NAME : RATIH AULIA FITRI

NIM : 1830104065

CLASS : TBI 6 C

LANGUAGE LEARNING ASSESSMENT

TESTNG LISTENING AND TESTING SPEAKING

1. Defenition of Listening

TESTING LISTENING

Listening is that they are clearly Listening is appreciation of other

able to hear spoken factors, the tone of the voice,
the intonation of the speakers use,
Listening is general understanding rhythm, and background noise, will
first rather than trying to pick out help students to tease meaning out
details immediately of such speech phenomena
Listening is listen to spoken
English in to let them hear different
varieties and accents.

Listening must to considered to what

levels and what assessment methods
appropriate to our students. We have also
consider too the micro and macroskills of
listening, from processing tiny bits and
pieces of language to strategic,
interactive, and complex skills of
extended discourse.
2. Assessing Types of Listening and Micro and Macroskills
1. Intensive listening tasks
Distinguishing phonemic pairs
3. Ex. Grass – glass; leave – live
Distinguishing morphological
pairs
Ex. Miss – missed;
Distinguishing stress patterns
Ex. I can go; I can’t go
Paraphrase recognition
Ex. I come from Taiwan; I’m
Taiwanese
Repetition (s repeat a word)
3. Selective listening tasks
Listening cloze
(students fill in the blanks)
Verbal information transfer
(students give MC verbal
response)
Picture cued information transfer
(students choose a picture)
Chart completion
(students feel in a grid)
Sentence repetition
(students repeat stimulus
sentence)
2. Responsive listening tasks
Question
Ex. What time is it? – Multiple
choice responses
Question
Ex. What time is it? – open
ended response
Simple discourse sequences
Ex. Hello, nice weather. Tough
test
4. Extensive listening tasks
Dictation
(students listen (usually 3 times)
and write a paragraph)
Dialogue
(students hear dialogue – MC
comprehension questions)
Dialogue
(students hear dialogue – open –
ended response)
Lecture
(students take notes,
summarize, list main points, etc)
Interpretive tasks
(students hear a poem – interpret
meaning)
Stories, narrative
(students retell a story)
 TESTING SPEAKING

Speaking means negotiating intended meanings and adjusting one’s speech to

produce

Speaking is productive performance, the oral or written stimulus must be

specific enough to elicit output within an expected range of performance such that
scoring or rating procedures apply appropriately

In Speaking, the speakers focus on the larger elements: fluency, diiscourse,

function, style, cohesion, nonverbal communication and sttategic options.

The Assesments Of Speaking

1. Intensive speaking
2. Imitative speaking, is the ability a. Directed response taks
to simply parrot back (imitate) a b. Read aloud tasks, : this task includes
word or phrase or possibly a reading beyond the setence level up to
sentence. a paragraph or two
a. Word repetition task, : c. Sentence/ dialogue completion tasks
tets-taker repeat the and oral questionnaire, : test takers
stimulus, whether it is a are required to read dialogue in which
pair of words, a one speaker’s lines have been omitted
sentence, or perhaps a d. Picture- cued tasks, : requires a
question. description from the test taker. The
b. Phonepass test,: test- pictures may be very simple, designed
takers read aloud, repeat to elicit a word or a phrase.
sentences. Say words, e. Translation (of limited streches of
and answer questions. discourse), : the test takers are given a
native language words, phrase, or
sentence and are asked to translate it.
 3. Interactive speaking, : describe as
4. Responsive speaking, : include interaction
interpersonal speech events
and test comprehension but limited level of
a. Interview, : test taker sit down
very short conversations, standard
in a direct face to face exchange
greetings and small talk, simple requests
and proceed through a protocol
and comments.
of questions and directives.
a. Question and answer, : consists of one
b. Role play, : it frees the students
or two questions from an interviewer.
to be somewhat creative in their
b. Giving instructions and dierctions, : the
linguistics output. Example:
administator poses the problem. And
pretend that you’re a tourist
the test takers responds.
asking me for directions
c. Paraphrasing, : the test takers hear a
c. Discussion and conversation
limited number of sentences and
d. Games
produce a paraphrase of the sentence.
- Tinkertroy game
d. Test of spoken english (TSE)
- Crossword puzzles
Example: - give an opinion, summarize
- Information gap grids
information
- City maps

5. Extensive speaking, : involves complex, realtively lengthy steches of discourse. Include more
transactional speech events.
a. Oral presentation,: can be presentations of a report, a paper, a marketing plan, a sales idea.
b. Picture – cued story telling, : we consider a picture or a series of a pictures as a stimulus for a
longer story or description.
c. Retelling a story, news event, : test takers her or read a story or news event that are asked to
retell
d. Translation (of extended prose), : test takers read in native language and then translate into
english.
 BIBLIOGRAPHY

Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom Practices.

San Fransisco State University.
Ayuanita, Kristanti. 2013. Assessing Listening In The Language Classroom. OKARA,
Vol. I,.116-112
Suzanne, Nina. 2014. Language Testing. Batusangkar: STAIN Batusangkar Press.