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ITEM TYPES AND

TASKS FOR

ASSESSING

SPEAKING

ASMUNI GANI

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SOME POSSIBILITIES TO CHOOSE

Imitative speaking tasks.

Intensive speaking tasks.

Responsive speaking tasks.Interactive speaking tasks.

Extensive speaking tasks.

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INTENSIVE SPEAKING TASKS

Directed response (tell me he went home, tell him to

come see me).

Read aloud (for either pronunciation or fluency)

oral sentence completion (Yesterday, I )

Oral cloze procedure (Yesterday, I to the grocery

store).

Dialogue completion (T: May I help you? S: .)

Directed response (What did you do last weekend?)Picture-cued elicitation of a grammatical item (e.g.,

comparative)

Translation (into the L2) of a word, phrase, or sentence

or two.

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IMITATIVE SPEAKING TASKS.

Minimal pair repetition.Word/phrase repetition.Sentence repetition.

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RESPONSIVE SPEAKING TASKS

Picture-cued elicitation of response or description.

Map-cued elicitation of directions (How do I get to

the post office?)

Question and answer open ended (How do youlike this weather?)

Question elicitation (Ask me about my hobbies

and interests)

Elicitation of instructions (Whats the recipe forlasagna?)

Paraphrasing (of a short narrative or phone

message)

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INTERACTIVE SPEAKING TASKS

Oral interviews.

Role plays.

Discussions and conversations.Games.

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EXTENSIVE SPEAKING TASKS

Oral presentations (in academic or professional

contexts)

Picture-cued (extensive) storytelling.

Retelling a story or news event.

Translation (into the L2) of an extended text

(short story, news article)

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EVALUATING AND SCORING

SPEAKING TASKS

The evaluation of oral production performance can get

quite complicated. First, you need to be clear in specifying

the level of language you are targeting. One or more of at

least six possible criteria that follow may be your target:

1.pronunciation.

2.Fluency.

3.Vocabulary.

4.Grammar.

5.Discourse features (cohesion, sociolinguistic

appropriateness, etc.)

6.Task (accomplishing the objective of the task)

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TESTING STUDENTS SPEAKING

Ideally , there must be 3

persons that involve in

speaking test:

> The interlocutor

> The assessor> The student(s)

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CRITERIA OF SCORING SPEAKING

AN EXAMPLE

ASPEK SKOR KETERANGAN

LAFAL 1-4 Baca indikator skor 1-4

TATA BAHASA 1-4 Baca indikator skor 1-4

VOCABULARY 1-4 Baca indikator skor 1-4

KELANCARAN 1-4 Baca indikator skor 1-4

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UNTUK LAFAL

ASPEK SKOR KETERANGAN

LAFAL 4

3

2

1

Sangat jelas sehingga mudah dipahami

Mudah dipahami meskipun pengaruh

bahasa ibu dapat dideteksi

Ada masalah pengucapan sehingga

pendengar perlu konsentrasi penuh

Ada masalah pengucapan yang serius

sehingga tidak bisa dipahami

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UNTUK TATA BAHASA

ASPEK SKOR KETERANGAN

TATA BAHASA 4

3

2

1

Tidak ada atau sedikit kesalahan

tatabahasa

Kadang-kadang ada kesalahan tetapitidak mempengaruhi makna

Sering membuat kesalahan sehingga

makna sulit dipahami

Kesalahan tatabahasa sangat parah

sehingga tidak bisa dipahami

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UNTUK KOSA KATA/ VOCABULARY

ASPEK SKOR KETERANGAN

VOCABULARY 4

3

2

1

Menggunakan kosakata dan ungkapan

yang tepat

Kadang-kadang menggunakan kosakatayang kurang tepat sehingga harus

menjelaskan lagi

Sering menggunakan kosakata yang

tidak tepat

Kosakata sangat terbatas sehingga

percakapan tidak mungkin terjadi

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UNTUK KELANCARAN

ASPEK SKOR KETERANGAN

KELANCARAN 4

3

2

1

Sangat lancar.

Kelancaran sedikit terganggu olehmasalah bahasa

Sering ragu-ragu dan terhenti karena

keterbatasan bahasa

Bicara terputus-putus dan terhenti

sehingga percakapan tidak mungkin

terjadi.