Group Discussion

Annisa Widia Tami (0304202024)

Salsabilah Ayudi Rizka ( )
Nur Annisa Rini Hastuti ( )

Assessment Instrument for Listening Skill

- Comprehension
This refers to students' understanding in understanding the intent and the response
given.
- Lexical Resources
This refers to the amount of vocabulary used by students and how clear the meaning
is. This includes variations of the words used and the ability to get a complete vocabulary.
- Grammatical Range and Accuracy
This 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
listening comprehension.
- Pronunciation
It refers to the student's ability to listen to intelligible utterances.

How to Use Assessment Instruments for Listening Skill

- Differences multiple sound test
One of the earliest steps in modern language instruction was to teach students to
distinguish between speech sound similarities but the naming of separate sounds in the target
language. Like the examples below, the teacher teaches some important words in English,
including the use of /i/ and /I/ and made in 2 columns like:
Sleep slip
Team Team
Steel still
- Type of questions
a) Word sets in isolation
With a simple format, this type of test is effective in language learning and there is a
possible weakness in multiple choice tests: the probability of a correct answer is 50% because
there are only two choices. To reduce the consequences of guessing, we can use 3 words, and
the teacher can ask with 2 letter indicators on each question at the same time.
 For example: Students listen
“law – law – low” 1 2 3
b) Words in context
The second stage is to insert at least the pairs of words that will be answered in
complete sentences, and to use some sentences that may be misunderstood because the
teacher failed to notice a sharp difference in speech.
c) General Nature of The Test
In foreign language exams, Audio Tests are designed to measure the level of
correctness. Examples might be complete sentences, questions, or fact-based statements:
perhaps for clarity, simulated conversations.
d) Using Recorder With Live Voice
In preparation for the conversation test, the question maker should decide what type
of tape to use on the recording device that will be presented to students. The use of
mechanical devices such as tape recorders, of course, requires great preparation, then if the
quality of the tools is not good, of course the appearance of the test series tends to be not
good.
e) Directions requiring action responses
Tests on young children, effective tests 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.
f) Questions and Statements (Multiple Choice)
For teachers, using the multiple choice test method is very effective and relatively
easy by using verbal stimuli. The stimulus is to use short question sentences and those who
are tested only hear once (no repetition) and do not see the text. These are some examples of
short questions on. Those who are tested to hear: Those who are tested to read:
“When did Tom come here?”
A. By train.
B. Yes, he did.
C. To study history.
D. Last night.
g) Dialogues (multiple choice)
This test uses stimuli and choices consisting of a dialogue/short report followed by an
understanding asking questions in the “third voice”. Answering questions through the correct
answer choices from among the several listed ones on the brochure.
 The examinee 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's feeling much better now but the doctor says he'll
have to stay in bed until Monday”
(Third voice) “Where is Bill now?”
h) Lecturer (Multiple Choice)
Judging according to a clear measure. Foreign students who attend institutions where
the intermediary teaches English will start with a serious obstacle if they cannot understand
and continue to deliver, according to the usual formal language style in the academic year by
unhindered conversational excellence by marking the data. Lecturers run tests to imitate,
perhaps realistically.
Below are examples of verbal questions and answers:
Right after breakfast, John went to the post office because he had an important letter
mail. When he got there, he found that the doors were locked. He'd forgotten that it was a
holiday, and so the post office was closed.
1. When did John go to the post office?
2. Why did he go there?

Advantages of assessment instruments for Listening Skill

- Ways such as direction requiring action responses that are easy to hear and make the
formulation very easy and the command sentences used are easy to understand by students.
- For teachers, using methods such as multiple choice tests are very effective and
relatively easier by using verbal stimuli.