STUDENT PERCEPTION OF THE SCHOOL SPEAKING TEST
STUDENT PERCEPTION OF THE SCHOOL SPEAKING TEST A THESIS Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M Hum) in English Studies By ZUMRI SUATMI 056332036 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA
2010 i ii
iii iv v
ACKNOWLEDGEMENTS
First of all I would like to thank God, Allah, who has granted me spiritual force, health, safety and an opportunity to continue my education in the English graduate program. Everything I get in my life is not separated from His gift and generosity. In this occasion I also want to thank to my parents who have never been tired to encourage me to be a patient and wise mother, and a meaningful person for others.
Second, I would like to express my sincere thanks to my adviser, Pak Mukarto (Drs. FX. Mukarto, M.S., Ph.D.) for his guidance and constructive feedback throughout all the various stages of this research. I am also grateful to English Language Studies lecturers for the chance to participate in their classes. Participating in their classes has indeed encouraged me to regard the time, cooperate with others and increase insight and knowledge.
Third, I would also like to thank my family for their support, particularly my husband, Suparjo, not only for his loyalty to accompany and pick me up during my study, but also for his patience and encouragement for many hours I spent working on my thesis. Special thanks must also go to my beloved son, Vian Ardhi, and my cute daughter, Viegy Noor, who make me motivated to finish this thesis because they are my spirit in life. vi
Fourth, my appreciation goes to both students from SMK N 1 Pengasih, Marsiyam and Lina as the research participants in this study. This study would not have been possible without their participation -any insight arising from the study is due to their willingness to share their experiences in doing the school speaking test.
Finally, I would like to express my gratitude to the headmaster (Drs. H. Rumawal) for facilitating my access to the students, and my colleagues who cannot be mentioned one by one in SMK N 1 Pengasih, for their support, assistance, encouragement and tolerance. My gratitude also goes to LPMP Yogyakarta, Pemda
Kabupaten Kulon Progo and Dinas Pendidikan Kabupaten Kulon Progo for the
assistance, encouragement and support given to me throughout the duration of this study. Without their support this thesis could not have been completed.
Yogyakarta, 24 June 2010 Zumri Suatmi vii
TABLE OF CONTENTS
Page TITLE PAGEi ………………………………………………………
APPROVAL PAGE
ii ………………………………………………..
THESIS DEFENSE APPROVAL PAGE iii ………………………... STATEMENT OF ORIGINALITY iv
………………………………
SURAT PERNYATAAN PUBLIKASI v
……………………………
ACKNOWLEDGEMENTS
vi ………………………………………..
TABLE OF COTENTS
viii ……………………………………………
LIST OF TABLES
xii … ……………………………………………..
LIST OF FIGURES
xiii ….…………………………………………….
CODING SYSTEM
xiv ..…………………………………...………….
ABSTRACT
xvi ………………………………………………………..
INTISARI
xvii …………………………………………………………..
I. INTRODUCTION
1 ……………………………………………… A.
1 Background ……………………………………………………...
B.
5 Problem Identification ………………………………..................
C.
7 Problem Limitation ……………………………………………...
D.
8 Problem Formulation…………………………………………….
E.
8 Research Goals and Objectives………………………………….
F.
8 Research Benefits ……………………………………………….
II. REVIEW OF RELATED LITERATURE
11 …………………. A
11 Theoretical Review ……………………………………………...
1.
11 Perception ………………………………..………………….
2. Speaking Skill 14 s..…………………………………………….
3. Speaking T 15 est………………………………………………..
4
16 The Area of Speaking Test Situation………………………... viii
a.
16 Speakers ………………………………………………...
b.
17 Test tasks ……………………………………….............
c.
20 Raters …………………………………………………...
d.
21 Criteria ………………………………………………….
5. Some Principle 23 s in Speaking Test …….…………………..
a.
24 Validity ………………………………………………… 1.
25 Face Validity ………………………………..........
2.
26 Content Validity ………………………………….
b.
27 Reliability ……………………………………………… c.
28 Practicality ……………………………………………..
d.
30 Authenticity …………………………………………… e.
31 Backwash Effect ………………………………………..
6. Current Issues in the School Speaking Test in Kulon Progo
33 ….
B.
35 Theoretical Framework…………………………………………..
III. METHODOLOGY.....................................................................
39 A.
39 Research Method ………..….…………………………………...
B.
40 Nature of Data …….………………….………………………….
C.
41 Data Setting and Sources ………………………………………..
1.
41 Setting ………………………………………………………...
2.
42 Participants …………………………………………………...
D.
45 Data Gathering Instruments and Data Collection ……………….
1.
46 Constructing Interview Questions ……………………………..
56 2. Conducting In-depth Interview …………………………….......
E.
57 Data Collection Techniques ……………………………………..
F.
59 Data Processing ………………………………………………… G.
59 Data Analysis ……………………………………………………...
H. Trustworthiness in Research Findings
62 …………………………….. ix
x IV. ANALYSIS .................................................................................
112 c. Choice of Words and Expressions ………………………
128 e. Backwash Effect ………………………………………...
Authenticity ……………………………………………..
c. Practi cality ……………………………………………… 126 d.
124
Reliability ……………………………………………….
2. Content Validity ……………………………………… 121 121 123 b.
1. Face Validity…………………………………………..
121 a. Validity…………………………………………………..
1. The Student View about The Effectiveness of The School Speaking Test………………………………………………..
C. Findings and Discussions 121
…………………………………… 117
3 The Student Expectation for The Possible Improvement of The School Speaking Test
116
115 d. Attitude …………………………………………………
111 b. Fluency ………………………………………………….
64 A. Data Presentation …………………………………………………
72
64 B. Data Analysis ……………………………………………………..
71
1. The Student View about The Effectiveness of The School Speaking Test……………………………………
72 a. Validity ………………………………………………….
1 . Face Validity …………………………………….
2 . Content Validity …………………………………
72
111 a. Accuracy in Pronunciation ……………………………...
79 b. Reliability ……………………………………………….
84 c. Practicality ………………………………………………
90 d. Authenticity ……………………………………………
96 e. Backwash Effect ……………………………………….
102
2. The Student Action as The Effort to Do The Test Well …..
131 xi
2. The Student Action ……………………………………......
132 a. Accuracy in Pronunciation ……………………………….
133 b. Fluency …………………………………………………..
134 c. Choice of Words and Expressions ……………………….
135 d. Attitude …………………………………………………..
136
3 The Student Expectation ……………………………………
137 V. CONCLUSION……………………………………………….. 140
A. Conclusions of The Research ……………………………………
140 B. Suggestions ………………………………………………………
143 BIBLIOGRAPHY……………………………………………………. 146
APPENDICES : Appendix 1 : Interview Data Appendix 2 : Test Evaluation Sheet Appendix 3 : Statement of Acquiescense
LIST OF TABLES
Table 3.1 Blue Print for Interview Questions on The Criteria of TheSchool Speaking Test …………………………………..
46 Table 3.2 Blue Print for Interview Questions on The student Actions and Expectations ……………………………………….
54 Table 3.3 Table of Coding
60 ………………………………………
Table 4.1 An Example of Interview with Marsiyam, The First69 xii
Participant …………………………………………………..
LIST OF FIGURES
Figure 2.1 Construct Mapping of The student perception of The SchoolSpeaking Test 38 ………………………………………………. xiii
CODING SYSTEM
The coding used for the result of the interview as follow: Example : 2/M/30/11/09/ BE-lp
2 : The second interview
M : Marsiyam (the participant’s name)
30/11/09 : The date of interview BE-lp : Backwash Effect-on learning process xiv
ABSTRACT
Zumri Suatmi. 2010. Student Perception of the School Speaking Test.
Yogyakarta: The Graduate Program in English Language Studies, Sanata
Dharma University.Testing oral proficiency has become one of the important issues since the role of speaking became important in the direct/oral approach, so long before the communicative approach. Compared to other skill tests, the speaking test is far too complex a skill to permit any reliable analysis to be made for the purpose of objective testing. That is why many teachers feel more comfortable doing the writing tests. However, vocational high school students are required to have many skills to face the world of works. One of them is the ability to communicate in English whether spoken or written. The need of a speaking test is one of the responses to prepare the students for an increasingly global society because they are going to look for a job. Hence, their ability to speak must be evaluated.
This study tried to find out the student perception of the school speaking test. In this study, the aspects of the school speaking test which was assessed were the student view about the effectiveness of the school speaking test, the student action in doing the school speaking test and her expectation for the betterment of its implementation.
It was a qualitative progressive research and the main data were from interviews with the participants. The participants of this research were two vocational high school students from SMK N 1 Pengasih at the third grade. The reason was that they had a lot of experiences in doing the school speaking test. The interview data were transcribed and thematized according to the components and categories of the school speaking test. The data were analyzed in the process of coding. The final step was making the interpretation of the result of analysis.
The result of this study showed that from the student view, the school speaking test had face validity and content validity. It was said that the test was also practical in the case of cost, ease of administration and the use of visual aids. Unfortunately, it was not practical in the number of the test takers and time constraints. Related to reliability of the test, the intra-rater reliability was high but the inter-rater reliability was still low. The test tasks in the school speaking test had situational and interactional authen ticity. The examiners’ feedback on the student performance had positive backwash effect on motivation, learning habits, and teaching materials. On the other side, the teaching method was still dominated by teachers’ explanation.
The finding of this study also showed that both participants were serious on the efforts to get a maximum score. Difficulties would be a challenge and mistakes would motivate them to be better. However, the feeling of worried being not fluent, xv afraid of doing many mistakes and nervous of waiting the test result could not be avoided. Their expectations were the teachers should be communicative, have a resolute step, enrich teaching materials and encourage the students to be an autonomous student. xvi
INTISARI
Zumri Suatmi. 2010. Student Perception of the School Speaking Test.
Yogyakarta: Kajian Bahasa Inggris, Program Pasca Sarjana, Universitas
Sanata Dharma.Tes kecakapan lisan telah menjadi salah satu isu yang penting sejak peran berbahasa lisan menjadi penting di dalam pendekatan langsung/lisan, jauh sebelum adanya pendekatan komunikatif. Dibandingkan dengan tes ketrampilan yang lain, tes lisan jauh lebih komplek, suatu ketrampilan yang memungkinkan analisanya dapat dipercaya untuk dibuat dengan tujuan seperti tes obyektif. Itulah mengapa banyak guru merasa lebih nyaman melaksanakan tes tertulis. Namun, siswa sekolah kejuruan diharapkan memiliki banyak ketrampilan untuk menghadapi dunia kerja. Salah satunya adalah kemampuan berbahasa Inggris, baik secara lisan maupun tertulis. Kebutuhan akan tes lisan merupakan salah satu respon untuk menyiapkan siswa di masyarakat global yang semakin meningkat karena mereka akan mencari pekerjaan. Oleh karena itu, kemampuan berbicara mereka harus dievaluasi.
Penelitian ini mencoba untuk menemukan persepsi siswa terhadap tes lisan sekolah. Dalam penelitian ini, aspek tes lisan sekolah yang diuji adalah pandangan siswa tentang efektifitas dari tes lisan sekolah, aksi siswa dalam mengerjakan tes lisan sekolah dan harapan mereka terhadap perbaikan pelaksanaannya.
Ini adalah penelitian kualitatif progresif dan data utamanya adalah wawancara dengan partisipan. Partisipan dari penelitian ini adalah dua siswa sekolah kejuruan dari SMK N 1 Pengasih di tingkat tiga. Alasannya bahwa mereka mempunyai banyak pengalaman dalam mengerjakan tes lisan sekolah. Data wawancara ditranskrip and ditematisasi menurut komponen dan kategori dalam tes lisan sekolah. Data dianalisa dalam proses pengkodean. Langkah terakhir adalah membuat interpretasi dari hasil analisa.
Hasil penelitian ini menunjukkan bahwa dari pandangan siswa, tes lisan sekolah memiliki paras validitas dan isi validitas. Dapat dikatakan juga bahwa tes ini praktis dalam hal biaya, kemudahan administrasi dan penggunaan alat peraga. Sayangnya, tes ini tidak praktis dalam hal jumlah peserta tes dan lamanya waktu. Berkaitan dengan reliabilitas, reliabilitas diri penguji cukup tinggi tetapi reliabilitas antar penguji masih rendah. Tugas tugas tes dalam tes lisan sekolah memiliki kebenaran situasional dan interaksional. Ulasan balik penguji terhadap penampilan siswa mempunyai pengaruh balik yang positif pada motivasi belajar mereka, kebiasaan belajar dan bahan ajar. Di sisi lain, metode mengajar masih didominasi oleh penjelasan guru.
Penemuan dari penelitian ini juga menunjukkan bahwa dua partisipan tersebut serius usahanya untuk mendapatkan nilai maksimal. Kesulitan akan xvii dijadikan sebuah tantangan dan kesalahan akan menjadi motivasi untuk lebih baik lagi. Namun, perasaaan khawatir tidak lancar, takut banyak melakukan kesalahan dan cemas ketika menunggu hasil tes tidak dapat dihindari. Harapannya adalah guru seharusnya komunikatif, memiliki sikap yang tegas, memperkaya bahan ajar dan mengajarkan mereka menjadi siswa yang mandiri. xviii
STUDENT PERCEPTION OF THE SCHOOL SPEAKING TEST A THESIS Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M Hum) in English Studies By ZUMRI SUATMI 056332036 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2010
A THESIS
STUDENT PERCEPTION
OF THE SCHOOL SPEAKING TEST
By
Zumri Suatmi
056332036
Approved by
- --------------------------------- FX. Mukarto, Ph.D. Adviser Yogyakarta, 07 June 2010
STUDENT PERCEPTION
OF THE SCHOOL SPEAKING TEST
A THESIS
Presented by
Zumri Suatmi
Student Number :
056332036
Defended before the Theses Committee And declared acceptable
THESIS COMMITTEE
Chairperson : F.X. Mukarto, Ph.D. _________________
Secretary : Dra. Novita Dewi, M.S., M.A (Hons)., Ph.D._________________
Members : 1. Dr. Fr. B. Alip, M.Pd., M.A. _________________
2. Dr. J. Bismoko _________________ Yogyakarta, 24 June 2010 The Graduate Program Director Sanata Dharma University Prof. Dr. Augustinus Supratiknya
STATEMENT OF ORIGINALITY
This is to certify the originality of the written study. To the best my knowledge and belief, all ideas, statements, and sentences, unless otherwise stated, are ideas, statements, and sentences of the writer. The thesis contains no material previously published or written by another person except where due reference is made in the thesis itself.
Yogyakarta, 24 June 2010 Zumri Suatmi
ACKNOWLEDGEMENTS
First of all I would like to thank God, Allah, who has granted me spiritual force, health, safety and an opportunity to continue my education in the English graduate program. Everything I get in my life is not separated from His gift and generosity. In this occasion I also want to thank to my parents who have never been tired to encourage me to be a patient and wise mother, and a meaningful person for others.
Second, I would like to express my sincere thanks to my adviser, Pak Mukarto (Drs. FX. Mukarto, M.S., Ph.D.) for his guidance and constructive feedback throughout all the various stages of this research. I am also grateful to English Language Studies lecturers for the chance to participate in their classes. Participating in their classes has indeed encouraged me to regard the time, cooperate with others and increase insight and knowledge.
Third, I would also like to thank my family for their support, particularly my husband, Suparjo, not only for his loyalty to accompany and pick me up during my study, but also for his patience and encouragement for many hours I spent working on my thesis. Special thanks must also go to my beloved son, Vian Ardhi, and my cute daughter, Viegy Noor, who make me motivated to finish this thesis because they are my spirit in life.
Fourth, my appreciation goes to both students from SMK N 1 Pengasih, Marsiyam and Lina as the research participants in this study. This study would not have been possible without their participation -any insight arising from the study is due to their willingness to share their experiences in doing the school speaking test.
Finally, I would like to express my gratitude to the headmaster (Drs. H. Rumawal) for facilitating my access to the students, and my colleagues who cannot be mentioned one by one in SMK N 1 Pengasih, for their support, assistance, encouragement and tolerance. My gratitude also goes to LPMP Yogyakarta, Pemda
Kabupaten Kulon Progo and Dinas Pendidikan Kabupaten Kulon Progo for the
assistance, encouragement and support given to me throughout the duration of this study. Without their support this thesis could not have been completed.
Yogyakarta, 24 June 2010 Zumri Suatmi
TABLE OF CONTENTS
Page TITLE PAGEi ………………………………………………………
APPROVAL PAGE
ii ………………………………………………..
THESIS DEFENSE APPROVAL PAGE iii ………………………... STATEMENT OF ORIGINALITY iv
………………………………
ACKNOWLEDGEMENT S
v ……………………………………....
TABLE OF COTENTS
vii ……………………………………………
LIST OF TABLES
xi … ………………………………………………
LIST OF FIGURES
xii … ……………………………………………..
CODING SYSTEM
xiii ….…………………………………………….
ABSTRACT
xiv ………...…………………………………...………….
INTISARI
xvi …………………………………………………………..
I. INTRODUCTION
1 ……………………………………………… A.
1 Background ……………………………………………………...
B. Problem Identification 5 ………………………………..................
C.
7 Problem Limitation ……………………………………………...
D.
8 Problem Formulation…………………………………………….
E.
8 Research Goals and Objectives………………………………….
F.
8 Research Benefits ……………………………………………….
II. REVIEW OF RELATED LITERATURE
11 …………………. A
11 Theoretical Review ……………………………………………...
1.
11 Perception ………………………………..………………….
2. Speaking Skill 14 s..…………………………………………….
3.
15 Speaking Test………………………………………………..
4 The Area of Speaking Test
16 Situation………………………...
a.
16 Speakers ………………………………………………...
b.
17 Test tasks ……………………………………….............
c.
20 Raters …………………………………………………...
d.
21 Criteria ………………………………………………….
5.
23 Some Principles in Speaking Test …….…………………..
a.
24 Validity ………………………………………………… 1.
25 Face Validity ………………………………..........
2.
26 Content Validity ………………………………….
b.
27 Reliability ……………………………………………… c.
28 Practicality ……………………………………………..
d.
30 Authenticity …………………………………………… e.
31 Backwash Effect ………………………………………..
6. Current Issues in the School Speaking Test in Kulon Progo
33 ….
B.
35 Theoretical Framework…………………………………………..
III. METHODOLOGY.....................................................................
39 A. Research Method 39 ………..….…………………………………...
B.
40 Nature of Data …….………………….………………………….
C.
41 Data Setting and Sources ………………………………………..
1.
41 Setting ………………………………………………………...
2.
42 Participants …………………………………………………...
D.
45 Data Gathering Instruments and Data Collection ……………….
1.
46 Constructing Interview Questions ……………………………..
56 2. Conducting In-depth Interview …………………………….......
E.
57 Data Collection Techniques ……………………………………..
F.
59 Data Processing ………………………………………………… G.
59 Data Analysis ……………………………………………………...
H. Trustworthiness in Research Findings
62 ……………………………..
IV. ANALYSIS .................................................................................
2. The Student Action as The Effort to Do The Test Well …..
b. Fluency ………………………………………………….
Reliability ……………………………………………….
…………………………………… 117
C. Findings and Discussions 121
121 a. Validity…………………………………………………..
1. Face Validity…………………………………………..
2. Content Validity ……………………………………… 121 121 123 b.
126 d. Authenticity ……………………………………………..
124 c. Practicality ………………………………………………
116
128 e. Backwash Effect ………………………………………...
131
2. The Student Action ……………………………………......
132
3 The Student Expectation for The Possible Improvement of The School Speaking Test
115 d. Attitude …………………………………………………
64 A. Data Presentation …………………………………………………
72
64 B. Data Analysis ……………………………………………………..
71
1. The Student View about The Effectiveness of The School Speaking Test……………………………………
72 a. Validity ………………………………………………….
1 . Face Validity …………………………………….
2 . Content Validity …………………………………
72
112 c. Choice of Words and Expressions ………………………
79 b. Reliability ……………………………………………….
84 c. Practicality ………………………………………………
90 d. Authenticity ……………………………………………
96 e. Backwash Effect ……………………………………….
102
111 a. Accuracy in Pronunciation ……………………………...
111
1. The Student View about The Effectiveness of The School Speaking Test………………………………………………..
133 b. Fluency …………………………………………………..
a. Accuracy in Pronunciation ……………………………….
134 c. Choice of Words and Expressions ……………………….
135 d. Attitude …………………………………………………..
136
3 The Student Expectation ……………………………………
137 V. CONCLUSION……………………………………………….. 140
A. Conclusions of The Research ……………………………………
140 B. Suggestions ………………………………………………………
143 BIBLIOGRAPHY……………………………………………………. 146
APPENDICES : Appendix 1 : Interview Data Appendix 2 : Test Evaluation Sheet Appendix 3 : Statement of Acquiescense
LIST OF TABLES
Table 3.1 Blue Print for Interview Questions on The Criteria of TheSchool Speaking Test …………………………………..
46 Table 3.2 Blue Print for Interview Questions on The student Actions and Expectations ……………………………………….