SPEAKING ASSESSMENT TECHNIQUES IN TEYL USING PROJECT-BASED LEARNING: A Descriptive Qualitative Research at One of Elementary Schools in Bandung.
Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
SPEAKING ASSESSMENT TECHNIQUES IN TEYL USING
PROJECT-BASED LEARNING
(A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
A Research Paper
Submitted to English Education Department of FPBS UPI as a partial fulfillment for the requirement of Sarjana Pendidikan degree
Nazmi Maulida 0805384
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
2013
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
SPEAKING ASSESSMENT TECHNIQUES IN TEYL USING
PROJECT-BASED LEARNING
Oleh
Nazmi Maulida
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Nazmi Maulida 2013
Universitas Pendidikan Indonesia
Juni 2013
Hak Cipta dilindungi undang-undang.
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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PAGE OF APPROVAL
SPEAKING ASSESSMENT TECHNIQUES IN TEYL USING PROJECT-BASED LEARNING
(A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
A Research Paper By
Nazmi Maulida 0805384 Approved by:
Main Supervisor, Co-Supervisor,
Prof. Dr. Didi Suherdi, M.Ed. Ika Lestari Damayanti, S.Pd., M.A. NIP 196211011987121001 NIP 197709192001122001
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu ABSTRACT
This paper entitled “Speaking Assessment Techniques in TEYL using Project-Based Learning” is a descriptive qualitative research. This paper tries to find out various speaking assessment techniques used by the teachers who apply Project-Based Learning approach, the reasons for applying these assessment techniques, and the feedbacks given by the teachers. The framework of the assessment techniques were adopted from Georgiou (2003); Pinter (2006); and Cameron (2005) or alternative assessments of Project-Based Learning and the feedbacks were adopted from Cameron (2005:239). The data collection methods were used observation, Interview, and document analysis. The samples were three English teachers at one of elementary schools in Bandung. From the research findings, it is revealed that the teachers used four assessment techniques, namely projects, traditional-test, take-home task, and observation, and three feedbacks, namely corrective, evaluative, and strategic. From the findings it can be concluded that the assessment techniques and feedbacks helped the teachers to achieve the Project-Based Learning’s goals. This paper recommends that teachers are suggested to apply suitable approach, activity, and assessment for students; the approach, activity, and assessment should be congruent with learning, children’s needs and experience.
Keywords: Speaking assessment techniques, young learners, Project-Based Learning, feedback.
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu ABSTRAK
Skripsi yang berjudul “Speaking Assessment Techniques in TEYL using Project-Based Learning” adalah sebuah penelitian yang menggunakan metode deskriptif kualitatif. Skripsi ini mencoba untuk menemukan beberapa macam tehnik penilaian yang digunakan oleh beberapa guru yang menggunakan pendekatan Project-Based Learning, dengan alasannya, dan feedbacks yang digunakan para guru tersebut. Framework yang digunakan dalam assessment techniques diadopsi dari Georgiou (2003); Pinter (2006); and Cameron (2005) atau alternative assessments of Project-Based Learning, dan feedbacks yang diadopsi dari Cameron (2005:239). Metode pengumpulan data yang digunakan berupa observasi, interview, dan dokumen analisis. Objek penelitian dalam skripsi ini adalah tiga guru Bahasa Inggris di salah satu Sekolah Dasar di Bandung. Dari hasil penelitian didapat bahwa ketiga guru menggunakan empat jenis tehnik penilaian yakni; projects, traditional-test, take-home task, and observation, and three feedbacks, namely corrective, evaluative, and strategic. Dari hasil penelitian dapat disimpulkan bahwa tehnik penilaian dan feedbacks membantu guru-guru dalam mencapai tujuan Project-Based Learning. Skripsi ini merekomendasikan agar guru-guru Bahasa Inggris menggunakan pendekatan, aktivitas, dan penilaian yang tepat terhadap siswa; pendekatan, aktivitas, dan penilaian harus sejalan dengan pembelajaran, kebutuhan dan pengalaman siswa.
.
Keywords: Speaking assessment techniques, young learners, Project-Based
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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TABLE OF CONTENTS
STATEMENT OF AUTJORIZATION………... i
PREFACE……….…. ii
ACKNOWLEDGMENTS………... iii
ABSTRACT………... v
TABLE OF CONTENTS………. vi
LIST OF TABLES………. viii
LIST OF PICTURE……….… ix
LIST OF APPENDICES………..…. x
CHAPTER I: INTRODUCTION OF THE STUDY 1.1 Background of the Study………... 1
1.2 Research Questions……… 2
1.3 Purposes of the Study………. 3
1.4 Scope of the Study………. 3
1.5 Significances of the Study……….…. 4
1.6 Clarification of Related Terms……….………….. 5
1.7 Organization of the Paper……….. 6
CHAPTER II: THE THEORETICAL FOUNDATION OF THE STUDY 2.1 Project-Based Learning (PBL) ………... 8
2.2 Assessment in Project-Based Learning……….….….. 11
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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2.4 Feedback……….. 19
2.5 Concluding Remarks……… 20
CHAPTER III: METHODOLOGY OF THE RESEARCH 3.1 Research Design………... 21
3.2 Samples……… 22
3.3 Data Collection……… 22
3.4 Research Procedures……… 25
3.5 Data Analysis………... 26
3.6 Concluding Remarks……… 27
CHAPTER IV: FINDINGS AND DISCUSSION 4.1 Assessment Techniques and Reasons……….. 28
4.2 Feedbacks………. 40
4.3 Concluding Remarks……… 59
CHAPTER V : CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions……….. 60
5.2 Suggestions……….. 62 REFERENCES
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu CHAPTER I
INTRODUCTION OF THE STUDY
This chapter presents background of the study, research questions, purposes of the study, scope of the study, significance of the study, clarification of related terms, and organization of the paper.
1.1. Background of the Study
Teaching English speaking skill as a second language to young learners is a big challenge for all English teachers because children have different characteristics that influence their knowledge achievement (Pinter, 2006 and Erikson as cited in Mooney, 2000:55 and 45). Thus, English teachers use variety of approaches to teach this skill. One of approaches used is Project-Based Learning. Project-Based Learning is an approach where students learn more actively in accomplishing a project in a small or a big group in certain period (Tomas, 2000:1).
Furthermore, the teachers are suggested to administer speaking assessment
techniques adjusted to children’s characteristics (Cameron, 2005:30). Allyn and
Bacon (1989:15) say that by using appropriate assessment techniques, teachers
help children to increase their speaking skill and assess children’s general ability.
The purposes of the assessment are to find out how far students get knowledge and assess their performance. By using assessment, teachers can
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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of their progression and improves motivation, monitor teacher’s performance and
plan next work, and able to provide information for parents, colleagues, and school authorities (Georgiou and Pavlou, 2003:5-6).
However, in some cases the assessment does not work because such inaccessible exercises which do not show what children know. Moreover, inappropriate assessment method in lower grader possibly would discourage children to learn English (ibid).
Teachers need opportunities to understand the assessment culture of their context as well as training and support in familiarizing themselves with various assessment practices and techniques. (Dickins and Rixon, cited in Pinter, 2006:133).
In teaching English speaking skill, teachers also give feedback to improve
children’s learning (Cameron, 2005:238). Feedback also helps learners to compare
the current performance against the target performance (Gipps, 1994 as cited in Cameron 2005:238).
Regarding the elaboration above, the researcher is interested to discover various speaking assessment techniques used by the teachers who use Project-Based Learning approach, the reasons for applying these assessment techniques, and the feedbacks given by the teachers.
1.2. Research Questions
The study is conducted to answer the following questions:
1. What kinds of speaking assessment techniques are used by the teachers in assessing the students using Project-Based Learning approach?
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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2. Why do the teachers use those assessment techniques in assessing the students?
3. What kinds of feedbacks are given by the teachers in assessing the
students’ speaking skill using Project-Based Learning approach?
1.3. Purposes of the Study
Based on the research questions, the purposes of this present study are:
1. To discover speaking assessment techniques are used by the teachers using Project-Based Learning approach.
2. To find the reasons why the assessment techniques are chosen to assess the students.
3. To discover the feedbacks are given by the teachers in assessing the
students’ speaking skill using Project-Based Learning approach.
1.4. Scope of the Study
The study focuses on: (1) identifying the speaking assessment techniques that the teachers used in assessing the students by using Project-Based Learning approach, (2) identifying the reasons of applying the assessment techniques used by the teachers, (3) and identifying the feedbacks given by the teachers. The framework of the assessment techniques were adopted from Georgiou (2003); Pinter (2006); and Cameron (2005) or alternative assessments of Project-Based Learning and the feedbacks were adopted from Cameron (2005:239). In this
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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study, the term young learner refers to the third and the fifth graders in one of elementary schools in Bandung.
1.5. Significances of the Study
The findings of this study hopefully contribute to teaching and learning English as a foreign language to young learners, professionally or practical benefits and theoretically.
1.5.1. Professional or practical benefits
The study is expected to give the advantages for the teachers or lecturers, school, even a language courses, also writers or journalists:
1.5.1.1. Teachers or lecturers, schools, even language courses can improve and explore a better technique in assessing English especially in assessing English speaking skill using Project-Based Learning approach. Moreover, the study hopefully shares knowledge of how to give feedback during assessment process. 1.5.1.2. Writers or journalists also can take the advantage from the
study in enriching their references of writing, especially in writing
about how to assess young learners’ English speaking skill using
Project-Based Learning.
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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The study is also expected to be useful to increase or enrich the knowledge of teaching English speaking skill for young learners as theories or reference for writers, teachers, or students.
1.6. Clarification of Related Terms
To minimize misunderstanding in comprehending the study, these are the clarification of terms
1.6.1. Project-Based Learning (PBL):
The Project-Based Learning is approach where students learn more actively in order to make a project which builds unity learning, doing, and thinking in certain period. This study observed one of elementary schools in Bandung which used Project-Based Learning as the approach.
1.6.2. Project:
Project is students’ task or assignments of learning English speaking
skill in order to create an output which improves their speaking skill at the end of certain topics (Damayanti, 2013). Through Project-Based Learning, students will explore their speaking skill and knowledge through project that they make.
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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TEYL is Teaching English to Young Learners; the study focuses on the third and the fifth graders of one elementary school in Bandung which applies Project-Based Learning approach.
1.6.4. Assessment:
Assessment techniques are tools which are used by the teachers in
order to assess the students’ level ability Allyn and Bacon (1989:84).
This study is expected to identify the assessment techniques used by
the teachers in assessing the students’ speaking skill using Project
-Based Learning approach. 1.6.5. Speaking:
Speaking is productive skill in oral mode. It involves more than just pronouncing words (SIL, International, 1999). In this study the observer focuses on the assessment used by the teachers in assessing the way the students describe something.
1.6.6. Teaching Speaking:
Teaching speaking in this study is a process of how the teachers teach young learners to speak up in English with the Project-Based Learning (PBL) approach.
1.6.7. Feedback:
Feedback is input from the teachers to the students covering corrective feedback, evaluative feedback, and strategic feedback to build up their speaking skill (Cameron, 2005:238). The study will
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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focus on how the teachers gave feedback to students in order to help
children’s learning in Project-Based Learning approach.
1.7. Organization of the Paper
The paper consists of five chapters. Each chapter has different subtopics. Below are the explanations:
Chapter I is Introduction of the Study. It consists of background of the study, research questions, and purposes of the study. This chapter also covers the scope of the study, significances of the study, clarification of related terms, and organization of the paper.
Chapter II is The Theoretical Foundation. It provides theoretical foundation related to the topic such as Project-Based Learning, assessment in Project-Based Learning, characteristics of young learners, feedback, and concluding remarks.
Chapter III is Research Methodology. It includes lists and explanation of research design, samples, data collection, research procedures, and data analysis, and concluding remarks.
Chapter IV is Findings and Discussions. It describes and explains the research findings. It presents the answers of various speaking assessment techniques used by the teachers who use Project-Based Learning approach, the reasons for applying these assessment techniques, the feedbacks given by the teachers, and concluding remarks.
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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Chapter V is Conclusions and Suggestions. It concludes whole of the study especially in presenting the findings and the observer suggestions for the next paper related with the study.
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu CHAPTER III
METHODOLOGY OF THE RESEARCH
This chapter discusses the methodology of the study. It covers research design, samples, data collection, procedures, and data analysis of the research.
3.1. Research Design
The goals of the research are to find out what speaking assessment techniques that the teachers used in assessing children, the reasons for applying those assessment techniques, and what kinds of feedback that the teachers gave in using Project- Based Learning approach. Thus, this study used qualitative descriptive as the research method.
Descriptive research provides an answer to the questions of how something happened and who was involved, but not why something happened or why someone was involved (explanatory research). (Strider, 2002).
Using qualitative research is fairly recent phenomenon in an education setting (Hatch, 2002:3). The goal in using qualitative research is to explore human behaviors within the contexts of their natural occurrence (Bogdan & Biklen, 1992; Erickson, 1986; Hammersley & Atkinson, 1983; Jacob, 1988; Lincoln & Cuba, 1985 as cited in Hatch, 2002:7). Usually, qualitative has complex report and detailed narrative (Hatch, 2002:7). He also says that qualitative researchers collect many specific details from the research setting and try to find relationships between them and/or patterns. In addition, researchers move the data analysis from specifics to analytic generalizations (Lincoln and Guba, 1995 as cited in
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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Hatch, 2002). Wolcott (1994 as cited in Hatch, 2002:9) says that qualitative emphasizes description, analysis, and interpretation.
Thus, this study used qualitative descriptive method because it generates data through the use of instruments such as field notes, checklist sheets or observation sheets, and transcriptions from observations and interviews. The study also used data from artifacts such as the assessment cards used by the teachers.
3.2. Samples
The sample used for the study was a group of teachers who teach English speaking in the third and the fifth grade in one elementary school in Bandung using Project-Based Learning approach. As Maxwell (1996:69) states that one of the goals in purposeful sampling is to capture the heterogeneity in the population.
3.3. Data Collection
The data collection methods of the study were observations, interviews, and document analysis. While doing the observation the observer used field notes and checklist sheets or observation sheets. The interview used a set of interview questions which was then transcribed. Moreover, the observer analyzed the lesson plans as the document analysis. All instruments were used to discover what speaking assessment techniques were employed, what kinds of feedback were given by the teachers in assessing children in speaking class using Project-Based
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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Learning, and discover the reasons why the teachers chose the assessment techniques. The following part will elaborate more on each instrumentation process.
3.3.1. Observations
The instruments were field notes, checklist sheets or observation sheets, and transcripts. Field notes allow observer to gain the data because it helps to memorize the situation and condition during observation (Hatch, 2002:77). The study also used checklist sheets which helped the observer to list the assessment techniques which were used by the teachers.
The observer carried out five observations for each teacher which were recorded during the teaching-learning process and then transcribed. The function of transcription at each meeting is in order to re-check and compare what the observer watched, heard, and read when analyzing the data.
The observer was helped by a technician recording the videos to capture what was happened when all actions were moving so fast, so the observer easily to analyze it. It is very crucial for the observer to have a record of the observation and it also helps to find out the linguistic rules that sample in certain settings use to build meaning together (Hatch, 2002:21). The following table shows the observations schedule.
Table 3.1.The Observation Schedule in Third Grade
No. Meeting Time Topic
1. 1st Meeting September 13th
2012
Planning Fantastic Fashion Shows
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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2. 2nd Meeting September 20th
2012
Planning Fantastic Fashion Shows (part 2)
3. 3rd Meeting September 27th
2012
King Eddie’s Family 4. 4th Meeting October 11th 2012 King Eddie’s Fashion
Show 5. 5th Meeting October 18th 2012 Choosing Indonesian
Traditional Clothes
Table 3.2.The Observation Schedule in Fifth Grade X
No. Meeting Time Topic
1. 1st Meeting September 13th
2012
Special Musical Instrument from
West Java
2. 2nd Meeting September 20th
2012
Musical Instruments Classification
3. 3rd Meeting September 27th
2012
Physical Characteristics of Musical Instruments 4. 4th Meeting October 11th 2012 Show Time Part.1
5. 5th Meeting October 18th 2012 Students’
Demonstration
Table 3.3.The Observation Schedule in Fifth Grade Y
No. Meeting Time Topic
1. 1st Meeting September 13th
2012
Indonesian Foods and Drinks
2. 2nd Meeting September 20th
2012
The Ingredients of certain recipes
3. 3rd Meeting September 27th
2012
Cooking set and the functions 4. 4th Meeting October 11th 2012 Action verbs related
with cooking
5. 5th Meeting October 18th 2012 Students’
Demonstration
3.3.2. Interviews
Hatch (2002:99) categorizes the fifteen techniques of interview strategies. One of interview strategies according to Hatch which related to this study is
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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theory- based or operational construct samples (e.g., interviewing primary teachers who teach reading via “direct instruction”). During this study an interview was conducted with the teacher who taught young learners through Project- Based Learning approach in speaking class. The interview in this study was a formal interview. According to Hatch (2002:94), formal interview is called as structured/ semi structured/ even in-depth. They always include guideline questions, and are designed to explore the level of understanding of the informant. See the appendix to see the interview guideline and the transcription.
3.3.3. Document analysis
Document analysis is used by the researcher to enrich information in qualitative study because it has a role as authentic and natural evidence. In this
study the documents were the teachers’ lesson plan (Guba and Lincoln, 1981 as
cited in Alwasilah, 2011:112).
3.4. Research Procedures
In this section several methods in collecting the data are considered. To collect the data the study used observations, interviews, and document analysis methods. The function of observation is to record every single moment in teaching process. This sample were the teachers who teach English using Project- Based Learning, especially in teaching English speaking skill in one of elementary schools in Bandung.
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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Firstly, during the observation, the observer used field notes, observation sheets, and transcriptions as the instruments in order to record all activities in the classroom. To know the way samples organized their statement, the observer transcribed each video in each meeting. The second method considered was interviews where the aim was to get answers to the research questions which are not apparent from the observation, especially finding out the assessment feedbacks given to the children by the teacher. The third method is documents analysis. To make the data more accurate, the observer used documents analysis as the evidence, such as the lesson plans. Documentary evidence can be written or video as required to complete the researcher requests (Guba and Lincoln, 1981 cited in Alwasilah, 2011:111).
3.5. Data Analysis
Creswell (2008:244-261) suggests that before analyzing qualitative data, researcher must do several preparations which include data organization, data transcript, means for analysis (exploring the data, coding the data, developing themes, layering and interrelating themes, and reporting findings).
This study analyzed three questions by using two kinds of framework i.e. the assessment techniques and feedbacks. The following are the two types of frameworks in order to analyze the answers.
Table 3.4 Assessment Techniques
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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Portfolio Learner-developed assessment tasks
Structured assessment activities/ tasks Take-home tasks
Project Work/ Projects Observation/ Assessment during Classroom Activity
Self-assessment Conferencing
Peer-assessment Combining assessment instrument
Traditional test
Adopted from Georgiou, et.al (2003); Pinter (2006); Cameron (2005), and alternative assessment of PBL
Table 3.5 Feedback
Feedback Corrective Evaluative Strategic
Adopted from Cameron (2005)
3.6. Concluding Remarks
This chapter describes the statement of research design, samples, data collection, procedures, and data analysis of the research. The following chapter will describe the findings and the discussion of the research.
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusions and suggestions, concluding the whole of the study and presenting the findings and the observer suggestions for the next paper related to the study. At first, this chapter presents conclusions of the study related to the theories used. In addition, this chapter presents suggestion for further researchers who are interested in doing study that is in the same field, speaking assessment techniques using Project- Based Learning in elementary school.
5.1. Conclusions
Assessment is an essential part in teaching and the learning process
because it can show information about children’s knowledge, ability,
understanding, attitudes, and motivation (Georgiou, et.al in 2003:4; Pinter in 2006:131; Cameron in 2005:220). Also, feedback is needed to help children in improving their learning and to compare the current performance against the target performance (Cameron in 2005: 238; Gipps in 1994 as cited in Cameron 2005:238).
First finding that we can see from the chapter four, there were four
speaking assessment techniques in assessing the students’ speaking skill which
were used by the three teachers, there are: project work/ projects, traditional tests, take-home tasks, and observation/ assessment during classroom activity. In using
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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Project- Based Learning approach, the project work/ project is needed because the students worked independently within their group, the teachers only as the facilitators. With their peer the students can practice and work together to do the project. Traditional tests are also needed to determine how far the students have developed their vocabularies as their basic material and ability to speak up in Project- Based Learning class, where students are expected to act independently. Take-home tasks are also needed in Project- Based Learning because it helped the teachers to give a clue to the students what will they do or learn in next meeting. So, take-home task functions are for reminding to the students of what they have
learnt and as a bridge or a link to know the next meeting’s lessons. Observation/
assessment during classroom activity where teachers record everything that happens in their class was studied. Observation/ assessment helped the teachers in assessing the students’ performance especially in assessing their speaking skill especially during busy periods. The use of video-taping helped the teachers to
assess the student performance already good or not, and to see the students’
reaction or response of the activities. Thus, the teachers could motivate students to improve their performance on the next job.
From the first findings, it can be concluded that the four assessment techniques were used by the teachers were appropriate for Project-Based Learning and for young learners. This is because the assessments support to fulfil
Project-Based Learning’s criteria. If the criteria are completed so the teachers can achieve
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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Second finding that we could see from the chapter four, there are three types of feedbacks according to Cameron (2005:239) which were used by the teachers, there are corrective feedback, evaluative feedback, and strategic
feedback. The teachers used corrective feedback to correct students’ performance,
especially their pronunciation of saying several target languages. Evaluative feedback is used to inform the students whether their answer/ act/ pronunciation were right or still wrong. The strategic feedback is used to evaluate also but in this case the teachers also gave some suggestions in order to improve the students’ performance. All of the feedbacks are to give the students motivation to have better performance.
5.2. Suggestions
Focus on observer’s support generally. With regard to this, those are the
suggestions for further study:
1. The observation should be conducted in a longer period. It is hoped that the observer can gather more data and have enough time to analyze the data.
2. The observation should observe the students’ response of knowing their
response with the assessment techniques and feedbacks which were already used by the teachers. It can give more accurate analysis how far the teachers support the learning process.
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu REFERENCES
Ali. (2003). English Language Teaching in Primary Schools: Policy and Implementation Concerns. Kuala Lumpur: International Languages Teacher Training Institute.
Allyn and Bacon. (Year). Instructional Planning. USA: Florida State University. Alwasilah, A. Chaedar. (2011). Pokoknya Kualitatif. Jakarta: Pustaka Jaya.
Blumenfeld, et al. (1991). Motivating Project- Based Learning: Sustaining the Doing, Supporting the Learning. The University of Michigan.
Bouma, Erin. (2005). Practical Advice for Teachers of Young Learners from the Experts. [Online] http://eng.1september.ru/2005/03/3.htm [June 30th 2013] Brown, H. Douglas. (2001). Teaching by Principles- Second Edition. San
Francisco: Longman.
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(31)
Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
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(34)
Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
Scarbrough, et al. (2004). The Processes of Project- Based Learning. Sage Publications.
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Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
effective-feedback-both-positive-and-negative.html?pagewanted=all&_r=0 [July 1st 2013]
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Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
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(2)
Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
http://answers.yahoo.com/question/index?qid=20100707122311AANk2df [June 30th 2013]
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Foss, et. al. (Year). Project –Based Learning Activities for Short-Term Intensive English Programs. Japan: Kwansei Gakuin University School of Science
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Garner, Richard. (2011). Never-ending story: how repetition helps a child's
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(3)
Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
Klein, et. al (NYC Department of Education). (2009). Project-Based Learning :
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Kuehn, Paul. (2013). Moral Values for Students: A Necessary Part of the
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York: McGraw-Hill Companies, Inc.
Lodico, et. al. (2006). Methods in Educational Research. San Francisco: Jossey-Bass.
Madsen, Harold S. (Year). Technique in Testing (Teaching Techniques in English as a Second Language). New York: Oxford University Press.
Mclaughlih, Denis. (2008). Qualitative Data Analysis. School of Educational Leadership.
Mohr. (2007). Extending English Language Learners’ Classroom Interactions Using the Reponse Protocol. [Online] http://www.readingrockets.org/aricle/26871/ [June 30th 2013].
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(4)
Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
Management Study Guide. (2008). Importance of Motivation. [Online] http://www.managementstudyguide.com/importance_of_motivation.htm [July 1st 2013]
Mansoor and friends. (1997). Project-Based Learning and Assessment. Virginia: Arlington Public School.
Nastu, Jennifer. (2009). Project-Based Learning Engages Student, Garners
Results.
Natrajan, Rajeswari. (2005). Positive Reinforcement and Rewards. West Lafayette: Purdue University.
NCCA. (2004). Assessment in Primary Schools.
Nunan, David. (1992). Research Methods in Language Learning. United Kingdom: Cambridge University Press.
Patton, Alec. (2012). Work that Matters: The teacher Guide to Project-Based
Learning. London: Paul Hamlyn Foundation.
Pinter, Annamaria. (2006). Teaching Young Language Learners. New York: Oxford University Press.
Poonpon, Kornwipa. (Year). Enhancing English Skills through Project-Based
Learning. Thailand: Khon Kaen University.
Riemer, Frances Julia. (Year). Ethnography Research.
Scarbrough, et al. (2004). Project- Based Learning and the Role of Learning
(5)
Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
Scarbrough, et al. (2004). The Processes of Project- Based Learning. Sage Publications.
Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to Children. New York: Longman.
Shin, J. K. (2006). Ten Helpful Ideas for Teaching English to Young Learners. US: English Teaching Forum.
Slattery, Mary and Jane Willis. (2009). English for Primary Teachers. New York: Oxford University Press.
Strider, Carol. (2002). Qualitative Descriptive Research Method. [Online] http://www.ehow.co.uk/info_8687891_qualitative-descriptive-research-method.html [January 10th 2013]
Taylor and Wallace. (2007). Qualitative Research in Postmodern Times. Netherland: Springer.
Terry, Carolina. (2008). How to Teach Speaking in an EFL Class. ICPNASan-Miguel.
Thompson and Joel Beak. (2007). The Leadership Book: Enhancing The Theory-
Practice Connection Through Project- Based Learning. Sage Publications.
Tomcikova, Nad’a. (2006). Developing Pronunciation with Young Learners.
German: not published. [Online] [June 30th 2013].
Tugend, Alina. (2013). You’ve Been Doing a Fantastic Job. Just One Thing. [Online]
(6)
http://www.nytimes.com/2013/04/06/your-money/how-to-give-Nazmi Maulida, 2013
Speaking Assessment Techniques In Teyl Using Project-Based Learning (A Descriptive Qualitative Research at One of Elementary Schools in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu
effective-feedback-both-positive-and-negative.html?pagewanted=all&_r=0 [July 1st 2013]
Turgut, Halil. (2008). Prospective Science Teachers’ Conceptualization about
Project-Based Learning. Marmara University.
Vicheanpant & Ruenglertpanyakul. (2012). Attitude about Project-Based Learning and Lecture Based for Develop Communication Skill. Bangkok:
EuroJournals Publishing.
Vilimec, Erik. (2006). Developing Speaking Skill.
Weir, Cyril J. (1990). Communicative Language Testing. UK: Prentice Hall International.
Widiati and Cahyono. (2006). The Teaching of EFL Speaking.
Wilson, Carla. (2009). How Important are Full Sentences when Answering
Questions?. [Online]
http://www.eltnews.com/columns/young_learners/2009/07/how_important_ are_full_sentenc.html [June30th 2013]
Woods, Peter. (1986). Inside School: Ethnography in Educational Research. USA: Routledge.