COMMUNICATIVE LANGUAGE TEST FOR SPEAKING CLASS Eliza Trimadona, S.S., M. Pd. Lecturer of English Education Program Public Islamic College (STAIN) of Kerinci
is a tool to evaluate students and also the
A. INTRODUCTION According to Brown (2004:3) a test
instructional programs in school.
is a method of measuring a person’s ability,
The performance of language test is
knowledge, or performance in a given
influenced by many factors, one of those is
domain. There are three components in that
communicative language ability. It consists
definition,
of
method,
knowledge
and
the
ability
to
use
language
performance. It means that a test is a tool to
communicatively involves both knowledge
measure someone’s ability in performing a
of or competence in the language, and the
language. More over Savignon (1983:231)
capacity for implementing this competence.
says that tests are commonly used to
It should be implemented on all skills of
measure
instructional
English, such as writing, reading, speaking,
program. Tests may be used to guide the
and listening in all students level. This is the
development of instructional programs. By
most important aspect in language test.
the
outcome
of
doing a test the teacher might check the
How is it said to be communicative
development of the programs that have been
test? The answer is the context and situation.
done to the students. From these two
All aspects of English skill should be taught
definition of test above we may say that test
based on situational context . Context is the 1
key how language in use. Therefore teacher
know how to say it in English, some said
should not test students in discrete way but
that they have no confidence to say it. In
integrated
context,
speaking test, the teacher should apply the
knowledge and skill. The students should
test communicatively since speaking is the
recognize the full context of language use,
skill which person to person interrelated to
as Van Dijk (in Bachman:1990) states that
each
delineation of the relationship between text
while
and context, clearly recognize the context of
composition to get knowledge and skill, as
discourse.
in text and context. Therefore, this paper is
between
text
and
other.
Speaking
studying
communicatively
English
is
a
good
In university, speaking is one of pre-
going to describe how communicative
requisite courses that study about English
language test applied in speaking 1 class
skills. Each of them should pass this course
which
before going up to other courses. Not only
communicative context as well.
for speaking but for other English skill, they
A. REVIEW
have to master the vocabulary and also the
use
oral
test
OF
together
with
RELATED
LITERATURE 1. Language Competence
use of the language itself communicatively. Developing
communicative
Students of Sekolah Tinggi Agama competence is one of the concepts of Islam Negeri (STAIN) Kerinci often spend classroom techniques of teaching English so much time to answer oral questions. Even and being applied in the test. Hymes and the lecturer gives them enough time to think Gumpers
(1972:VII)
state
that
and write the answer in the piece of paper, communicative competence means what a but they still have not got the ideas of the speaker needs to know to communicate answer. Some students said that they did not 2
effectively in a culturally significant setting.
In developing communicative competence,
More over Savignon (1983:9-24) supports
the test method should put more emphasis
the idea and discusses the four components
on the use rather than usage. Usage is one
of
which
aspect of performance, that aspect which
competence,
makes evident the aspect to which the
discourse
language user demonstrates his knowledge
competence.
of linguistic rules, while use is makes
Grammatical competence is the ability to
evident the extent to which the language
recognize
user demonstrates his linguistic rules for
communicative
include
competence
grammatical
sociolinguistic competence,
competence, and
the
strategic
lexical,
morphological,
syntactic and phonological features of
effective communication.
language. sociolinguistic competence is the
2. The Nature of Speaking
ability
to
understand
the
appropriate
If we have learned a language other
meaning in social and cultural contexts.
than our own, we may feel that speaking in a
Discourse competence is the ability to
new language is harder than reading,
interpret the communication of a series of
writing, or listening. There are may be
sentences or utterances to form a meaningful
caused
whole. Finally, strategic competence is the
Nunan:2003):
by
two
reasons
(Bayley
in
ability to use the strategies to compensate an
a. Unlike reading or writing, speaking
imperfect communication such as doing
happens in real time, usually the
repetition, avoidance, guessing, or shifts in
person we are talking to is waiting
register
for us to speak right then.
and
style,
in
sustaining
communication
3
b. When you speak, you cannot edit
that students are able to interact successfully
and revise what you wish to say, as
which also involves comprehension and
you can if you are writing.
production. According to Weir (1990:73)
In communicative language teaching
testing speaking ability offers plenty of
students should learn through interacting,
scope
lessons should consist of opportunities to
communicative testing, they are:
communicate In the target language. The same as in communicative language test,
for
meeting
the
criteria
for
a. tasks developed within this paradigm should be purposive,
followed up of what students have got from
b. interesting, and motivating, with a
the class the test should give opportunities to
washback effect on teaching that
the students to be assessed by using
precedes the test;
contextual and situational test items, so that
c. interaction should be a key feature;
they can be tested naturally as if they are in
d. there
a real life. Even in the speaking test, it should be emphasized that the test must be natural and situational. 3. Speaking Assessment The objective of teaching spoken language is the development of the ability to
should
be
a
degree
of
intersubjectivity among participants e. the output should be to a certain extent unpredictable f. a realistic context should be provided g. processing should be done in real time
interact successfully in that language, and
From those criteria the test are expected to
that this involves comprehension as well as
cover all recommended ones which is very
production. The same as its objective of
useful to test students in order to have
assessing speaking ability, it should describe
communicative language test. 4
4. Concept of validity and reliability in
b. Irrelevant features of performance are ignored
Oral Test A test is said to be valid if it measures
c. There is more than one scorer for
accurately what is intended to measure.
each performance.
According to Bachman (1990:274) in oral
Therefore, based on these criteria the
interview test of speaking, for example, the
oral test would be valid and reliable if the
definition
language
items of tests which are given to the students
ability includes the productive modality and
are relevant with items that have been
oral channel, as does the definition of the
studied in the classroom. While in the class
response facet of the test method. In this
they are trained to use such activities like
case, these trait and method factors are
question and answer activities with their
inextricably bound together, making it
friends, describing picture based on the
impossible to distinguish between them, and
book,
hence to make a neat distinction between
something. They are all communicative
reliability and validity.
activities which scores are taken by the
of
However
communicative
Hughes
(2002:
110)
proposes that the scoring of oral test will be valid and reliable only if: a. Clearly recognizable and appropriate
and
giving
direction
of
using
teachers. B. PROCEDURES
OF
CONSTRUCTING
THE
COMMUNICATIVE TEST
descriptions of criteria levels are
In the communicative language test,
written and scorers are trained to use
there
them
qualification:
must
be
covered
by some
1. should be interactive 5
2. Direct in nature with tasks reflecting realistic
discourse
processing
activities
irrespective of differing views on the most appropriate methodology for doing so. These parameters are useful to the tester, as
3. Texts and tasks should be relevant to
a checklist against which the appropriacy of
the intended situation of the target
performance
based
test
task
can
be
population
evaluated. If the intention is to simulate in
4. Ability should be sampled within
the testing situation those events and
meaningful and developing context
component activities students are to be faced
and
with in the real world then it id necessary to
5. The test should be based on an explicit a priori specification In
order
to
pursue
have a systematic basis for describing these. If a set of general descriptive parameters
the
applicable to events in the target situation
communicative paradigm, tasks should, as
are established these can then be used to
far as possible, be included in the testing
evaluate the degree of similarity between the
operation with due regard to their directness
test tasks and the activities candidates are
of fit with criteria which accurately and
involved in, or are likely to be involved in,
adequately describe the significant aspects
in their real-world situations.
of the target activities and the condition under which they are normally performed. The starting point for testing within
The parameters that it would be important to collect information on include: a. Activities – the sub-tasks students
this paradigm is the specification of the
have
general descriptive parameters of the target
participating in events
test
population’s
context
of
to
cope
with
while
situation, 6
b. Setting – the physical and psychosocial contexts of the events
to
O’Malley
(1996:63)
in
preparing the oral assessment we need to
c. Interaction – the role set and
prepare some aspects, they are:
social relationships candidates are
1. Identifying Purpose
involved in
2. Planning for assessment
d. Instrumentality – the medium,
3. Developing rubrics and/or scoring
mode and channel of the activities
procedures,
within events
involving students in self- and peer
e. Dialect – the dialects and accents candidates are exposed to
skills
which
appear
setting
standards,
assessment 4. Selecting assessment activities, and
F. Enabling skills – the underlying to
recording information
be
So based on these steps, the writer
necessary to enable students to
will try to apply them into speaking test
operate in the various activities
done to English Students of STAIN Kerinci on the first year at Speaking 1 class so they
ORAL LANGUAGE ASSESSMENT In communicative test we should aim to
according
provide
the
opportunity
for
can speak up confidently and fluently.
what
Widdowson (in Weir:1990) termed authentic language use, i.e. putting the learner in
1. Identifying Purpose The
oral
language
of
English
positions when ‘he is required to deal
language learners is typically assessed for
with… genuine instances of language use’ in
one of three purposes:
a way that corresponds to ‘his normal communicative
activities’.
More
over
a. For
initial
identification
and
placement of students in need of a 7
language-based program such as
students to practice in peer which give them
ESL or bilingual education
as much conversational practice as is
b. For movement from one level to
possible in classroom situation. since it is a
another within a given program
communicative test the students should be
c. For
placement
ESL/bilingual
out program
of into
an a
grade-level classroom. Based on these three purposes, the
free to speak naturally based on the context. 2. Planning for Assessment Part of planning for assessment is deciding
when
to
assess
students
speaking test done to first year students is
individually and when to assess them in
purposing for movement from speaking 1
group. One important step in planning
class to speaking 2 class. The test is the final
assessment
examination, so the students are required to
instructional goals or learning outcomes and
pass Speaking 1 class to continue taking
match these to learning activities and/or
Speaking 2 class since Speaking course is
performance test. Another important part of
prerequisite courses. Besides that, the goals
planning for assessment is deciding how
of Speaking 1 class is that by the end of
often to collect information. However, in
Speaking class, students should be able to
this test since its purpose for movement so
listen to native speakers and practice in
the test is only taken once but the score still
carrying out many conversational functions.
considers to students’ progress from the
This class tries to convince students that
beginning to the end of the class.
learning to speak and understand English is
is
However
not as difficult as you think, but, like any
procedures
skill, it involves practice. This class lets
(Hughes:2002)
to
the to
outline
the
following conduct
major
is the
the test
8
a. The teacher makes the oral test as
performance, and the criteria for each task.
long as is feasible (as attached in
Setting
Appendice 1)
assessment. Without criteria of standards of
b. The teacher select what she regards
criteria
is
a
crucial
part
of
performance, performance task remains
as a representative sample of the
simply
a
collection
of
instructional
specified content.
activities. Based on student performance
c. The teacher plans the test carefully.
teachers can revise assessment task and
d. The teacher gives many ‘fresh starts’
standards as well as instructional objectives and activities to better meet learners’ need.
as possible e. The teacher select the students to be
Score rubrics are needed to check the
tested carefully. Two students are
dimensions or aspects of oral language,
required to enter the test room for 8
these might typically include communicative
minutes.
effect
of
general
comprehensibility,
f. Carry out the test in a quiet room
grammar, and pronunciation. The rubrics
g. The
will be shared with the students, so that they
teacher
collect
enough
information
will get effort to do their best. In this test,
h. The teacher does not talk too much unless
giving
questions
and
directions 3. Developing rubrics and/or scoring procedures Students needs to know the purpose of the assessment activities, the expected
the writer uses holistic scale rubrics adapted from a rating scale developed by ESL teachers
Portfolio
Assessment
Group
(O’Malley: 1996) to evaluate the students. the writer uses this since English is not the first language for the students, so it is suitable for first year students. 9
Holistic
Oral
Language
sentences
in
sustained
conversation;
Scoring Rubric:
requires
repetition Rating
Description
a. Initiates and sustains a
a. Communicates
conversation
competently in social and
descriptors
classroom settings
6
a
of
communicate in classroom
grammatical structures
settings
d. Uses extensive vocabulary
b. Speaks
but may lag behind native-
c. Uses classroom
discussion
without
4
difficulty in
social
and
some
complex
sentences; applies rules of grammar but lacks control
settings
with
runned, mans,not never, more higher)
sustained and connected
d. Uses adequate vocabulary;
discourse; any errors do
some
not interfere with meaning
e. Understands
fluency; any hesitations do interfere
with
classroom
rephrasing,
and
clarification
c. Uses a variety of structures
a. Begins
occasional
grammatical errors
simple
to
conversation; 3
d. Uses varied vocabulary e. Understands
usage
discussions with repetition,
communication
with
word
irregularities
b. Speaks with near-native
not
occasional
of irregular forms (e.g.
classroom
5
with
hesitation
speaking peers
a. Speaks
details;
social situations; begins to
variety
e. Understands
and
exhibits self-confidence in
b. Speaks fluently c. Masters
with
initiate retells
a
story or experience; asks and responds to simple questions 10
b. Speaks hesitate because of rephrasing and searching
The scoring procedures are following the holistic oral language rubrics above.
for words c. Uses
predominantly
present
tense
demonstrates omission
verbs;
errors
(leaves
of
simple in
requires
assess authentic language use in context, both communicative and academic language functions, and the ability to communicate
repetition a. Begins to communicate personal
and
meaning. It is more effective that the
survival students are assessed based from their
needs
2
The assessment activities should
sustained
conversation;
b. Speaks
4. Selecting assessment activities, and recording information
d. Uses limited vocabulary
sentences
valued based on the rubrics above.
words
out, word endings off)
e. Understand
Whatever the students do are considered and
in
utterances
single-word and
short
patterns c. Uses
functional
required to do something in response to what they hear, whether it’s taking notes, charting a route on a map, or answering
vocabulary d. Understands
performance on the task. The students are
words
and
questions.
They
should
challenge
the
phrases; requires repetition a. Begins to name concrete objects 1
b. Repeats words and phrases
proficiency level of the students without frustrating them. Since the students are the first year
c. Understands little or no English.
so it is possible to use combination between intensive
and
responsive
speaking
assessment task to test them, the responsive 11
speaking assessment involves students to
brought together with the teacher in
give any responds towards:
the classroom. Then they should be able to give question and/or answer
a. Question and answer The students are asked to answer
about the directions their partner
the questions related to the students
asks. For example:
themselves such as their family,
o How do we use this telephone?
their hobbies, their towns, their
o Can you tell me how to use this
schools and so on. this activities are done alone. The example of the questions are:
camera? o I don’t know how to use this computer, would you like to tell
Can you tell me about your family?
me?
Describe what you did last weekend?
c. Picture-cued descriptions of stories
What is your favorite class and why?
The students are asked to describe
How does your town look like?
the picture which is provided by the
b. Giving instructions and directions
teacher in the classroom. The
The students are asked to give
pictures may be very simple,
instructions and directions. This
designed to elicit a word or a
activities are done in pair. The
phrase. It is used individually.
students
According to O’Malley (1996: 79)
are
asked
to
give
instruction to operate electronic
picture
cues
require
tools, such as telephone, computer,
preparations on the part of the
television, radio, tape recorder,
student and can be used to elicit the
camera, and so on. The things are
following
language
no
prior
functions: 12
describing, giving information , or
All aspects of English skill should be taught
giving an opinion. Pictures should
based on situational context . In speaking
be the real people rather than of
test, the teacher should apply the test
cartoon characters in order to
communicatively since speaking is the skill
ensure appropriate interpretation.
which person to person interrelated to each other. in preparing the oral assessment we
C. CONCLUSION A test is a tool to measure someone’s
need to prepare some aspects, they are:
ability in performing a language. The
1. Identifying Purpose
performance of language test is influenced
2. Planning for assessment
by
3. Developing rubrics and/or scoring
many
factors,
one
of
those
is
communicative language ability. It consists
procedures,
of
involving students in self- and peer
the
ability
to
use
language
communicatively involves both knowledge of or competence in the language, and the capacity for implementing this competence.
setting
standards,
assessment 4. Selecting assessment activities, and recording information
13
DAFTAR REFERENSI Bachman, Lyle F. 1990. Fundamental Consideration in Language Testing. Oxford: Oxford University Press Brown, H. Douglas. 2004. Language Assessment:Principles and Classroom Practices. NY: Pearson Education Hymes, Dell and J.J. Gumpers. 1972. Directions in Sociolinguistics: The Ethnography of Communication. New York: Halt, Rinehart and Winston Hughes, Arthur. 2002. (2nd Ed). Testing for Language Teachers. Cambridge: Cambridge University Press Nunan, David. 2003. Practice English Singapore:McGraw-Hill companies
Language
Teaching,
First
Edition.
O’Malley, J. Michael & Pierce, Lorraine Valsdez. 1996. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. United States of America: Addison-Wesley Publishing Company Savignon, Sandra J. 1983. Communicative Competence: Theory and Classroom Practice. United States of America Weir, Cyril. 1990. Communicative Language Testing. New York: Prentice Hall
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