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EVALUATION ON LANGUAGE LEARNING FINAL TEST

By:

Nur Laila Abas S200 090 010

GRADUATE SCHOOL OF LANGUAGE STUDIES MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2010

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sometimes the connection is bad and it will influence the quality of the voice and may cause difficulties for the test-taker. C. Can make the students satisfy with various language learning. matching actional intent with linguistic form.1. Give the student a space for carry out their autonomous works. This competence used both in written and oral respond. Seeking self-access strategies helping them to make progress in their language acquisition process. morphology. Example of simple functional text. . There are some aspect in Celce-Marcia theory that should be measured. B. The strength and weaknesses of assessing listening using mechanical devices: The strength: Help specific types of hearing loss. One of the basic competencies in high School Currilulum that should be Assessed in listening skill is ability to decode simple functional text. The Weaknesses When we use the internet connections. sentence pattern and type. namely. Listening A.Linguistic competence It relates with linguistic knowledge such as phonology. In assessing listening. such as: . Hal 134 – 135.Actional competence It is defined as competence in delivering and understanding communicative intent. This competence mostly used in understanding the communication of the speaker itself. etc. Test-takers hear: .

with appropriate volume and rate of speaking. grammar.The student then answers multiple-choice questions that address various levels of literal and inferential comprehension. If stimuli are presented from a tape... The interlocutor sets up the task.. Important elements in all listening tests are: a) the listening stimuli b) the questions c) the test environment. If stimuli are presented by test administrator. the material should be presented Clearly. fluency. The theme given by the interlocutor is used as the starting point for a general .. The testing environment for listening assessment should be free or external Distractions. comprehensibility. The listening stimuli should represent typical oral language. Each score represents only one of several traits (pronunciation.. vocabulary use.. and then takes no further part.. not consist of simply the oral reading of passages designed to be written material. etc).You will hear. the candidates speak to each other. In regard to questions.. The elaboration: Listening test typically resemble reading comprehension test except that the student Listens to a passage instead of reading it. (a) It means assessing speaking reliability can vary if clear standards for scoring are not maintained. sound quality should be excelent. 2. (b) Assessing Speaking Interpersonal speech: In this part of the test. multiple-choice items should focus on the most important Aspects or the passage and should measure skills from a particular domain. Its validity can be several depend on the objective of an assessment task.

they should ask the interlocutor or their partner to repeat what was said. Marks will not normally be lost for the occasional request for repetition. and respond to the tasks set. Credit will be given for the use of appropriate interactive strategies and candidates should be encouraged to elicit the views of their partners. Candidates should be able to talk about their interests and enthusiasms and give reasons for their views and preferences. as well as talking about themselves. The photographs will depict everyday situations and candidates are asked to give a simple description of what they can see in their photograph. The . Prepared speeches are not acceptable. This part of the test allows candidates to demonstrate both their range of vocabulary and their ability to organize develop the conversation. Candidates are assessed on their own individual performance and not in relation to each other. etc. pick up on their partner’s points and show interest in what their partners are saying. but will not take part in the task itself. Transactional speech In this part of the test. question or response. In the event of a complete breakdown in the interaction. where appropriate. the interlocutor may subtly intervene to redirect the students with further prompts. each candidate is given one color photograph to describe. at any time during the test.conversation in which the candidates discuss their own likes and dislikes. Candidates are expected to engage with the task independently. Both examiners assess the candidates according to criteria which are interpreted at a certain level. experiences. If. candidates have difficulty in understanding an instruction. negotiating turns and eliciting opinions from each other.

grammar however plays important aspect as it is the set of language rule which language users must obey.with the test administrator and one student or in a group or class setting. Discourse Management. Pronunciation and Interactive Communication. c) There are two methods in assessing speaking: 1. the student is asked to perform one or more specific oral communication tasks.interlocutor awards a mark for global achievement. the student’s behavior is observed and assessed unobtrusively. Vocabularies Particular vocabulary in certain topic is necessary for expressing anything. whilst the assessor awards marks according to four analytical criteria: Grammar and Vocabulary. to persuade the listener to adopt a certain point of view. so the control of grammar is necessary dealing with spoken communication especially in assessing speaking both in formal and informal way. The task can be administered in a one on one setting. In assessing speaking. The choice of word affect the sense of need in showing people’s intention even the simplest vocabulary will be worthy in certain condition. Some aspects should be paid attention in assessing speaking such like: a. Both observational and structured approaches use a variety of rating systems. His or her performance on the task is then evaluated. A holistic rating captures a general impression of the student's performance. b.for example. A primary trait score assesses the student's ability to achieve a specific communication purpose -. The structured approach. 2. Grammar There is possibility that errors in grammar are frequent to be done. The observational approach. The use of vocabulary to participate effectively in .

Hortatory text Please write a hortatory exposition text entitled : “ why should sex education is needed for teenagers to against free sex “ This generic structure box will help you to develop your ideas ! Thesis : Argumentative : .most formal and informal conversation on practical and social topic in surely needed. ASSESSING WRITING 1. d. Pronunciation Errors in pronunciation are frequent but can be understood since accent is intelligible though often quite faulty. It is very obvious for people often speak which is hard to understand for his fellow speaker. Comprehension There is a relation among vocabularies. Someone’s statement should be related to subject matter they are dealing with. c. a. pronunciation and grammar to give a clear description of comprehension.

…………………………. Semester . ………………………………………………………………………………. 4 4 4 4 Range 3 2 1 3 2 1 3 2 1 3 2 1 Score ( x ) . ………………………………………………………………………………. …………………………. Description The generic structure Choices of vocabulary Complexity of the sentence Grammar Comment ..Recommendation : RATING SCORE FOR HORTATORY TEXT Name Number : ………………………… .

What do you think about it ? .. What do you know about facebook? 2. 2. 3.. …………………………. I write new vocabulary that I found. Discussion text Theme : facebook should be limited Please write a discussion text about facebook should be limited and these questions below will help you to develop your ideas ! 1. . I try to translate word for word 4. Semester . I write the main idea as a guideline 5. I write English sentences everyday.………………………………………………………………………………. …………………………. I mix Indonesian words and English words in writing 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 1 b. How do you do the following / Circle one of the options ! 1 2 3 = usually = sometimes = not touch 1. …………………………. SELF ASSESSMENT FOR HORTATORY TEXT Name Date ..

Do you disagree with it? Why? 5.. ………………………………………………………………………………. …………………………. …………………………... …………………………. Tell me about your suggestion or recommendation about it ! RATING SCORE FOR DISCUSSION TEXT Name Number : ………………………… .. . ………………………………………………………………………………. Do you agree with it? Why ? 4. Semester . 4 4 4 4 Range 3 2 1 3 2 1 3 2 1 3 2 1 Score ( x ) SELF ASSESSMENT FOR DISCUSSION TEXT Name Date . …………………………. Description The generic structure Choices of vocabulary Complexity of the sentence Grammar Comment .3. Semester . ………………………………………………………………………………. How do you do the following / Circle one of the options ! 4 5 = usually = sometimes . ………………………….

I write new vocabulary that I found. I try to translate word for word 4. Able to write simple functional .6 = not touch 1. I write English sentences everyday. 2. I write the main idea as a guideline 5. Express the meaning of a functional text and simple monolog text involving descriptive text WRITING SKILL Assessment Strategy No Competence Indicator Method Test Instrument Portfolio Instrument number 1 1 Express the meaning in a written functional text like: 1. The mastery of Writing skill Competence . a. letter 3. Assessing Writing of Simple Functional text. Express the meaning in a written functional text like: shopping list. Express the meaning of a functional text. I mix Indonesian words and English words in writing 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 4. 1. 3. Competence . 2. Like .

2 Express the meaning of a functional text Like . shopping list. Able to write a functional text like. Nita Nugroho Nita . Hi. Mmm. Please write down the shopping list of each person. May I go with you? . Able to write descriptive texts Test Portfolio 3 WRITING SKILL INSTRUMENT Task 1 Portfolio Instruction. I want to go to market.shopping list. : Oh really? I also want to go there. letter. letter 1. Test Portfolio 2 3 Express the meaning of a functional text and simple monolog text involving descriptive text 1. where do you want to go? . text like.

great! .Nugroho Nita Nugroho Nita Nugroho Nita Nugroho Nita Nugroho Nita Nugroho Nita . Oww. . . what will you buy there? . I’d love too. What about you? : I want to buy potato. . Just that? . and bean. Let’s go there. spinach. yes. No… I also want to buy oranges to make orange juice. RATING SCORE TASK 1 : ………………………… : …………………………. certainly. I want to buy strawberry. . I want to make a fried chicken so I want to buy chicken. By the way. 4 Range 3 2 1 Score ( x ) ………………………………………………………………………………. . Oh. what about the fruit? . . ………………………………………………………………………………. Name Number Semester : …………………………. OK. Yes. . Description Accuracy Comment.. ……………………………………………………………………………….

: …………………………. I write new vocabulary that I found.SELF ASSESSMENT FOR TASK 1 Name Date : …………………………. 3 2 1 3 2 1 4. 2. I write English sentences everyday.. Semester : ………………………….. 5. (b)    how to check the originality of students’ writing Teacher gives the nature idea that suitable with student’s background knowledge. (c) The competence that should be measured in writing:  Discourse competence of Celce Murcia’s theory that should be measured in assessing writing . How do you do the following / Circle one of the options! 1 2 3 = usually = sometimes = not touch 1.. Make to be interested enough in the topic that learners want to say something about it. Teacher gives the nature idea that will not only be useful for them but also motivate them as well. level and age.

 Celce-Murcia et al. This gives rise to the issues of conversational structure and generic structure of written texts. When we teach how to write English texts. . The same thing holds for written communication. spoken language is more dynamically structured compared to written language whereas written language is usually synoptically structured. we need to address generic structures. The striking difference between spoken and written language is the way they are structured. (1995:14) take up this issue under the discourse competence umbrella. the structures usually used by native speakers to write with different communicative purposes. We need to be aware of what kinds of interaction we give priority to so that the students will be able to survive in the target language communication.