assignment how to test speaking

this is my new blog

GROUP 2
HOW TO TEST SPEAKING

Introduction
Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues
WHAT TO TEST SPEAKING
Fluency and Coherence
This refers to how good the candidate is at keeping talking at the right speed and how good they are at connecting their ideas together. This is a fairly general criteria which includes evaluating the relevance of the candidate's answers, but in terms of the elements we have identified in part 1 of this article, it refers to Speakers need to be able to understand and follow the rules of language at a word, sentence and text level.
Lexical Resource
This refers to how much vocabulary the candidate has and how well they use it. As well as the rules of language at a word level, this criteria considers the communicative functions of speech and the social meaning of speech.
Grammatical Range and Accuracy
This refers to how many structures the candidate has and how well they use them. Again, as well as the rules of language, this criteria considers the communicative functions of speech.
Pronunciation
This refers to how well the candidate pronounces the language. As well as considering the communicative effect of the candidate's pronunciation, there is evaluation of how much strain it causes on a listener, and how noticeable their accent is - although accent itself is not a problem. In terms of the elements we have identified in part 1 of this article, this criteria refers to Speakers need to be able to produce the phonological features of speech.
The Speaking Test assesses speaking skills in relation to the workplace. The test is made up of three parts: a face-to-face interview, a short presentation and an information exchange discussion. These are conducted and assessed by a trained oral examiner, and recorded and marked by another assessor. Assessment is based on:
· how accurately and appropriately they use the language (grammar and vocabulary)
· how well they develop the conversation and organise their ideas
· how fluently they speak
· how comprehensible their pronunciation is
· how positively they contributed to the conversation.

ACTIVITIES TO PROMOTE SPEAKING
Discussions
After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.
Role Play
One other way of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984)
Simulations
Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment, because in role play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility.
Information Gap
In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. These activities are effective because everybody has the opportunity to talk extensively in the target language.
Brainstorming
On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming are that the students are not criticized for their ideas so students will be open to sharing new ideas.
Storytelling
Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes.
Interviews
Students can conduct interviews on selected topics with various people. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class.
Story Completion
This is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on.
Reporting
Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.

Playing Cards
In this game, students should form groups of four. Each suit will represent a topic. For instance:
Diamonds : Earning money
Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group. For example:
If the topic "Diamonds: Earning Money" is selected, here are some possible questions:
Is money important in your life? Why?
What is the easiest way of earning money?
What do you think about lottery? Etc.

Picture Narrating
This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.
Picture Describing
Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture.
Find the Difference
For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.
Describing Both Things And Processes
Giving Personal Information
Stating (Dis)Likes And Preferences
Exchanging Views And Opinions
Expressing Agreement/Disagreement
Explaining/Giving Reasons/Justifying
Comparing/Asking For Comparison/Making Comparative Questions
Showing Contrast/Cause/Reason/Purpose
Commenting
Asking For Information, Descriptions And Definitions
Narrating
Asking About Past Or Future Events
Expressing Future Certainty/Possibility
Interrupting Politely
Asking For/Giving Confirmation, Clarification And Repetition
Asking For/Giving Advice.
Persuading
Suggesting
Prioritizing
Deciding/Planning
Selecting
Making Requests
Asking For/Giving Advice
Warning.
HOW TO SCORE SPEAKING TEST
There Is 3 Different Guides To Scoring:
Massachusetts Department of Education Assessment of Basic Skills, Speaking Assessment Rating
Scale I: Comprehension
6 Understands academic discourse without difficulty.
5 Understands most spoken language including academic discourse.
4 Understands academic discourse with repetitions, rephrasing, and clarifications.
3 Understands simple sentence in sustained conversation; requires repetitions.
2 Understands words and phrases; requires repetitions.
1 Understands little or no English

Scale II: Communication
6 Communicates competently in social and academic settings.
5 Speaks in social and academic settings with sustained and connected discourse. Any errors do not interfere with meaning.
4 Initiates and sustains a conversation with descriptors and details; exhibits self confidence in social situations. Begins to communicate in academic settings.
3 Begins to initiate conversation. Retells a story or experience, asks and responds to simple questions.
2 Begins to communicate personal and survival needs.
1 Begins to name concrete objects.
Scale III: Fluency
6 Speaks fluently.
5 Speaks with near native-like fluency. Any hesitations do not interfere with communication.
4 Speaks with occasional hesitation.
3 Speaks hesitantly because of rephrasing and searching for words.
2 Speaks in single word utterances and short patterns.
1 Repeats words and phrases.

Scale IV: Structure
6 Masters a variety of grammatical structures.
5 Uses a variety of structures with occasional grammatical errors.
4 Uses some complex sentences. Applies rules of grammar but lacks control or irregular forms (e.g., "runned," "mans," "not never," "more higher.")
3 Uses predominantly present tense verbs. Demonstrates errors of omission (leaves words out, leaves endings off).

Scale V: Vocabulary
6 Uses extensive vocabulary but may lag behind native speaking peers in vocabulary development.
5 Uses varied vocabulary.
4 Uses adequate vocabulary. Some word usage irregularities.
3 Uses limited vocabulary.

Ogden Elementary School, Chicago, Illinois
Holistic Scale
5 Speech is clear. Eye contact is made. Grammar is conventional. Knowledge and facts are included. Volume is appropriate.
4 Speech is clear. Eye contact is made intermittently. Grammar usually correct. Knowledge and facts are partially included. Volume is appropriate.
3 Presentation lacks enthusiasm. Speech is adequate. Lapses in sentence structure and grammar. Facts not included.Volume are uneven.
2 Presentation shows lack of interest. Speech difficult to understand. Lack of eye contact. Knowledge is minimal. Volume is uneven.
1 Lacks focus. Lacks information. Grammatical errors. No eye contact.

Illinois Township District 214
Scale I: Vocal Expression--Expressiveness
Expressiveness refers to the extent to which the voice usage ranges from monotonous to
interesting and enthusiastic.
6 Interesting/enthusiastic
3-4 Some variation
1 Monotonous

Scale II: Vocal Expression--Clarity
Clarity refers to the distinctness of the articulation and pronunciation of words. This refers to the voice rather than to meaning. The rating is an evaluation of the clearness of the expression, not the understandability of the meaning of the word being used.
6 Clear throughout
3-4 Generally clear
1 Poor articulation

Scale III: Vocal Expression--Audibility
Audibility refers to appropriateness of the vocal volume used by the speaker. the speaker was clearly understandable throughout and used volume appropriate to the meaning of the message and the setting.
6 Audible throughout
3-4 Generally audible
1 Cannot be heard
Scale IV: Physical Expression--Eye Contact
6 Involves audience with eye contact
3-4 Some eye contact
1 Avoids eye contact

Scale V: Physical Expression--Bodily Movement
Bodily movement refers, in this case, to movements of the entire body as well as facial expression, and to the use of gestures.
6 Focuses attention and interest with movement
3-4 Some appropriate movement
1 Stiff or erratic

Scale VI: Organization--Order
Order refers to the sequencing of main points within the message. No order would be extremely confusing to listeners, while effective order helps them both to follow and to anticipate ideas.
6 Effective order
3-4 Some order
1 No order
Scale VII: Organization--Focus
Focus (purpose) refers to the extent to which the central thesis is clear and the subpoints are related to this thesis.
6 Focus (purpose) ideas well related
3-4 Clear focus (purpose)
1 Unclear focus (purpose)

Scale VIII: Organization--Transitions
Transitions refers to the extent to which the speaker provides internal summaries and signal words ("in the first place," "finally," etc.) for the listener.
6 Effective transitions/summaries
3-4 Some transitions
1 No transitions

Scale IX: Support and Elaboration--Reasoning
Reasoning refers to the clarity and use of the reasoning process. How well does the speaker show relationships among ideas?
6 Full/effective elaboration with documentation
3-4 Some elaboration
1 No support
Scale X: Support and Elaboration--Illustrating, Exemplifying,
Clarifying and Documenting
Illustrating, exemplifying, clarifying, and documenting all refer to the way the speaker works with each idea. Does the speaker provide proof, data, and evidence? Are illustrations, examples, etc., sufficient to support and clarify the ideas?
6 Reasoning clear and effective
3-4 Reasoning clear
1 Reasoning unclear

Scale XI: Adaptation to Audience
To what extent does the speaker use language and conventions appropriate for thelistener/audience? The ideal is represented by the speaker whose presentation is effective and whose audience/listener is unaware of any adaptations.
6 Effective (appropriate and effective style)
3-4 Adequate (appropriate use, clear meaning)
1 Inadequate (unclear meaning, inappropriate style)

Scale XII: Integration
Integration is the rater's evaluation of the overall performance, a global judgment about effectiveness and quality as a whole. (Global judgments usually correlate very highly with performance "grades" as well.)
Points on the integration scale are not explicitly defined, but for all scales, a score of 1 is assigned when the attribute being measured is absent. Scores of 2-3 are assigned when the attribute is developing. Scores of 4-5 indicate adequate performance. A score of 6 is assigned when the attribute is fully developed.

References
Celce-Murcia. M. 2001. Teaching English as a Second or Foreign Language (3rd ed). USA: Heinle&Heinle.
Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn&Bacon.
Baruah, T.C. 1991. The English Teacher's Handbook. Delhi: Sterling Publishing House.
Brown, G. and G. Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press.
Harmer, J. 1984. The Practice of English Language Teaching. London: Longman.
Kayi, Hayriye, 2006, http://unr.edu/homepage/hayriyek kayih[at]unr.nevada.edu University of Nevada ,USA)















LANGUAGE TESTING ASSINGMENT
HOW TO TEST SPEAKING
GROUP 2
Lecture: Mr. Soeparto










BY
KIKI DIAN LESTARI 08360284
IKE RISMA Y 07360196
TRI AYU N T 07360198
CLASS VI - A
MUHAMMADYAH UNIVERSITY MALANG
2009/2010

technich of how to test speaking

this is my new blog

hopely can help many student but this is i get mix and macth from many source.....

GROUP 2
HOW TO TEST SPEAKING

Introduction
Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues
ACTIVITIES TO PROMOTE SPEAKING
Discussions
After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.
Role Play
One other way of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984)
Simulations
Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment, because in role play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility.
Information Gap
In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. These activities are effective because everybody has the opportunity to talk extensively in the target language.
Brainstorming
On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming are that the students are not criticized for their ideas so students will be open to sharing new ideas.
Storytelling
Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes.
Interviews
Students can conduct interviews on selected topics with various people. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class.
Story Completion
This is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on.
Reporting
Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.

Playing Cards
In this game, students should form groups of four. Each suit will represent a topic. For instance:
Diamonds : Earning money
Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group. For example:
If the topic "Diamonds: Earning Money" is selected, here are some possible questions:
Is money important in your life? Why?
What is the easiest way of earning money?
What do you think about lottery? Etc.

Picture Narrating
This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.
Picture Describing
Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture.
Find the Difference
For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.
Describing Both Things And Processes
Giving Personal Information
Stating (Dis)Likes And Preferences
Exchanging Views And Opinions
Expressing Agreement/Disagreement
Explaining/Giving Reasons/Justifying
Comparing/Asking For Comparison/Making Comparative Questions
Showing Contrast/Cause/Reason/Purpose
Commenting
Asking For Information, Descriptions And Definitions
Narrating
Asking About Past Or Future Events
Expressing Future Certainty/Possibility
Interrupting Politely
Asking For/Giving Confirmation, Clarification And Repetition
Asking For/Giving Advice.
Persuading
Suggesting
Prioritizing
Deciding/Planning
Selecting
Making Requests
Asking For/Giving Advice
Warning.
HOW TO SCORE SPEAKING TEST
There Is 3 Different Guides To Scoring:
Massachusetts Department of Education Assessment of Basic Skills, Speaking Assessment Rating
Scale I: Comprehension
6 Understands academic discourse without difficulty.
5 Understands most spoken language including academic discourse.
4 Understands academic discourse with repetitions, rephrasing, and clarifications.
3 Understands simple sentence in sustained conversation; requires repetitions.
2 Understands words and phrases; requires repetitions.
1 Understands little or no English

Scale II: Communication
6 Communicates competently in social and academic settings.
5 Speaks in social and academic settings with sustained and connected discourse. Any errors do not interfere with meaning.
4 Initiates and sustains a conversation with descriptors and details; exhibits self confidence in social situations. Begins to communicate in academic settings.
3 Begins to initiate conversation. Retells a story or experience, asks and responds to simple questions.
2 Begins to communicate personal and survival needs.
1 Begins to name concrete objects.
Scale III: Fluency
6 Speaks fluently.
5 Speaks with near native-like fluency. Any hesitations do not interfere with communication.
4 Speaks with occasional hesitation.
3 Speaks hesitantly because of rephrasing and searching for words.
2 Speaks in single word utterances and short patterns.
1 Repeats words and phrases.

Scale IV: Structure
6 Masters a variety of grammatical structures.
5 Uses a variety of structures with occasional grammatical errors.
4 Uses some complex sentences. Applies rules of grammar but lacks control or irregular forms (e.g., "runned," "mans," "not never," "more higher.")
3 Uses predominantly present tense verbs. Demonstrates errors of omission (leaves words out, leaves endings off).

Scale V: Vocabulary
6 Uses extensive vocabulary but may lag behind native speaking peers in vocabulary development.
5 Uses varied vocabulary.
4 Uses adequate vocabulary. Some word usage irregularities.
3 Uses limited vocabulary.

Ogden Elementary School, Chicago, Illinois
Holistic Scale
5 Speech is clear. Eye contact is made. Grammar is conventional. Knowledge and facts are included. Volume is appropriate.
4 Speech is clear. Eye contact is made intermittently. Grammar usually correct. Knowledge and facts are partially included. Volume is appropriate.
3 Presentation lacks enthusiasm. Speech is adequate. Lapses in sentence structure and grammar. Facts not included.Volume are uneven.
2 Presentation shows lack of interest. Speech difficult to understand. Lack of eye contact. Knowledge is minimal. Volume is uneven.
1 Lacks focus. Lacks information. Grammatical errors. No eye contact.

Illinois Township District 214
Scale I: Vocal Expression--Expressiveness
Expressiveness refers to the extent to which the voice usage ranges from monotonous to
interesting and enthusiastic.
6 Interesting/enthusiastic
3-4 Some variation
1 Monotonous

Scale II: Vocal Expression--Clarity
Clarity refers to the distinctness of the articulation and pronunciation of words. This refers to the voice rather than to meaning. The rating is an evaluation of the clearness of the expression, not the understandability of the meaning of the word being used.
6 Clear throughout
3-4 Generally clear
1 Poor articulation

Scale III: Vocal Expression--Audibility
Audibility refers to appropriateness of the vocal volume used by the speaker. the speaker was clearly understandable throughout and used volume appropriate to the meaning of the message and the setting.
6 Audible throughout
3-4 Generally audible
1 Cannot be heard
Scale IV: Physical Expression--Eye Contact
6 Involves audience with eye contact
3-4 Some eye contact
1 Avoids eye contact

Scale V: Physical Expression--Bodily Movement
Bodily movement refers, in this case, to movements of the entire body as well as facial expression, and to the use of gestures.
6 Focuses attention and interest with movement
3-4 Some appropriate movement
1 Stiff or erratic

Scale VI: Organization--Order
Order refers to the sequencing of main points within the message. No order would be extremely confusing to listeners, while effective order helps them both to follow and to anticipate ideas.
6 Effective order
3-4 Some order
1 No order
Scale VII: Organization--Focus
Focus (purpose) refers to the extent to which the central thesis is clear and the subpoints are related to this thesis.
6 Focus (purpose) ideas well related
3-4 Clear focus (purpose)
1 Unclear focus (purpose)

Scale VIII: Organization--Transitions
Transitions refers to the extent to which the speaker provides internal summaries and signal words ("in the first place," "finally," etc.) for the listener.
6 Effective transitions/summaries
3-4 Some transitions
1 No transitions

Scale IX: Support and Elaboration--Reasoning
Reasoning refers to the clarity and use of the reasoning process. How well does the speaker show relationships among ideas?
6 Full/effective elaboration with documentation
3-4 Some elaboration
1 No support
Scale X: Support and Elaboration--Illustrating, Exemplifying,
Clarifying and Documenting
Illustrating, exemplifying, clarifying, and documenting all refer to the way the speaker works with each idea. Does the speaker provide proof, data, and evidence? Are illustrations, examples, etc., sufficient to support and clarify the ideas?
6 Reasoning clear and effective
3-4 Reasoning clear
1 Reasoning unclear

Scale XI: Adaptation to Audience
To what extent does the speaker use language and conventions appropriate for thelistener/audience? The ideal is represented by the speaker whose presentation is effective and whose audience/listener is unaware of any adaptations.
6 Effective (appropriate and effective style)
3-4 Adequate (appropriate use, clear meaning)
1 Inadequate (unclear meaning, inappropriate style)

Scale XII: Integration
Integration is the rater's evaluation of the overall performance, a global judgment about effectiveness and quality as a whole. (Global judgments usually correlate very highly with performance "grades" as well.)
Points on the integration scale are not explicitly defined, but for all scales, a score of 1 is assigned when the attribute being measured is absent. Scores of 2-3 are assigned when the attribute is developing. Scores of 4-5 indicate adequate performance. A score of 6 is assigned when the attribute is fully developed.

References
Celce-Murcia. M. 2001. Teaching English as a Second or Foreign Language (3rd ed). USA: Heinle&Heinle.
Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn&Bacon.
Baruah, T.C. 1991. The English Teacher's Handbook. Delhi: Sterling Publishing House.
Brown, G. and G. Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press.
Harmer, J. 1984. The Practice of English Language Teaching. London: Longman.
Kayi, Hayriye, 2006, http://unr.edu/homepage/hayriyek kayih[at]unr.nevada.edu University of Nevada ,USA)















LANGUAGE TESTING ASSINGMENT
HOW TO TEST SPEAKING
GROUP 2
Lecture: Mr. Soeparto










BY
KIKI DIAN LESTARI 08360284
IKE RISMA Y 07360196
TRI AYU N T 07360198
CLASS VI - A
MUHAMMADYAH UNIVERSITY MALANG
2009/2010