ASSESSING

SPEAKING
PRESENTED BY :
Anak Agung Gde Rai Wirawan

Yulianingsih

Ida Ayu Litha Yusnia Dewi

Ni Made Yuliartini
Speaking is a productive skill that can be directly
and empirically observed, those observations are
invariably colored by the accuracy of effectiveness
of a test-takers listening skill, which necessarily
compromises the reliability and validity of an oral
production test
 Assessing
Speaking

Extensive

Imitative

Responsive
 Imitative

Phonepass

A popular test that use imitative production task

is phonepass, a widely used, commercially
available speaking test in many countries
 Intensive
Speaking
Direct Respon
The test administrator
elicits a particular
grammatical form or a
transformation of sentence
Read-aloud
Intensive reading-aloud
tasks include reading
beyond the sentence level
up to a paragraph or two
Sentence/ Dialogue
Completion Tasks
Test-takers are first given time to
read through the dialogue to get its
gist and to think about appropriate
lines to fill in.
Picture-Cued Tasks
One of the more popular ways to elicit
oral language performance at both
intensive and extensive levels is a
picture-cued stimulus that requires a
description from the test-takers
Translation
Translation is a part of our tradition
in language teaching that we tend to
discount or disdain, if only because of
our current pedagogical stance plays
down its importance.
 Responsive
Giving Instructions
and Directions

This type of assessment entails a

student asking the teacher questions.
Question and Essentially, the student assumes
Answer control over the conversation

Question and answer task can

consist of one or two questions
from an interviewer, or they can
make up a portion of a whole
battery of questions and
prompts in an oral interview Paraphrasing

This type of assessment requires

students to listen to a 4 to 6 sentence
paragraph. Upon finishing the
paragraph, instructors prompt students
to give a 1 to 2 sentence summary of what
they just heard.
 Interactive

interview
oral production assessment is mentioned the
first things that comes to mind is oral
interview : a test administrator and a test-
taker sit down in a direct face to face
exchange and proceed through a protocol of
questions and directives.

Role Play

Role playing is a popular pedagogical activity in

communicative language-teaching classes. Within
constrains sets forth by guidelines, it frees students
to be somewhat creative in their linguistic output.
Discussion and
Conversation
Discussion and conversation with and among are difficult to
specify and even more difficult to score. Assessing the
performance of participants through scores or checklist course,
discussion is an integrative task, and so it is also advisable to
give some cognizance to comprehension performance in
evaluating learners.

Games

Games are usually the easiest way to get students

engaged in learning English. One type of interactive game
assessment is information gap grids
 Extensive

Oral Presentations
Oral presentations would not be uncommon
to be called on to present a report, a paper, a
marketing plan, a sales idea, a design of new
product, or method in academic a professional
arenas.

Picture-cued
Story telling

Picture cued story telling is one of the most techniques

for eliciting oral production is through visual picture,
photographs, diagrams, and charts
 Retelling Story

This is type of task in which test-takers hear or read a

story or news event that they are asked to retell. In this
form of extensive speaking assessment, students re-tell
a story they heard

Translation of words, phrases, or short sentences was

mentioned under the category of intensive speaking.
Translation
The longer texts are presented for the test-takers to
read in native language and translate into English.
 Sentence/ Dialogue
Completion Tasks and
Oral Questionnaires
What test
commonly used???
Match these sentences on the left hand to the suitable sentences on the right hand!

A : Do you agree If we go out tonight?

B : yes, I agree

A : Their performance are very attractive

B :................

A : . . . . . . . . . . . . . clean this room, please?

B : Yes, of course

A : Ill go to the party tonight, but I dont have a blouse.

. . . . . . . . . . . . . . . . . . . . . . .a blouse?
B : Dont worry

A : . . . . . . . . . . . . . . . . . this computer?
B : Thank you so much. I really need it.

a. Can you help me

b. Do you need
c. Do you agree
d. Could you borrow me
e. . No, I dont think so. Its boring.
The strength of this technique lies inofits
The weakness this technique is
moderate control of the output of the
its reliance on literacy and an
test-taker. While individual variations
ability to transferis easily from
responses are accepted, the technique
written to spoken English and is
taps into a learnersthe
ability to discern
contrived, inauthentic nature of
experiences in a conversation
this task: and to same criterion
couldnt
produce sociolinguistically correct be elicited
performance
language.

What is the
sretches and the
weakness??
 Lesson Plan

Standar Kompetensi : Mengungkapkan makna dalam teks lisan funsional

dan monolog pendek sederhana yang berbentuk descriptive dan recount
untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar : Mengungkapkan makna dalam monolog pendek

sederhana dengan menggunakan ragam bahasa lisan secara akurat,
lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam
teks berbentuk descriptive dan recount.

Indikator : Mampu mengungkapkan dam melakukan

monolog dalam wacana sederhana berbentuk descriptive dengan ragam
bahasa lisan secara akurat, lancar dan berterima.

Tujuan Pembelajaran
Diberikan kesempatan pada siswa untuk mengungkapkan makna gagasan
dalam wacana berbentuk descriptive dengan ragam bahasa lisan secara
akurat, lancar dan berterima untuk lingkungan sekitar
1. Membuat deskripsi lisan berdasarkan gambar dan kata-kata kunci tersebut
Key words:
Beautiful
Brightly colored
Four large wings
Slim, hairless
Club-shaped antennae(feelers)
Feed on the nectar of flower on fruit
Contoh deskripsi :

I see a butterfly perch on a flower. Let me try to describe it for

you.
The butterfly is very beautiful. It is brightly colored. It has
four large wings used to fly from one flower to another flower. Do you
know what it does while perching on the flower? Yeah. It sips the
nectar. As we know, butterflies feed on nectar or on fruit.
The butterfly has a slim and hairless body. It also has club-
shaped antennae. The antennae functions as feelers.
Choose one of the pictures below. Describe what you see in the
picture!!!(five until seven sentences)
Rubric Penilaian

Aspek URAIAN SKOR

Kelancaran Sangat lancar 4
Lancar 3
Cukup lancar 2
Kurang lancar 1
Tidak berbicara 0
Kejelasan makna Semua ucapan jelas dan dapat dipahami 4
Sebagaian besar jelas dan dapat dipahami 3
Sebagaian kecil jelas dan dapat dipahami 2
Semua ucapan sulit dipahami 1
Semua ucapan tidak dapat dipahami 0
Pelafalan Semua ucapan benar 4
Sebagaian besar ucapan benar 3
Sebagaian kecil ucapan benar 2
Hampir semua ucapan tidak benar 1
Semua ucapan tidak benar 0
 Intonasi Semua kata, frasa dan kalimat benar 4
Sebagaian besar benar 3
Sebagaian kecil benar 2
Hampir Semua kata salah 1
Semua kata salah 0

Penjiwaan Sangat baik 4

Baik 3
Cukup 2
Kurang baik 1
Tidak ada penjiwaan 0

Skor maksimal = 20
Nilai siswa = Skor Perolehan X 10 =..
20
 Picture-cued Tasks

What test and

why do you
choose it???

. Picture-Cued Tasks A picture-cued stimulus requires a

description from the test-taker. It may elicit a word, a
phrase, a story, or incident. This form of assessment
entails an interviewer asking students what is in the
picture or what is happening in the picture. Picture-cued
test will make test-takers open their imagination about a
picture or things, improve their vocabulary, and test-
takers can describe about a things by using oral
language performance.