ASSESSMENT OF YOUNG LEARNERS OF ENGLISH : A Case Study in a Public Primary School in Bandung.

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Assessment of Young Learners of English

(A Case Study in a Public Primary School in Bandung)

A Thesis

Submitted in partial fulfilment of the requirements for the Master’s degree in English

Education

By:

Dewi Selviani Yulientinah (0908075)

ENGLISH DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

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ASSESSMENT OF YOUNG LEARNERS OF ENGLISH

(A CASE STUDY IN A PUBLIC PRIMARY SCHOOL IN

BANDUNG)

Oleh:

Dewi Selviani Yulientinah S.S. Universitas Padjadjaran, 1997

Sebuah Tesis yamg diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Sekolah Pasca Sarjana

©Dewi Selviani Yulientinah 2014 Universitas Pendidikan Indonesia

Mei 2014

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhnya atau sebagian dengan dicetak ulang, difotokopi, atau cara lainnya tanpa ijin dari penulis

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APPROVAL PAGE

Assessment of Young Learners of English

(A Case Study in a Public Primary School in Bandung)

by:

Dewi Selviani Yulientinah 0908075

Approved by:

Prof. Dr. H. Didi Suherdi, M.Ed. Main Supervisor

Prof. Dr. Didi Sukyadi, M. A. Co- Supervisor

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENTS

Page

Approval Page ... ii

Abstract ... iii

Acknowledgments ... iv

Table of Contents ... v

List of Tables ... vii

List of Pictures ... viii

List of Appendices ... ix

CHAPTER ONE: INTRODUCTION 1.1 Background of the Study ... 1

1.2 Research Questions ... 5

1.3 Purpose of the Study... 5

1.4 Significance of the Study ... 6

1.5 Scope of the Study... 6

1.6 Organization of Thesis ... 6

CHAPTER TWO: LITERATURE REVIEW 2.1 Young Language Learners (YLLs) ... 8

2.1.1. Definition of YLLs ... 8

2.1.2. The Characteristics of YLLs ... 9

2.1.2.1. Cognitive, Social and Emotional, and Physical Growth 10 2.1.2.2. Literacy ... 10

2.1.2.3. Vulnerability ... 12

2.1.3. How Children Learn the First Language ... 12

2.1.4. How Children Learn a Foreign Language ... 13

2.1.5. Creating Optimal Conditions for Foreign Language Learning for YLLs ... 15

2.2 Definition of Assessment ... 15

2.3 Assessment Procedures for YLLs ... 16

2.4 Purposes of Assessment... 17

2.5 Different Sorts of Assessment for Different Reasons ... 20

2.5.1. Formal and Informal Assessment ... 20

2.5.2. Formative and Summative Assessment ... 21

2.5.2. Criterion-Referenced and Norm-Referenced Assessment... 22

2.6 Assessment Techniques ... 22

2.6.1. Observation ... 23

2.6.2. On-the-run Assessment ... 24

2.6.3. Conferences ... 25

2.6.4. Portfolio ... 26

2.6.5. Contracts of Work and Projects ... 28

2.6.6. Self- and Peer-assessment ... 29

2.6.7. Classroom Tests ... 31

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

2.7.1.Assessment of Listening... 32

2.7.1.1. Assessment of Phonemic Awareness ... 32

2.7.1.2. Assessment of Listening Comprehension ... 33

2.7.2. Assessment of Speaking ... 34

2.7.2.1.Assessment of Vocabulary ... 36

2.7.2.2. Assessment of Pronunciation ... 37

2.7.2.3. Assessment of Grammar ... 37

2.7.3. Assessment of Reading ... 38

2.7.4. Assessment of Writing ... 40

2.8 Assessment Standards for Elementary Level in Indonesia ... 41

2.9 English Competency Standards of Elementary Level in Indonesia 44 CHAPTER THREE: METHODOLOGY 3.1 Research Design ... 47

3.2 Research Site and Participants ... 47

3.3 Data Collection Techniques ... 47

3.3.1. Observation ... 47

3.3.2. Interview ... 48

3.3.3. Document Analysis ... 48

3.4 Data Analysis Techniques ... 49

3.4.1.Data from Observation ... 49

3.4.2. Data from Interview ... 49

3.4.3. Data from Documents ... 49

CHAPTER FOUR: FINDINGS AND DISCUSSION 4.1 Purposes of Assessment ... 51

4.1.1. Formative ... 51

4.1.2. Summative ... 53

4.1.3. Informative ... 57

4.1.4. Diagnostic ... 61

4.1.5. Evaluative ... 62

4.2 Assessment Techniques ... 64

4.2.1. On-the-run Assessment ... 66

4.2.2. Self- and Peer-assessment ... 72

4.2.3. Classroom Tests ... 77

4.3 Language Skills Assessed ... 85

4.3.1. Assessing Listening ... 86

4.3.2. Assessing Speaking ... 90

4.3.3. Assessing Reading ... 96

4.3.4. Assessing Writing ... 98

CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS 5.1 Conclusions ... 104

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

BIBLIOGRAPHY APPENDICES

LIST OF APPENDICES

Appendix 1 An example of Transcript of Classroom Observation Appendix 2 Interview Form

Appendix 3 Transcripts of Interview

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF TABLES

Page

Table 2.1. Characteristics of Younger and Older Learners...………. 9

Table 2.2. Widely Held Expectations of Literacy Development………… 11

Table 2.3. A simple self-assessment tool ……… 29

Table 2.4. Student’s Oral Language Obsevation Matrix………..… 35

Table 2.5. Some Characteristics of Reading Ability....……… 38

Table 4.1. The Frequency of Assessment Techniques...……… 64

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF PICTURES

Page

Picture 2.1. An example of a teacher-constructed observation checklist…... 24

Picture 2.2. A class recording sheet for incidental or planned observation…... 24

Picture 2.3 An example of sample criteria for a portfolio ………….……... 27

Picture 2.4. An axample of a contract ...………….……... 28

Picture 2.5. Self-assessment sheet... ...………….……... 30

Picture 2.6. An example of peer-evaluation sheet...………….……... 31

Picture 2.7. An example of a simple phonemic awareness assessment sheet ... 32

Picture 2.8. A group of pictures of different fruit... 33

Picture 2.9. An example of a vocabulary network... 36

Picture 2.10. An example of Story Elements Map... 39

Picture 2.11. An example of Sequence of Events Story Map... 40

Picture 4.1. An example of middle term exam questions of first grade... 55

Picture 4.2. Assessment record of fourth grade... 58

Picture 4.3. An example of classroom test of the first grade... 77

Picture 4.4. An example of classroom test of the second grade...79

Picture 4.5. An example of classroom test of the fifth grade... 81

Picture 4.6. An example of classroom test of the third grade... 83

Picture 4.7. An example of classroom test of the fourth grade... 84

Picture 4.8. An example of reading assessment of the fifth grade...97

Picture 4.9. An example of writing assessment of the first grade... 98

Picture 4.10. An example of writing assessment of the second grade... 99

Picture 4.11. An example of writing assessment of the third grade... 101

Picture 4.12. An example of writing assessment of the fourth grade... 101

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

This study aims to investigate real assessment practice in Young Language Learners (YLLs)’ classrooms. The purpose of this study is to investigate the purposes of assessment in English language teaching of YLLs, assessment techniques used, and language skills assessed. The research design of the study is a case study. The data were collected through 30 clasroom observations, interviews with 5 English teachers and document analysis on students’ work and assessment records. There were three results of the study. First, the study indicates that teachers of YLLs conducted assessment for five purposes. The purposes are: (1) formative purpose, (2) summative purpose, (3) informative purpose, (4) diagnostic purpose, and (5) evaluative purpose. Second, the study also reveals that teachers conducted three assessment techniques, namely on-the-run assessment, self- and peer-assessment, and classroom tests. The most frequently conducted assessment technique was on-the-run assessment, followed by classroom tests and self- and peer- assessment. Third, the study indicates that all four language skills, namely listening, speaking, reading, and writing skills were assessed by the teachers of YLLs. The most frequently assessed language skill by the five teachers was the writing skill, followed by speaking, and then reading and listening. The conclusion is that assessment conducted in the YLLs’ classroom still does not fulfill assessment standards stated both in theories and government regulations about assessment for YLLs.

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER ONE INTRODUCTION

In this introductory section, background of the study is provided along with a brief theoretical overview. In this chapter, research questions that the study aims to answer are proposed. Purpose of the study, scope of the study, and siginificance of the study to the educational fields are also included.

1.1. Background of the Study

In recent years, the number of children that learn English as a second or foreign language has been growing considerably (Brewster, Ellis, Girard, 2003: 1; Alderson and Bachman in McKay, 2006). Introducing early English learning is caused by the “strong „folk‟ belief” that “young children learn languages better and more easily than other children” (Brewster, Ellis, Girard, 2003: 1). By starting English language learning since early grade in primary school, the duration for English language learning will be longer. Theoretically, this longer period of learning will result in better English language acquisition since students will get much more English exposure. It is also believed that mastering English since early age will give more opportunities for children to gain economic, cultural or educational advantages (Brewster, Ellis, Girard, 2003: 1; Alderson and Bachman in McKay, 2006). It is important to master English, both speaking and writing skills because it is one of key factors that may lead academic success and socioeconomic success may follow after that (Verdugo and Flores, 2007: 184).

This growing trend puts pressure on the governments around the world to introduce early English learning (Pinter, 2006: 3). In some countries, English has not been introduced until secondary schools but in many countries, English has been included in the curriculum since primary school.

In Indonesia, English language teaching for elementary level has been held for about 10 years. The English teaching policy is based on Education and Culture Department policy No. 0487/4/1992 Chapter VIII concerning Local Content Curriculum which states that schools can add some subjects into their curriculum as long as the subjects are not against the

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

aim of national education. This policy is also strengthened by the decree of Ministry of Education and Culture Number 060/U/1993, 25 February 1993 concerning elementary curriculum (www.depdiknas.go.id) which enables English teaching and learning to be conducted since fourth grade. These policies have been responded positively (Suyanto, 2005). Elementary schools that have the capabilities to hold English subject programs and feel the urgent need of it, compete to hold English language teaching and learning programs. Since the issuance of the decrees, the number of district and city governments all over the country that offer English classes at the elementary school level, has increased (Musthafa, 2010: 120). In some schools, English subject is not given until the fourth grade but in some schools, English subject has been given since the first grade. English subject in elementary school is listed as a local content (muatan lokal) subject. At the beginning English subject has been positioned as an optional local content subject but along the way, in many provinces, now English subject has become an obligatory local content.

This growing trend of early English teaching and learning may lead to a great concern that is teachers may have to teach the young language learners (YLLs) and assess them without any special training both on teaching YLLs and assessing them (Hasselgreen, 2005: 340). It is a general knowledge that most teachers for YLLs are not equipped with adequate training or education background in teaching YLLs (Hasselgreen, 2005: 353) let alone adequate training or education in language assessment (Alderson and Bachman in McKay, 2006; Hasselgreen, 2005: 353).

These facts are shown by some surveys carried out in Norway, Taiwan, and Indonesia. The survey in Norway shows that 65% of English teachers in primary schools have no formal competence in it (Hasselgreen, 2005: 353). Same thing happens in Taiwan. From a questionnaire-based survey on 166 primary English teachers in Taiwan, only 46,27% of the respondents that have qualification specific to the English teaching and 41,25% of them do not have either a qualification specific to the English teaching or general primary teaching qualification (Wang, 2008). The case in Indonesia is no difference. Survey shows that 80% of teachers in 10 regions in Java and Sumatra are still not qualified in teaching English for YLLs (Suyanto, 2005). This is also supported by the research conducted by Chodidjah (in Suyanto, 2005) showing that in DKI Jakarta only 20% of English for YLLs teachers are

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

qualified. The results of the surveys raise an important issue that is whether those teachers who are considered unqualified are capable in assessing YLLs well.

Teacher factor is one of the most important roles in the success of any English teaching and learning (Richards and Rodgers, 2001: 29; Pinter, 2006: 3; Nunan, 1998: 7; Lewis, 2002: 41). Teachers have an important role to create and manage the conditions in which students can learn effectively (Richards and Rodgers, 2001: 29; Moon, 2000: 148). In order to know whether learning has run effectively, teachers conduct assessment. Assessment enables teachers to get feedback on their teaching and students to get feedback on their learning in order to develop further (Moon, 2000: 148). Assessment also functions as a tool to know whether learning is taking place, whether YLLs are developing and making progress, and to what extent teachers are achieving their teaching goals or intentions (Moon, 2000: 148). Assessment is an important aspect of teaching and learning (Lang and Evans, 2006: 132). It is inseparable from teaching and learning process (Pinter, 2006: 131). Assessment is a critical aspect in promoting “more powerful learning” (Marsh, 2008: 261) and recording students‟ performance (Lang and Evans, 2006: 161). Language assessment has the potential to ensure that English language learning students “are on course to becoming literate and able participants in English language classroom settings” (O‟Malley & Pierce, 1996: 3). When conducted appropriately, assessment can appropriately identify students‟ ability, and help teachers and other related parties to monitor students‟ progress and design proper programs for the students. Assessment can help students to learn (Tomlinson, 2005: 39). Therefore, in term of assessment, teachers play a very important role. It is their role to interpret “assessment principles and frameworks” by making assessment decisions based on their knowledge of the teaching and learning process and their knowledge on YLLs (McKay, 2006: 5).

However, as the result of the lack of training both in teaching YLLs and language assessment, most English for YLLs teachers in many parts of the world use „paper and pencil tests‟ as major tools of assessment (Rea-Dickins and Rixon, 1999 in Pinter, 2006: 132). Teachers conduct these kinds of test because they are relatively easy to conduct (Pinter, 2006: 132; Cameron, 2001: 218). Another reason why most young learner teachers prefer to choose paper and pencil tests is that they think their work is already overload without additional assessment tasks (Hills, 1999). Conducting assessment system that fit YLLs may demand

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

“new skills, new knowledge, and possibly more time” (Hills, 1999). That is why eventhough most teachers do not believe in those kinds of tests, they still conduct them anyway.

Traditional assessment methods like paper and pencil tests can be problematic forYLLs (Pinter, 2006: 131). They are also generally inappropriate for YLLs (Notari-Syverson, Losardo and Lim, 2003: 41). The activities that YLLs do during teaching and learning process cover activities like singing songs, participating in stories, participating and games and those activities are not easy to assess objectively (Pinter, 2006: 133). Assessing those activities by using paper and pencil tests will only result in inaccurate assessment. By inaccurate it means that the tests will not be able to show that YLLs are learning and the progress they are making. Inappropriate assessment leads to “inaccurate identification”, “inadequate monitoring of student progress”, and eventually leads to bigger problem, that is “the long-term failure of instruction” (Cummins 1984 in O‟Malley & Pierce, 1996: 3).

In order to avoid ineffective and inappropriate assessment for YLLs, teachers need to be have adequate knowledge of language assessment that fits the characteristics of YLLs. According to Hasselgreen (2005: 338-339), assessment procedures for YLLs should follow the following demands:

1. Tasks should be appealing to the age group, interesting and captivating, preferably with elements of game and fun.

2. Many types of assessment should be used, with the pupil‟s, the parents‟ and the teacher‟s perspectives involved.

3. Both the tasks and the forms of feedback should be designed so that the pupil‟s strengths (what he or she can do) are highlighted.

4. The pupil should, at least under some circumstances, be given support in carrying out the tasks.

5. The teacher should be given access to and support in understanding basic criteria and methods for assessing language ability.

6. The activities used in assessment should be good learning activities in themselves.” It is also a must that assessment to be conducted by people who are “adequately trained”, and have adequate experience in using the assessment tools (Espinosa and Lopez, 2007: 25). However, as mentioned earlier, in reality, most teachers for YLLs in Indonesia are not equipped with English teaching skill let alone teaching and assessing YLLs skill

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

(Suyanto, 2005; Musthafa, 2010: 120). English for YLLs teachers are often teachers who are forced by the headmasters to teach English (Suyanto, 2005). Without adequate training and education background these teachers have to teach English for YLLs since very often, there is limited number of teachers (Suyanto, 2005). A research conducted by Suyanto shows that teachers for YLLs do carry assessment in their classes (Suyanto, 2005). The concern is, however, whether these teachers who do not sufficient training and education in both teaching English for YLLs and assesing YLLs will be able to conduct valid and fair assessment.

Based on the concern above, this study attempts to investigate real assessment practice in English for YLLs classrooms. This study attempts to investigate the purposes of assessment in English language teaching of young language learners (YLLs), assessment techniques used, and language skills assessed in elementary level in Indonesian context. The study does not attempt to capture the whole phenomenon of assessment practice in the whole year of English language teaching. It focuses on the phenomenon captured through 6 observations in each class and document analysis on the assessment process in 6 meetings.

1.2. Research Questions

The study is conducted to answer the following questions:

1. What are the purposes of assessment in English language teaching for YLLs? 2. What assessment tehcniques are used?

3. What language skills are assessed?

1.3. Purpose of the Study

The study investigates how YLLs in a public primary school in Bandung, are assessed. In particular, the purpose of this study is addressed to:

1. Investigate the purposes of assessment in English language teaching of YLLs. The purposes of assessment are viewed from three points of view: the teachers‟ point of view, the relevant theories, and curriculum for English teaching for elementary level in Indonesia.

2. Investigate assessment tehcniques used in English for YLLs teaching and learning process. The assessment techniques data are taken from the observations and document

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

analysis which then are viewed from the theories of assessment techniques for YLLs and curriculum for English teaching for elementary level in Indonesia.

3. Investigate language skills assessed in English for YLLs teaching and learning process. The language skill focus in the assessment are viewed from the theories of language skills assessment for YLLs and curriculum for English teaching for elementary level in Indonesia.

1.4. Significance of the Study

The study has significances for three aspects, namely theory development, the educational practice and the professional development of English education especially of the English for YLLs teaching in Indonesia. For the theory development, this study has the potential to enrich the literature of English for young learner teaching, especially of assessment of English for YLLs. For the educational practice, the study results in the portrait of YLLs‟ assessment which can be the foundation in making better policy concerning English for YLLs teaching eventhough the portrait captured here is only a small part of the whole English for YLLs teaching. Lastly, for the professional development of English education especially of the English for YLLs teaching, this study is expected to enhance teachers‟ performance in assessing YLLs.

1.5. Scope of the Study

The study investigates 5 classes in a public primary school in Bandung. The study investigates what the purposes of assessment in English language teaching for YLLs are, what assessment techniques are used, and what language skills are assessed in elementary level in Indonesian context. The study, however, does not attempt to capture the whole phenomenon of assessment practice in the whole year of English language teaching. It limits the scope of the study on the phenomenon captured through 6 observations on 6 meetings in each class, interviews on 5 English teachers and document analysis on the assessment process

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

in 6 meetings. All the data found and and discussed is the representative of the assessment practice during that period of time only.

1.6. Organization of the Thesis

The organization of this thesis is framed as follows. Chapter I consists of background of the study, research questions, purpose of the study, significance of the study, scope of the study, and the organization of the thesis. Chapter II presents relevant literature concerning the theories that have given shape to this study particulary to do with Young Language Learners (YLLs), definition of assessment, assessment procedures for YLLs, purposes of assessment, different sorts of assessment for different reasons, assessment techniques, assessment of language skills, assessment standard based on Indonesian elementary curriculum and English competency standard for elementary level in Indonesia. Chapter III outlines the design and the research methodology. It includes research design, research site and participants, data collection techniques and data analysis techniques. Chapter IV discusses the findings and discussion of the study. Finally, this thesis is concluded with Chapter V which provides conclusions drawn from the discussion in Chapter IV as well as recommendations for further research.

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER THREE METHODOLOGY

This chapter discusses some aspects related to the methodology. It includes research design, research site and participants, data collection techniques and data analysis techniques.

3.1. Research Design

This study employed qualitative case study research design. Case study design was chosen because it was similar to the nature of a case study, that is a study focusing on a bounded system comprised of an individual, institution, or entity and the site and context in which social action takes place (Hood, 2009: 69). This study was conducted in a public primary school in Bandung.

3.2. Research Site and Participants

The study was conducted in Grade 1, Grade 2, Grade 3, Grade 4, and Grade 5 of a public primary school in Bandung. This school was chosen because it was a national standard school. As Verdugo and Flores (2007: 186) state that school quality has direct effects on student achievement and that the better the school quality, the better the student performance, it was assumed that teaching and learning process in a national standard school had been conducted effectively. It was also assumed that the quality of English teaching and learning in the school was also good. That is why the school was chosen as the participant.

3.3. Data Collection Techniques

The methods used in collecting research data were observation, interview and document analysis.

3.3.1. Observation

In doing the observation, direct observation was conducted. It means that the researcher was at the site but completely observed and took notes, without getting involved (Sugiono, 2008: 66; Yin in Hood, 2009: 77). The observation was conducted 6 times in Grade

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Assessment of Young Learners of English

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1, 6 times in Grade 2, 6 times in Grade 3, 6 times in Grade 4, and 6 times in Grade 5, so there were 30 observations. Each observation lasted 80 minutes (2x40 minutes). The observation was guided by an observation sheet. In recording the observation, the researcher took notes and used a video camera.

Observation was conducted to find out what assessment techniques were used (research question number 2) and what language skills were assessed (research question number 4). The data obtained from the observation were transcribed, dated and coded.

3.3.2. Interview

In this study, there were 5 teachers to be interviewed. They were English teacher of Grade 1, English teacher of Grade 2, English teacher of Grade 3, English teacher of Grade 4, and English teacher of Grade 5. All the English teachers were female. In interviewing the respondents, semi-structured interview was conducted. The interview was meant for obtaining information which was impossible to obtain from observation (Alwasilah, 2006: 154). The researcher prepared an interview guide which consists of topics to be covered and to a large extent what questions needed to be asked (Richards, 2009: 185-186). There were 18 questions in the interview guide. The questions were to do with assessment purposes, techniques, and language assessment focus. Even though there were prepared questions, the researcher also led the participants’ response in the same way as in an open interview, in which questions were not pre-determined (Richards, 2009: 185). The interview was conducted in Bahasa Indonesia, so both the researcher and the participants could obtain better understanding. The interview with each teacher lasted around 40 minutes. The interview was recorded using a recorder.

The interview was carried out to find out what the purposes of assessment in English language teaching of YLLs were (research question number 1), what assessment techniques were used (research question number 2), and what language skills were assessed (research question number 3). Just as the data obtained from the observation, the data from interview was also transcribed and then coded.

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Dewi Selviani Yulientinah, 2014

Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Documents analyzed included students’ task sheets, students’ test results that had been assessed, sylabus, lesson plan (rencana pelaksanaan pembelajaran= RPP) and teacher’ assessment record. The analysis was conducted to find out what assessment techniques were used (research question number 2) and what language skills were assessed (research question number 3).

3.4. Data Analysis Techniques

Data analysis was conducted during the research and at the end of the research. The data analyzed was the data obtained from observation, interview and document analysis. The analysis of data from each data collection technique was elaborated in the following sections.

3.4.1. Data from Observation

First, the data from the observation was transcribed. Then, the transcription was read carefully and repeatedly so that accurate data could be obtained. After that, the data transcribed was analyzed to capture the same phenomenon (Alwasilah, 2006: 159). The same phenomenon was then coded consistently (Alwasilah, 2006: 159). Next, the coded data was grouped into some categories by referring to the theories in Chapter II (Alwasilah, 2006: 161). The data was categorized based on the assessment techniques: observation, on-the-run assessment, conferences, portfolios, contract of work and projects, self- and peer-assessment, and classroom tests (McKay, 2006: 152-168); language skill assessed: assessment of listening, assessment of speaking, assessment of reading, and assessment of writing; and assessment techniques stated in decree of Ministry of National Education number 20, year 2007, 11 June 2007 (Peraturan Menteri Pendidikan Nasional Nomor 20 tahun 2007 11 Juni 2007). Finally, the data from the observation was analyzed by comparing the findings to the theories presented in Chapter II.

3.4.2. Data from Interview

First, the data from the interview was transcribed. Next, the transcription was read carefully in order to allow the researcher to obtain accurate information. The data transcribed was used to verify the data from the observation. In this case, the data from the the interview was meant for finding out the purposes of assessment that the teachers conducted: formative

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Assessment of Young Learners of English

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

purpose, summative purpose, informative purpose, diagnostic purpose, and evaluative purpose (Brewster, Ellis and Girard, 2003: 245).

3.4.3. Data from Documents

Documents analysed in this study covered students’ task sheets, students’ test results that had been assessed and teacher’ assessment record. First, the documents were coded. Then the data coded was categorized based on the theories of assessment techniques: observation, on-the-run assessment, conferences, portfolios, contract of work and projects, self- and peer-assessment, and classroom tests (McKay, 2006: 152-168); and language skill assessed: assessment of listening, assessment of speaking, assessment of reading, and assessment of writing; and assessment techniques stated in decree of Ministry of National Education number 20, year 2007, 11 June 2007 (Peraturan Menteri Pendidikan Nasional Nomor 20 tahun 2007 11 Juni 2007).

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Assessment of Young Learners of English

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CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

This chapter discusses the conclusions and recommendations of this study. This chapter is divided into two parts – conclusions and recommendations for further research. The conclusions are described based on the data which have been analyzed in interpreted in Chapter Four. The following is the descriptions of two parts of the chapter in detail.

5.1. Conclusions

The conclusions described here are made based on findings of the study which are obtained from the data from classroom observations, document analysis and interviews with five English teachers. The following is the description of each research question outlined in Chapter one, followed by the conclusion of each research question.

The first reseach question is what the purposes of assessment in English language teaching of YLLs are. The data obtained from the interview of five teachers, from the observation and document analysis indicate that teachers of YLLs conducted assessment for five purposes. The purposes are: (1) formative purpose, (2) summative purpose, (3) informative purpose, (4) diagnostic purpose, and (5) evaluative purpose. The first purpose of assessment is fomative purpose. Teachers conduct assessment because they believe that assessment can motivate learners. The second purpose of assessment is summative purpose. Teachers conduct assessment to assess students’ achievement at a particular point in time, in this case in one term. The summative assessment is conducted through the formal tests which include middle term exam (UTS) and final term exam (UAS). The third purpose of assessment is informative purpose. Teachers conduct assessment to provide teachers, students and parents with the information of students’s progress or achievement in learning. The fourth purpose of assessment is diagnostic purpose. Teachers conduct assessment to identify what students need and which students that need special support. The fifth purpose of

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assessment is evaluative purpose. Teachers conduct assessment to check students’ level of achievement.

From the data above, it can be concluded that all teachers observed have the same perception on the purposes of assessment for YLLs. They realize the importance of assessment and how assessment is inseparable from teaching learning process. However, it can also be concluded that even though they are aware how important assessment is, they are lack of knowledge and training on how to assess YLLs. They have never had any training on assessing language, let alone training on assessing YLLs. In relation with the theories and government regulation of assessment purpose in English teaching for YLLs, it can be concluded that the purposes stated by the teachers and supported by observation and document analysis are in line with the theories and assessment standard stated in decree of Ministry of National Education number 20, year 2007, 11 June 2007 (Peraturan Menteri Pendidikan Nasional Nomor 20 tahun 2007 11 Juni 2007).

The second research questions is what assessment tehcniques are used. Based on the data obtained from the observation and document analysis, it is found that teachers conducted three assessment techniques, namely on-the-run assessment, self- and peer-assessment, and classroom tests. T#2, T#3, T#4, and T#5 conducted on-the-run assessment, self- and peer-asssement, and classroom tests while T#1 conducted on-the-run assessment and classroom tests.

The data also shows that the most frequent assessment technique conducted by the five teachers observed is on-the-run assessment which is conducted 166 times. Teachers conduct classroom tests 113 times and self- and peer-assessment 19 times. Among five teachers observed, T#1 is the one that conducts on-the-run assessment most frequently. T#1 conducts this technique 72 times. The next teacher who conducts this technique most frequently is T#3 who conducts it 32 times. T#2 conducts it 25 times and T#4 conducts is 22 times. T#5 only conducts this technique 15 times.

The second assessment technique most frequently used by five teachers observed is classroom tests. This technique is conducted 112 times. Among the five teachers observed, T#3 conducts this technique most frequently (38 times), followed by T#5 who conducts it 28 times. Next, T#2 conducts it 18 times, T#4 conducts it 16 times, and the last, T#1 conducts it 13 times.

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Self- and peer-assessment is the least frequent assessment technique conducted by five teachers observed. Total frequency of this technique is 20 times. T#4 is the one who conducts this technique most frequently (16 times), followed by T#3 who conducts it 2 times. T#2 conducts it for 1 time. T#1 and T#5 do not implement this technique.

From the data above, it can be concluded that all teachers observed are aware that YLLs cannot be assessed only through one technique. They conduct three assessment techniques but they only have record on the result of assessment on classroom test technique. Therefore, the assessment record is not able to present the ability and the progress that the students have made during the learning process. In relation with the theories and government regulation of assessment techniques in English teaching for YLLs, it can be concluded that various and appropriate assessment techniques for YLLs have not been implemented thoroughly.

The third research question is what language skills are assessed. Based on the data obtained from the observation and document analysis, it is found that all four language skills, namely listening, speaking, reading, and writing are assessed by teachers of YLLs. Among the five teachers observed, T#3 and T#5 assess all the language skills. While T#1, T#2 and T#4 assess speaking and writing only.

The data also shows that the most frequent language skill assessed by the five teachers is writing (163 times). T#3 was the one who assessed writing skill most frequently (65 times), followed by T#4 who assessed writing skill 43 times. T#5 and T#2 assessed writing skill 20 times. T#1 assessed writing skill 15 times.

The next most frequent language skill assessed by the five teachers observed is speaking skill. The total frequency of speaking skill conducted by all 5 teachers observed is 126. T#1 assesses speaking skill most frequently (70 times), followed by T#2 who assesses speaking skill 24 times. T#3 assesses speaking skill 14 times, T#4 assesses it 11 times, and T#4 assesses it 7 times.

The next language skill that is most frequently assessed is reading skill. The total number of reading skill assessment is 9 times. Only one teacher conducts reading skill assessment, T#5. T#5 assesses reading skill 9 times.

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The language skill that is least frequently assessed is listening skill. Listening skill assessment is conducted only 9 times and only by two teachers, T#3 and T#5. T#5 conducts listening skill assessment 7 times while T#3 conducts it 2 times.

From the data above it can be concluded that even though all teachers conduct assessment of all language skills, they mainly focus on the grammar and vocabulary aspects. So, instead of making grammar and vocabulary assessment only as supporting parts in assessing the 4 language skills, teachers make grammar and vocabulary assessment as the main focus. Again, the main reason behind this is practical and degree of easiness reasons. In relation with the theories and government regulation of assessment of language skills in English teaching for YLLs, it can be concluded that assessment still has not covered all the four language skills maximally.

5.3. Recommendations for Further Research

able to improve teachers’ knowledge on the two main topics. The improvement in YLLs and

assessment of YLLs lead to better assessment process. Better assessment process eventually leads to better teaching and learning process.

the reality of assessment in YLLs’ classroom but the results are not be able to become role model for assessment of YLLs implementation. That is why, it is suggested that other researchers should spend more time in order to choose more appropriate school as sample,

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like school with A accreditation or bilingual school in the hope that the study will result in the profile of ideal assessment for YLLs.

The second limitation of this study is that the reseacher only observed and conducted the study on first – fifth grade classes. It is suggested that further research to conduct the study on all grades in elementary level, that is from first to sixth grade. In that way, a more thorough and representative results of the study may be obtained.

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5.3. Recommendations for Further Research

The results of the study show that there are many aspects of the assessment of YLLs that are still not in line with the characteristic of YLLs and the assessment procedures for YLLs. Based on the aim and the results, the study has the implication, that is all teachers have to get regular training on YLLs and assessment of YLLs. These trainings hopefully will be able to improve teachers’ knowledge on the two main topics. The improvement in YLLs and assessment of YLLs lead to better assessment process. Better assessment process eventually leads to better teaching and learning process.

This study has some limitations. The first limitation is that regarding the school that becomes the sample in this research. Because of the limited time and limited access to elementary schools, researcher could only pick one elementary school which even though is considered to be a school with national standard, is still far from ideal English language teaching and assessment process and assessment for YLLs. The study may be able to show the reality of assessment in YLLs’ classroom but the results are not be able to become role model for assessment of YLLs implementation. That is why, it is suggested that other researchers should spend more time in order to choose more appropriate school as sample,

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like school with A accreditation or bilingual school in the hope that the study will result in the profile of ideal assessment for YLLs.

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BIBLIOGRAPHY