LANGUAGE LEARNING ASSESSMENT

: Disusun Oleh
Muthiah Rahmah Khairunnisa
Nazmi Rahmadini

DOSEN
.Nina Suzane, M. PD

JURUSAN TADRIS BAHASA INGGRIS

FAKULTAS TARBIYAH DAN ILMU KEGURUAN
INSTITUT AGAMA ISLAM NEGERI (IAIN)
BATUSANGKAR
2020
 FOREWORD

Praise and gratitude the author say to Allah SWT, Almighty God, because thanks to his grace
and grace the author can complete the task of this paper. The author is also grateful for the
blessing of sustenance and health that He gave to the author so that the author can collect the
materials of this paper. The author has done all he can to complete this paper.

The author is aware that the paper that the author created is far from perfect, therefore the
author expects constructive suggestions and criticisms to improve this paper for the better.
Therefore the author please help from the readers.

Thus this paper the author made, if there is an error in writing, the author apologizes
profusely and previously the author thanked all parties who have helped to complete this
paper.
 INTRODUCTION

A. Background
English lessons are language skills subjects that are emphasized on authentic
assessment, namely listening practice, speaking skills reading and writing. As an
international language, English is a tool for communicating verbally and in writing.
Communicating is understanding and disclosing information, thoughts, feelings, and
develop science, technology, and culture. The ability to communicate in a complete sense
is the ability to speak, namely the ability to understand and produce oral or written texts
that are realized in four language skills, namely listening, speaking, reading and writing.

B. Problem Formulation
1. What is the Types of listening testing?
2. What is Types question of listening testing?
3. What is the characteristic scoring listening testing?

CHAPTER II
DISCUSSION

A. TYPES OF LISTENING TESTING

1. Discriminative listening
Discriminative Listening is an awareness of changes in pitch and loudness of sounds
and it is determining if sounds are different or the same.These activities are designed
to enahnce this listening skill:
 1) Same or different? - Call out two words andhave the children determine if
they are the same or different. For example, say bat/ bat, bat/bet.

2) Rhyming words- Practice rhyming discriminative listening skills by calling

out a few rhyming words, such as“hat, bat, rat, cat, and so on” Have the
children take turns calling out a word that rhymes with “at” as well as other
rhyming words you want to use.

3) What’s the problem? - After reading a storybook to children (one that’s

very familiar to them) have them tell you what the problem is. As you read
the story change things around so the story isdifferent somehow, to see if
they catch the changes and can tell you what theproblem is.

4) Musical moods- Play music, but change it up some by changing the pace,
make it fast, slow, loud, soft, high and low. Have the children tell you when
a sound change is made and what the change is.
5) Clap it out- After talking about syllables of words, clap out the syllables of
some words you call out, starting with a two syllable word, then three, and
so on. Repeat a word at least twice (or more if needed) so the concept is
fully graspe.
2. Comprehension listening
comprehend the meaning requires first having a lexicon of words at our fingertips and
also all rules of grammar and syntax by which we can understand what others are
saying. The same is true, of course, for the visual components of communication, and
an understanding of body language helps us understand what the other person is really
meaning.
(Narrator): Listen to a high school principal talking to the school's students
(Man): I have a very special announcement to make. This year, not
just one,but three of our students will be receiving national awards for
their academic achievements. Krista Conner, Martin Chan, and Shriya
Patel have all been chosen for their hard work and consistently high
marks.It is very unusual for one school to have so many students
receive this award in a single year.

(Narrator): What is the subject of the announcement?

In your test book, you will read:

 1. What is the subject of the announcement?
A. The school will be adding new classes.
B. Three new teachers will be working at the school.
C. Some students have received an award.
D. The school is getting its own newspaper.

(Narrator): Listen to a teacher making an announcement at the end of the

day.
(Man): Remember that a team of painters is coming in tomorrow to paint the
walls. In this box on my desk are sheets of plastic that I want you to slip over
your desks. Make sure you cover your desks completely so that no paint gets
on them. Everything will be finished and the plastic will be removed by the
time we return on Monday.
(Narrator): What does the teacher want the students to do?
In your test book, you will read:
2. What does the teacher want the students to do?
A. Take everything out of their desks
B. Put the painting supplies in plastic bags
C. Bring paints with them to school on Monday
D. Put covers on their desks to keep the paint off

3. Critical thinking
Critical listening is listening in order to evaluate and judge, forming opinion
about what is being said. Judgment includes assessing strengths and weaknesses,
agreement and approval. This form of listening requires significant real-time
cognitive effort as the listener analyzes what is being said, relating it to existing
knowledge and rules, whilst simultaneously listening to the ongoing words from
the speaker.

4. Biased listening
Biased listening happens when the person hears only what they want to hear,
typically misinterpreting what the other person says based on the stereotypes and
other biases that they have. Such biased listening is often very evaluative in
nature.
5. Evaluative listening
Evaluative listening is particularly pertinent when the other person is trying to
persuade us, perhaps to change our behavior and maybe even to change our
beliefs. Within this, we also discriminate between subtleties of language and
comprehend the inner meaning of what is said. Typically also we weigh up the
 pros and cons of an argument, determining whether it makes sense logically as
well as whether it is helpful to us.Evaluative listening is also called critical,
judgmental or interpretive listening.
6. Appreciative listening
In appreciative listening, we seek certain information which will appreciate, for
example that which helps meet our needs and goals. We use appreciative
listening when we are listening to good music, poetry or maybe even the stirring
words of a great leader. The student use ppreciative listening when they are
listening this poetry and they seek certain information which will appreciate
Adventure Quotient (AQ) Test 77 questions, 30 min.
7. Dialogic listening
The word 'dialogue' stems from the Greek words 'dia', meaning 'through' and
'logos' meaning 'words'. Thus dialogic listening mean learning through
conversation and an engaged interchange of ideas and information in which we
actively seek to learn more about the person and how they think.Dialogic
listening is sometimes known as 'relational listening'.

Margaret : Look at you!you look so great now.what have you been doing?
Really?
Joe : (1)................. i’ve been in canada for two weeks.by the way,how
about your job?
(2)...........
Margaret : . it’s in a big new hospital.My working conditions are much
better than the the last place.
Attention,please.today,we have a surprise.we’ve been offered a trip
Tony : from
our boss
Really?
(3).....................
Joe : ... ?
Tony : Bandung
(4).................
Joe : . but where is it located?
Tony : Aren’t you pleased?
Joe : Yes,of course. but tell me where it is.
 (5)........................
Margare : It’s in indonesia.
Joe : Oh,I see.that’s not so good
Tony : Don’t worry joe.my friend,lisa,who lives there,wrote to me about the
conditions in indonesia.indonesia is safe now,especially in that
twon.there is no riot.it’s just a rumour.

Key Answer
1) I think it’s usual
2) That’s great
3) Where to
4) Marvellous
5) I’m delighted to hear that

8. Relationship listening
Sometimes the most important factor in listening is in order to develop or sustain
a relationship. This is why lovers talk for hours and attend closely to what each
other has to say when the same words from someone else
would seem to be rather boring. Relationship listening is also
important in areas such as negotiation and sales, where it is helpful if the other
person likes you and trusts you.

B. TYPES OF QUESTIONS LISTENING TESTING

a) Word sets in isolation
With a simple format, this type of test is effective in learning a language. and
there are likely weaknesses in the multiple choice test: the probability of the
correct answer is 50% because there are only two options. To reduce the
consequences of guessing, we can use 3 words, and the teacher can ask with a
2-letter indicator on each of the same questions. For example: Students hear
"law – law - low" 1 2 3
"sheep -ship- ship" 1 2 3
With 3 possible answers, 3 words can be realized in a formal test situation.

b) Words in context
The second step is to insert a minimum pair of words that will be answered in
the complete sentence, and to use some sentences that may be misunderstood
because the teacher failed to observe a sharp difference in speech. Sometimes
the test uses images.

c) General Nature of The Test

 In foreign language exams, the Audio Test is designed to measure the level of
truth. Perhaps an example is a complete sentence, questions, or statements
based on facts: perhaps for a clearer, simulated conversation. But however
natural an example, the subject should resemble the types of things related to
sound, language and lexical markings by responding to how they can make a
derivative sense of the element's signal with oral communication.

d) Using a Recording Device With Direct Voice

In preparation for the conversation test, the question maker should decide what
type of tape to use on the recording device to be presented to the student. The
use of mechanical tools such as tape rekorder certainly requires a large
preparation. furthermore, if the quality of the tool is not good of course the
appearance of the test series also tends not to be good results. On the other
hand, using a good sound system is guaranteed to give the highest results of
the test series for each group's test results will easily compare them with the
other.

e) Directions requiring action responses

Test in young children, effective test using direct commands or instructions
using eliciting simple action responses as in the example below:
Please bring me a green book.
Please open the window just a little bit.
Please turn the light on and then turn it off again.
The advantage of this way is that it is easy to hear and make the formulation
very easy and the command sentences used are easy to understand by students.

f) Questions and Statements (Multiple Choice)

For teachers using this method of multiple choice test is very effective and
relatively easier by using oral stimuli. The stimulation is to use short question
sentences and the tested one-time hearing (no repetition) and without looking
at the text. These are some examples of the short questions above. The ones in
the test heard: The ones in the test read:
“ When did Tom come here?”
A. By train.
B. Yes, he did.
C. To study history.
D. Last night.

g) Dialogs (multiple choice)

This test uses stimuli and options consisting of a dialogue/ short report
followed by an understanding that asks questions in the "third voice". Answer
questions through a selection of correct answers from among several located
on the brochure. The examine hears: The examinee reads:
(Man)“Hello, Mary. This is Mr. Smith at the office.
A. At the office Is Bill feeling any better today?”
B. On his way to work
C. Home in bed
D. Away on vacation
 (Woman) “Oh, yes. Mr. Smith, He’sfeeling much better now but the doctor
says he’ll have to stay in bed until Monday”.
(Third voice) “Where is Bill now?”
This type is a dialogue that some writers love, as they finish trying out the
question types in the separation described earlier. The touch of the dialogue is
both bright and very realistic on a common test of understanding.
C. LISTENING ASSESSMENT
1) Assessment Criteria Assessment Criteria commonly used in assessing students in
the listening test are as follows:
 Comprehension
This refers to the student's understanding of understanding the intent and
response given.
 Lexical Resource
This refers to the amount of vocabulary used by students and how clear the
meaning is. This includes the variations of words used and the ability to
get a complete vocabulary.
 Grammatical Range and Accuracy
It refers to the various structures available to students and how accurately
and precisely they are used. The assessment takes into account the length
and complexity of the understanding of listening.
 Pronunciation
This refers to the student's ability to listen to understandable speech

2. Grade Grade Description assessment model

 Excelent 91 - 100
Understand all instructions without understanding difficulties so that they
can work on all instructions in a quick and precise way.
 Very good 81 -90
Understands almost all the insrtuksi even if there is a repetition in a certain
part, but can work out all the instructions correctly even if it is a bit slow.
 Good 71 - 80
Understand most of what is said / instructed when the instruction is
somewhat extended and repeated so that it is slow in doing what is
instructed, even sometimes wrong.
 Avarage 61 – 70
It's hard to follow what's instructed but there are still a lot of instructions
done correctly.
 Bad 51 - 60
It's very difficult to do what's instructed, only a small part is instructed.
 Very bad 1 - 50
Unable to carry out what is instructed, even if one instruction only.
 CHAPTER III
COVER

A. CONCLUSION
Listening skills start from the ability to understand meaning in transactional and
interpersonal conversations by using a variety of spoken languages such as greeting,
introducing yourself, and governing or forbidding. Included in this skill are thanking,
apologizing, and expressing modesty. In line with listening skills, Speaking skills reveal
meaning in simple transactional and interpersonal conversations such as greeting, introducing
oneself, and governing or forbidding. Included in these skills are asking and informing,
thanking, apologizing and expressing modesty.

B. ADVICE
As a good student it would be nice if the student became a good listener. because hearing is
one of the greatest gifts of Allah SWT. By being a good listener, we can get something
valuable and help us in shaping a bright future.
 REFERENCES
Brown, H, Douglas and Priyanvada Abeywickrama. 2010. Language Assessment Principles
and Classroom Practices (Second Edition). New York: Pearson Education, Inc

Burns, Robert B. 1995. Introduction to Research Metods. Melbourne: Longman Australia

Pty. Ltd.
Creativity of Vanansta, (2010, 14 Januari).  Listening Test. Diperoleh 11 mei 2017 dari
http://checuan.blogspot.co.id/2010/01/listening-test.html?m=1

O’Malley, J. Michael and Lorraine Valdez Pierce 1996. Authentic Assessment for English
Language Learners: Practical Approaches for Teachers. New York: Addison-Wesley
Publishing Company