Skripsi

Speaking assessment as conducted by an English teacher at SMA Negeri 3 Malang / Bunga Aruma Nirmatika

Abstrak
Key words speaking assessment SMA Negeri 3 Malang. Assessment has gained more attention since the change of education curriculum affects one of education focuses from a question what must be taught to the students to a question what competence must be possessed by the students. Speaking assessment has become an important issue since the role of speaking become more central in language teaching with the invention of communicative language teaching. Assessing speaking as part of teaching speaking is more difficult than assessing the other skills especially in terms of how to score the students speaking ability. This is because there are a lot of aspects of speaking that must be considered by the teacher. In relation to the importance of assessing students speaking ability this study is intended to describe how an English teacher conducts speaking assessment. The focus of this study is speaking assessment as conducted by an English teacher at SMA Negeri 3 Malang. The discussion covers the instruments used by the teacher in speaking assessment the techniques and procedures applied in speaking assessment and the students opinion about the speaking assessment conducted by the teacher. The design of this study was descriptive qualitative since this study tried to describe speaking assessments conducted by an English teacher at SMA Negeri 3 Malang. The data were collected from the English teacher and the students. One class X7 was chosen to be observed to get the description of how the teacher conducts speaking assessment in class. To collect data some instruments were used such as observation interview documentary study and questionnaires. The findings show that the teacher used speaking scoring rubrics and speaking scoring sheets as instruments in speaking assessment. The speaking scoring rubrics used by the teacher were in the form of analytic scoring rubrics. The teacher made the scoring rubrics by adopting adapting and combining scoring rubrics from some sources. The teacher also used speaking scoring sheets to write the students speaking scores. The teacher used many variations of techniques and procedures in her speaking assessment. The teacher usually started to construct speaking assessment by looking at the standard competence and basic competence. All of the speaking tasks given to the students belong to interactive speaking since the speaking tasks require the students to perform speaking in longer and complicated interaction. The speaking tasks covered activities to become a reporter and sources of news performing dialogues containing expressions of congratulation gratitude and compliment and performing announcements. The speaking tasks made by the teacher reflected authentic tasks which involved real-life situation that applied continuous assessment since the teacher assessed the students speaking performance regularly in the classroom. Besides it was found that the teacher had implemented three stages of assessment including assessment in the pre-instruction during instruction and post-instruction. In general the students argued that speaking assessment conducted by the teacher was good. They also liked her speaking assessment. There were some reasons why the students liked speaking assessment conducted by the teacher. First the scoring of speaking ability was transparent and clear. Second the speaking assessment was fair and objective. Third the speaking assessment was simple and effective. Fourth the speaking tasks usually were done in groups. Based on the findings some suggestions can be given to follow up the findings of the study. First the English teacher is recommended to continue developing techniques and procedures applied in speaking assessment to find better techniques and procedures in the future. Second it is suggested for the school principal to pay attention to the management of lesson schedule by giving two or three days as distance between the first and second meeting of English subject since at the English subject schedule there is no distance between meeting first and second meeting. Third the future researchers could investigate how the teacher converts the raw speaking scores into the final speaking scores by using a formula.

Informasi Detail

DDC

Rs 428.3 NIR s

Prodi

Universitas Negeri Malang. Program Studi Bahasa dan Sastra Inggris, 2011.

Deskripsi Fisik

x, 90 lembar : il., tab. ; 30 cm.

Bahasa

No Reg

01829/KI/11

Edisi

Skripsi (Sarjana)--Universitas Negeri Malang, 2011

Subjek

1. BAHASA INGGRIS - BERBICARA, KETERAMPILAN

Pembimbing

1. FACHRURRAZY

Lampiran Berkas