessment tool to assess the students’ speaking proficiency.
2) Second, reading and marking data relevant to the categories identified. The process of reading the data will be done several times to get the particular information from the data. According to Creswell (2008: 245), “qualitative researchers analyze their data by reading it several times and conducting an analysis each time”.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 27 3) Third, the patterns found from the analysis were described in general.
4) Finally, the findings will be written concisely as presented in chapter 4.
3.6 Concluding Remark
This chapter elaborated the methodology of the study to investigate the main issue of the study which is how English teachers in one Junior High School
in Bandung assess the students’ speaking ability. It also described the research
setting, research participants, data collection, and techniques for analyzing the data. Findings and discussion of the data analysis will be explained in the next chapter.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 47 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusions of the study and suggestions for further study. The first section discusses the conclusions of the study based on the research question that have been presented in chapter I while the suggestions for future study on assessing speaking are presented in the second section.
5.1 Conclusions
This section presents the conclusion drawn from the data analysis and discussions relevant to the research question addressed in this study. This study
covers how English teachers assess the students’ ability in speaking throw several
aspects which were the type of assessment used, the preparation of the assessment tools (instrumentation), the utilization of the instrument, the criteria used by the
teachers to assess their students’ speaking ability, the scoring, and the difficulties or challenges faced by the teachers when they assess the students’ speaking
ability.
Firstly, in terms of the types of assessment used by the respondents, it was found that the type of assessment used is based on the topic being learned and the purposes of the topic. For example, Teacher 1 used role-play in the form of short drama because the students were introduced to stories from Indonesia. Because of that, the students were asked to make short drama about Indonesian stories. Another factor that affects the selection of the type of assessments to be used is
the time which could cover the assessment’s activity.
Secondly, in terms of the way the respondents prepared the instrumentation, the findings revealed that all of the respondents adapted some relevant form of instrumentation from other resources so they found no
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 48 difficulties in the process. Furthermore, it was found that the adaptation that the respondent did was not clearly seen in the assessment activity they conducted. According to the data from interview, the respondents said that they adapted some instruments from MGMP. However, in the process of the speaking assessment activity, they used different instruments. According to the observation, it could be concluded that it was because the adaption that the respondents did before was not
relevant to the classroom activities. As stated by O’Malley and Pierce (1996: 63),
the assessment activities should be designed related to the classroom activities.
Thirdly, in terms of how the respondents utilize the instruments, it was found that all the respondents let the students to memorize the text before they perform. As stated by Luoma (2004:29), in the process of assessing speaking, we should guide the examinees speak based on the task given. It means that the examinees should speak their idea spontaneously based on the task given but not to speak based on what they memorized. From the fact, it can be concluded that the respondents are violating the construct validity of the assessment.
Brown and Yule (1983) in O’Malley and Pierce (1996: 76) state:
…be sure that your assessment task is not one student can memorize from written
notes (unless it is to be a formal presentation, and even that should not be memorized or read aloud) but which reveals their general ability to produce an extended segment of oral language appropriate to a situation.
Fourthly, regarding to the criteria used by the teachers to assess their
students’ speaking ability and the scoring rubrics, the respondents used fluency,
vocabulary, grammatical error, and pronunciation as the criteria that the students had to master. From the findings, it was found that all of the respondents used holistic scale to score their students. The respondents set some categories which were excellent, good, enough, and poor and score the students based on the scale of the categories. The findings showed that holistic scale used by the teachers was
less appropriate to score the students’ speaking ability. It was caused by the teachers’ tendency who values the practicality over the other elements of
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 49 assessment such as validity and reliability. Also, the students’ characteristic was
different one to another and could not totally fit to a single category (O’Malley
and Pierce, 1996: 65).
Lastly, based on the triangulation of the data from the interview and the observation, it was revealed that the respondents faced difficulties in terms of the
time available for the assessments activity and the students’ level of capability.
Those facts affect the instruments used by the teacher which were conducted considering the practicality instead of the quality of the assessment itself. As
suggested by O’Malley and Pierce (1996: 65-66), the uniqueness of each student and the time-consuming should be considered well.
Overall, the results of the study showed that the design to the implementation of the speaking assessment done by the teachers was not in line with the underlying theories.
5.2 Suggestions
Based on the research findings, discussion, and the conclusions of the study, it is essential to elaborate some related suggestions. Teachers should do the assessment of speaking regularly as an ongoing process (O’Malley and Pierce, 1996: 91; Brown, 2004: 4). The teachers should see the development of their
students’ speaking ability periodically during the process of learning so they can do better in the end of the learning process.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 50 Moreover, the teachers should remember that speaking is a communicative skill. The students should be assessed based on the interaction and communication they do in the assessment activities rather than be assessed based on the text they have memorized before. Further, as suggested by Underhill (1987) in O’Malley and Pierce (1996: 66), a balanced approach of both the holistic and the analytical rating scales could be implemented to assess the communicative function of the students’ speaking ability.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
REFERENCES
Boyd, P and Batstone. (2004). “Focused Anecdotal Records Assessment: A Tool
for Standards-Based Authentic Assessment.” International Reading Association. 230-239.
Brown, H D. (2004). Language Assessment: Principles and Classroom Practices. New York: Longman
Butler, S M. and McMunn, N D. (2006). A Teacher’s Guide to Classroom
Assessment: Understanding and Using Assessment to Improve Student Learning. United States of America: Wiley Publishing
Cameron, L. (2001). Teaching language to Young Learners. Cambridge: Cambridge University Press
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research (3rd Ed). Upper Saddle
River, NJ: Pearson Education Inc.
Curriculum and Standards: A Hanbook. (2003). Speaking, listening, Learning:
Working with Children in Keys Stages 1 and 2. @Crown Copyright
Genesee, F and Upshur, J A. (1996). Classroom-Based Evaluation in Second Language Education. Cambridge: Cambridge University Press
Griffin, G. (2005). Research Methods for English Studies. Edinburgh: Edinburgh University Press
Hancock, B. (1998). An Introduction to Qualitative Research. Trent Focus Group Heaton, J.B. (1988). Writing English Language Test. United Kingdom: Longman
Group UK Limited
Hughes, A. (2003). Testing for Language Teachers: 2nd Ed. Cambridge:
Cambridge University Press
Itkonen, T. (2010). Spoken Language Proficiency Assessment: Assessing Speaking
or Evaluating Acting? Thesis of English Philology Department of Modern
Languages University of Helsinki: Unpublished
Key, J P. (1997). Research Design in Occupational Education. [Online].
Available at:
http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage
21.htm [19 October 2012]
Kvale, S. (1996). “Interviews: An Introduction to Qualitative Research Interviewing”. Sage Publications.
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press Mack, N. (2005). Qualitative Research Methods: A Data Collector’s Field Guide.
United States America: USAID
McKay, P. (2006). Assessing Young language Learners. Cambridge: Cambridge University Press
Nicholls, C. (-). The Advantages of Using Qualitative Research Methods. [Online]. Available at:
http://www.alexander-technique-college.com/files/2011/10/books_articles_qualitative.pdf [19 October
2012]
Ospina, S. (2004). Qualitative Research. In Encyclopedia of Leadership [Online].
13 pages. Available at:
http://wagner.nyu.edu/leadership/publications/files/Qualitative_Research.p df [19 October 2012]
Oxford Dictionary. (2008). Oxford Learner’s Pocket Dictionary: Fourth Edition. Oxford: Oxford University Press
O’Malley, J.M. and Pierce, L.V. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teacher. United States of
America: Longman
Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Press
Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to
Practice. Cambridge: Cambridge University Press
Stevens, D D and Levi, A. (2005). Introduction to Rubrics: An Assessment Tool to
Save Grading Time, convey Effective Feedback, and Promote Student Learning. Canada: Stylus Publishing
Suwandi and Taufiqulloh. (2009). “Designing Speaking Test”. Explanation. 4,
(8), 183-191.
Vilimec, E. (2006). Developing Speaking Skills. Thesis of Department English and American Studies Faculty of Arts and Philosophy University of Pardubice: Unpublished
Weir, C J. (1990). Communicative Language Testing. United Kingdom: Prentice Hall International
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusions of the study and suggestions for further study. The first section discusses the conclusions of the study based on the research question that have been presented in chapter I while the suggestions for future study on assessing speaking are presented in the second section.
5.1 Conclusions
This section presents the conclusion drawn from the data analysis and discussions relevant to the research question addressed in this study. This study covers how English teachers assess the students’ ability in speaking throw several aspects which were the type of assessment used, the preparation of the assessment tools (instrumentation), the utilization of the instrument, the criteria used by the teachers to assess their students’ speaking ability, the scoring, and the difficulties or challenges faced by the teachers when they assess the students’ speaking ability.
Firstly, in terms of the types of assessment used by the respondents, it was found that the type of assessment used is based on the topic being learned and the purposes of the topic. For example, Teacher 1 used role-play in the form of short drama because the students were introduced to stories from Indonesia. Because of that, the students were asked to make short drama about Indonesian stories. Another factor that affects the selection of the type of assessments to be used is the time which could cover the assessment’s activity.
Secondly, in terms of the way the respondents prepared the instrumentation, the findings revealed that all of the respondents adapted some relevant form of instrumentation from other resources so they found no
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Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 48 difficulties in the process. Furthermore, it was found that the adaptation that the respondent did was not clearly seen in the assessment activity they conducted. According to the data from interview, the respondents said that they adapted some instruments from MGMP. However, in the process of the speaking assessment activity, they used different instruments. According to the observation, it could be concluded that it was because the adaption that the respondents did before was not relevant to the classroom activities. As stated by O’Malley and Pierce (1996: 63), the assessment activities should be designed related to the classroom activities.
Thirdly, in terms of how the respondents utilize the instruments, it was found that all the respondents let the students to memorize the text before they perform. As stated by Luoma (2004:29), in the process of assessing speaking, we should guide the examinees speak based on the task given. It means that the examinees should speak their idea spontaneously based on the task given but not to speak based on what they memorized. From the fact, it can be concluded that the respondents are violating the construct validity of the assessment.
Brown and Yule (1983) in O’Malley and Pierce (1996: 76) state:
…be sure that your assessment task is not one student can memorize from written notes (unless it is to be a formal presentation, and even that should not be memorized or read aloud) but which reveals their general ability to produce an extended segment of oral language appropriate to a situation.
Fourthly, regarding to the criteria used by the teachers to assess their students’ speaking ability and the scoring rubrics, the respondents used fluency, vocabulary, grammatical error, and pronunciation as the criteria that the students had to master. From the findings, it was found that all of the respondents used holistic scale to score their students. The respondents set some categories which were excellent, good, enough, and poor and score the students based on the scale of the categories. The findings showed that holistic scale used by the teachers was less appropriate to score the students’ speaking ability. It was caused by the teachers’ tendency who values the practicality over the other elements of
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assessment such as validity and reliability. Also, the students’ characteristic was different one to another and could not totally fit to a single category (O’Malley and Pierce, 1996: 65).
Lastly, based on the triangulation of the data from the interview and the observation, it was revealed that the respondents faced difficulties in terms of the time available for the assessments activity and the students’ level of capability. Those facts affect the instruments used by the teacher which were conducted considering the practicality instead of the quality of the assessment itself. As suggested by O’Malley and Pierce (1996: 65-66), the uniqueness of each student and the time-consuming should be considered well.
Overall, the results of the study showed that the design to the implementation of the speaking assessment done by the teachers was not in line with the underlying theories.
5.2 Suggestions
Based on the research findings, discussion, and the conclusions of the study, it is essential to elaborate some related suggestions. Teachers should do the assessment of speaking regularly as an ongoing process (O’Malley and Pierce, 1996: 91; Brown, 2004: 4). The teachers should see the development of their students’ speaking ability periodically during the process of learning so they can do better in the end of the learning process.
(4)
Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 50 Moreover, the teachers should remember that speaking is a communicative skill. The students should be assessed based on the interaction and communication they do in the assessment activities rather than be assessed based on the text they have memorized before. Further, as suggested by Underhill (1987) in O’Malley and Pierce (1996: 66), a balanced approach of both the holistic and the analytical rating scales could be implemented to assess the communicative function of the students’ speaking ability.
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REFERENCES
Boyd, P and Batstone. (2004). “Focused Anecdotal Records Assessment: A Tool for Standards-Based Authentic Assessment.” International Reading Association. 230-239.
Brown, H D. (2004). Language Assessment: Principles and Classroom Practices. New York: Longman
Butler, S M. and McMunn, N D. (2006). A Teacher’s Guide to Classroom
Assessment: Understanding and Using Assessment to Improve Student Learning. United States of America: Wiley Publishing
Cameron, L. (2001). Teaching language to Young Learners. Cambridge: Cambridge University Press
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research (3rd Ed). Upper Saddle
River, NJ: Pearson Education Inc.
Curriculum and Standards: A Hanbook. (2003). Speaking, listening, Learning:
Working with Children in Keys Stages 1 and 2. @Crown Copyright
Genesee, F and Upshur, J A. (1996). Classroom-Based Evaluation in Second Language Education. Cambridge: Cambridge University Press
Griffin, G. (2005). Research Methods for English Studies. Edinburgh: Edinburgh University Press
Hancock, B. (1998). An Introduction to Qualitative Research. Trent Focus Group Heaton, J.B. (1988). Writing English Language Test. United Kingdom: Longman
Group UK Limited
Hughes, A. (2003). Testing for Language Teachers: 2nd Ed. Cambridge:
Cambridge University Press
Itkonen, T. (2010). Spoken Language Proficiency Assessment: Assessing Speaking
or Evaluating Acting? Thesis of English Philology Department of Modern
Languages University of Helsinki: Unpublished
Key, J P. (1997). Research Design in Occupational Education. [Online].
Available at:
http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage 21.htm [19 October 2012]
Kvale, S. (1996). “Interviews: An Introduction to Qualitative Research Interviewing”. Sage Publications.
(6)
Eni Suryati,2013
FROM DESIGN TO IMPLEMENTATION : LOOKING AT THE PRACTICE OF SPEAKING ASSESSMENT AT ONE JUNIOR HIGH SCHOOL IN BANDUNG
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press Mack, N. (2005). Qualitative Research Methods: A Data Collector’s Field Guide.
United States America: USAID
McKay, P. (2006). Assessing Young language Learners. Cambridge: Cambridge University Press
Nicholls, C. (-). The Advantages of Using Qualitative Research Methods. [Online]. Available at: http://www.alexander-technique-college.com/files/2011/10/books_articles_qualitative.pdf [19 October 2012]
Ospina, S. (2004). Qualitative Research. In Encyclopedia of Leadership [Online].
13 pages. Available at:
http://wagner.nyu.edu/leadership/publications/files/Qualitative_Research.p df [19 October 2012]
Oxford Dictionary. (2008). Oxford Learner’s Pocket Dictionary: Fourth Edition. Oxford: Oxford University Press
O’Malley, J.M. and Pierce, L.V. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teacher. United States of
America: Longman
Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Press
Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to
Practice. Cambridge: Cambridge University Press
Stevens, D D and Levi, A. (2005). Introduction to Rubrics: An Assessment Tool to
Save Grading Time, convey Effective Feedback, and Promote Student Learning. Canada: Stylus Publishing
Suwandi and Taufiqulloh. (2009). “Designing Speaking Test”. Explanation. 4,
(8), 183-191.
Vilimec, E. (2006). Developing Speaking Skills. Thesis of Department English and American Studies Faculty of Arts and Philosophy University of Pardubice: Unpublished
Weir, C J. (1990). Communicative Language Testing. United Kingdom: Prentice Hall International