Test Of Speaking Skill.pptx

Test of Speaking Skill

Djiwandono: Tes kemampuan berbicara dimaksudkan untuk mengukur tingkat kemampuan mengungkapkan diri secara lisan. Tingkat kemampuan berbicara ini ditentukan oleh kemampuan untuk menungkapkan isi pikiran sesuai dengan tujuan dan konteks pembicaraan yang sedang dilakukan, bagaimana isi pikiran tersebut disusun dan diungkapkan dengan tata bahasa yang wajar, pilihan kata yang tepat, serta lafal dan intonasi yang sesuai.

Heaton: • • • • •

Reading aloud Conversational exchanges Using pictures for assessing oral production The oral interview Other techniques for oral examining

Reading aloud Tests involving reading aloud are generally used when it is desired to assess pronunciation. One of the most common tasks is that of reading aloud directions or instructions to a friend, colleague, or fellow worker.

Reading aloud Instruction: First put the headset on. Make sure it is in its most comfortable position with the headband over the centre of the head. The microphone should be about 1½ inches from the mouth. To record, put the white switch to the position marked Work. Put the red switch to Speak and press the red recording button, which will now light up.

Conversational exchanges Test items in conversational exchanges are far from communicative in any sense at all and do not allow for authentic interaction of any kind.

Conversational exchanges Type 1 The testees are given a series of situations and are required to construct sentences on the lines of a certain pattern or group of patterns. It is essential that two or three models will be given to the testees so that they know exactly what is required.

Conversational exchanges The testees read or hear the situation and then make the appropriate responses as shown in brackets. Examples: Mrs. Green lives in a flat. She doesn’t like living in a flat and would like to live in a small house with a garden. (She wishes she lived in a small house with a garden.) It’s raining heavily. Tom and Anna are waiting impatiently at home to set off on their picnic. (They wish it would stop raining.) 1.

2. 3.

Mr. Black has a small car but his neighbors all have large cars. He would like a large car, too. Anna hasn’t learnt how to swim yet but most of her friends can swim. Tom is waiting for Bill outside the cinema. The show is just about to start but Bill has not arrived yet.

Conversational exchanges Type 2 This type of test item is similar to the previous type but not as strictly controlled. No model responses are given by the examiner and the students are free to use whatever pattern they wish.

Conversational exchanges A friend of yours has forgotten where he has put his glasses. He cannot see too well without them. What will you say to him? (Let me help you to look for them, etc.) You are on your way to school when it starts to rain heavily. Unfortunately you and your friend have no raincoats. There is nowhere to shelter but your school is only a hundred yards away. What do you say to your friend? (Shall we make a dash for it?/ Let’s run the rest of the way.) 1. You are trying to get to the public library but you are lost. Ask a police officer the way. 2. Your friend has just returned from a holiday abroad. What do you say to him. 3. A waitress has just brought you the bill but has totaled it up incorrectly. What do you say to her?

Using pictures for assessing oral production Picture, maps, and diagrams can be used in oral production tests in similar ways as in testing the listening skills. The students are given a picture to study for a few minutes, they are then required to describe the picture in a given time (e.g. two or three minutes).

Using pictures for assessing oral production Examiner: Last summer Lucy spent a few days with her uncle and aunt in the country. When it was time for her to return home, her uncle and aunt took her to the station. Lucy had made a lot of friends and she felt sad on leaving them. She got on the train and waved goodbye to them… Now you continue to tell this story.

The oral interview Supporters of the oral interview claim that the examination at least appears to offer a realistic means of assessing the total oral skill in a ‘natural’ speech situation. Others, however, argue that the examination nevertheless is artificial and unrealistic: students are placed not in natural, real-life speech situations but in examination situations.

Other techniques for oral examining The short talk In certain examinations students are required to prepare a short talk on a given topic. They may be allowed several days or only a few minutes in which to prepare the talk and, in some cases, they may be provided with notes or reference material.

Other techniques for oral examining Group discussion Group discussion can be used to provide an opportunity for meaningful and active involvement. Students are thus given an opportunity to use what can be termed as ‘exploratory talk’: i.e. the language people use when trying to communicate rather than when they are engaged in the mechanical production of verbal formulae or patterns.

Other techniques for oral examining Radioactivity from a nuclear power station accident will reach your area in a few hours. There is a small but very safe nuclear fallout shelter nearby, but there is room for only six people out of a total of twelve. Which six people from the following list do you think it would be most useful to save in the interests of future generations? List them in order of priority. (Note: M = male; F = female.) -

a marine biologist, aged 56 (F) a physicist, aged 25 (M) a famous musician, aged 38 (F) a farmer, aged 32 (M) an electrician, aged 49 (M) a mathematics teacher, aged 34 (F) a well-known footballer, aged 22 (M) a doctor, aged 63 (F) a university student of sociology, aged 19 (F) a fireman, aged 33 (M) a factory worker, aged 28 (F) a garage mechanic, aged 27 (M)

Other techniques for oral examining Role play Role play activities can also be used successfully to test oral communicative ability. The students involved are assigned fictitious roles and are required to improvise in language and behavior. It is advisable for the students to be given fictitious names before the role play, as these usually prove very helpful in encouraging them to act out the roles assigned to them.

Other techniques for oral examining One student acts the part of a police officer, another a bus conductor, a third a bus driver, a fourth a passenger hurrying to visit a sick friend in hospital, and a fifth a bystander who wants to be helpful. The passenger hurries to get on the bus and jumps on as it is moving off. The conductor stops the bus and tells him that the bus is full and that he must get off. The passenger can see an empty seat and he begins to argue. The bus is now in the middle of the road and is a danger to other traffic. Act the roles given.

Conclusion A comprehensive and balanced examination of oral production might thus consist of: - an oral interview involving two students; - a short problem-solving activity involving the comparison or sequencing of pictures, etc.; - a longer activity comprising group discussion (consensus-seeking activity) or a role play.

Scoring • Heaton page 98. • Heaton page 100.