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AN ANALYSIS OF PERFORMANCE ASSESSMENT IN TEACHING SPEAKING BY TEACHER AT SMP N 13 PADANG

Ani Mariana 1, Yulmiati 2, M. Khairi Ikhsan 2 Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]

ABSTRAK Penggunaan tipe penilaian speaking merupakan cara yang efektif yang dapat di pakai oleh guru dalam menilai kemampuan bicara siswa. Ini merupakan suatu pemahaman penting yang harus dipelajari oleh guru. Sehingga hal ini perlu dipahami sebelum memberikan penilaian dalam penampilan siswa. Penelitian ini bertujuan untuk melihat tipe apa yang dipakai oleh guru dan tipe apa yang sering dipakai oleh guru dalam menilai speaking siswa. Penelitian ini mempunyai populasi sebanyak 4 orang guru bahasa inggris yang berasal dari SMP N 13 Padang. Peneliti menggunakan purpose sampling tehnik, dengan mengambil 2 sampel. Instrumen dalam penelitian ini adalah observasi checklist, video dan document. Peneliti menemukan bahwasannya kedua informan telah mengimplementasikan tipe penilaian dalan spaeking di dalam kelas. Peneliti menyimpulkan bahwa guru SMP N 13 Padang menggunakan oral interview, story or text retelling, oral presentation, role play, and demontrations. Berdasarkan penjelasan di atas, guru di SMP N 13 Padang dominan menggunakan oral interview and oral presentation dalam menilai speaking.

Kata kunci : Speaking, Tipe Penilaian.

body language like gesture, mimic, etc. In

INTRODUCTION Speaking

is

a

tool

for

short sentence, speaking becomes a part of

communication that is used by people for

human life.

interacting to other people in daily life.

Teaching speaking is an activity of

The interaction appears when the people

the teachers to correct mistake made

wants to share or send their idea, feeling,

during speaking activities in different way

and desire. According Chaney in Kayi

from the mistake made during a study

(2006:3) speaking is the process of

exercise. As what the explain by Chaney

building and sharing meaning through

above, while the students repeat sentence

verbal and non verbal symbols in a variety

and try to get pronunciation well and also

of context. This statement has reason

the teacher will often correct every time if

because spoken language is easier to

there is a problem. Many teachers deal

understand than written language. The

with the mistake they heard. There are

people understand what people idea,

some teachers who have a situation in

feeling and desire easily, because in

learning

speaking the people usually also uses their

responsibilities that should be done in

1

process.

Teacher

has

some

teaching.

Teacher

a

It allows the students to demonstrate their

conducive atmosphere in teaching. It will

competence in more Performance setting.

make the students feel comfortable and

Performance assessment incorporate the

enjoyable

teacher’s

in

should

following

the

create

teaching

teaching

activities

and

the

students’ learning activities in classroom.

learning process. Teacher should deliver the materials that suitable with the

Furthermore,

related

to

the

kurikulum KTSP (Kurikulum Tingkat

observation that researcher did SMP N 13

Standar Pendidikan) goals. Teacher also

Padang, researcher found that English

should ensure that the materials are

teacher at that school used performance

appropriate with the students’ needs. Then,

assessment in assessing students to support

teacher should make sure that the materials

the kurikulum KTSP (Kurikulum Tingkat

can be accepted well by the students, and

Satuan Pendidikan) goals. It is found that

one of the ways that can be used is an

there are some ways by the English

assessment.

teachers in facilitating students in learning.

Afterward, assessment is one of the

The English teachers at that school asked

crucial parts in teaching. It can not be

the students to show in the class their

separated or removed within the teaching

knowledge and skill. For example, teacher

learning process. Assessment helps the

asked the students to the practice a dialoge

teacher to evaluate the students’ progress

in the class related to subject matter that

in learning. Assessment helps the teacher

they have learned. Teacher asked the

to know the students’ current knowlegde.

students

Then, teacher will use that information to

knowledge and skill in front of the

make a decision about what to do next.

classroom. Teacher also asked the students

Teacher will decide wheater the lesson is

to give respon about his performance.

to

actually

perform

their

feasible to continue, whether the teacher

The phenomenan above, with the

should provide a remedial class, or whether

appearance of student in front the class, so

the teacher should reteache the students. In

that teachers can provide assessment in

addition, on of the assessment that is used

speaking. By knowing the process of this

by teacher in assessing the students’

assessment, it will increase the uses of

learning is performance assessment. It is

performance assessment speaking in the

caused this assessment is able to desribe

classroom. As a result, the effectiveness

the improvement of students’ learning

and purposes of performance assessment in

outcomes. Performance assessment tends

speaking can be achieved optimally. Then,

to focus on a complex or contextual tasks.

the implementation and the objectiveness 2

of kurikulum KTSP (Kurikulum Tingkat

Teaching speaking of Indonesia

Satuan Pendidikan) will be supported will

students is difficult especially for junior

through this assessment. Therefore, the

high school. In teaching speaking for

researcher wants to give a clear description

junior high school students, teachers have

about how the English teachers at SMP N

to encourage them to practice. If the

13

students often practicing English, the

Padang

assess

the

performance

assessment speaking in the classroom.

students wiil be a good speaker. According

Based on the statement above, it can

be

concluded

has

an activity of the teachers to correct

in

teaching

mistake made during speaking activities in

do

teachers'

different way from the mistake made

performance assessment in providing of

during a study exercise. As what he

the

the

defined above, while the students repeat

researher discuss types of performance

setence and try to get pronunciation well

assessment

teaching

and also the teacher will often correct

speaking. Thus, the researcher interested to

every time if there is a problem. Many

analyze the performance assessment in

teachers deal with the mistake they heard.

teaching speaking by teacher.

There are some teachers who have a

performance speaking.

that

teacher

to Harmer (1990:94), teaching speaking is

assessment Then,

students

in

how

speaking.

and

rubric

in

Then

In this part, the researcher will give

situation in learning process.

description about speaking based on the

According to, Johnson (2002:2)

expert theory and take make reader more

says that assessment involves collecting

understanding about speaking. According

information about the quality or quantity of

to Cameron (2002:40), speaking is the

change in a students, group, class, school,

active to use language to express meaning,

teacher

so other people can make sense of them. It

assessment it can change quality and

means, when people speak to others, there

quantity of students, group, class, school,

is massege that they want to deliver. They

teacher or administration. It means that

should have abilty to make the other

quality is the achievement and quantity is

people understand their massage by using

the score that is gotten from quality.

appropeoate words and grammar to convey

Quality and quantity are important things

meaning accurately and precisely. Hence

that shoul be attended and prepared in

the listeners or audiences

assessment.

can give

feedback or respond.

or

administration.

Performance

By

Assessment

doing

is

an

assessment that require students to be 3

active

in

Mayberry

classroom. and

According

Lazarus

to

1) They require students to use their

(2002:207),

knowledge to do a meaningful task.

performance assessment is an assessment that

allows

demonstrate

students their

to

2) They are complex and require students

actually

knowlegde

to

and

use

combination

knowledge,

of

different

skills, and abilities.

uderstanding of an activity, lesson, or unit.

3) They require high quality polished,

It shows that in performance assessment,

complete, and justifiable responses,

students are given the opportunity to apply

performance,

products.

their knowledge and understanding related

4) They clearly specify standars and

to certain subject through a performance

criteria for assessing the possibly

task. In this assessment, the students are

multiple correct answers, performances,

given a chance to display the knowledge

or products.

and skill that have related to the subject

5) They simulate the ways in which

matter taught to them.

students should use combinations of

According to O’Malley (1996:77),

knowledge, skills, and abilities in the

there are four types of performance

real world.

assessment. They are: Oral Interviews,

6) They present to students ill-structured

Text

“challenges and roles” that are similar

Retelling,Improvisations/Roleplays/Simula

to those roles and tasks they are likely

tions,

to encounter as adults

Story

or

Debates.

Moreover,

Nitko

(1996:243),

explained

types

of

performance

assessment

there

are:

at work and

at home. RESEARCH METHOD

Demonstrations, Oral Presentations and

In conducting this research, the

Dramatizations, Experiments. In addition

researcher applied desriptive qualitative

types

research because the researcher wanted to

of

performance

assessment.

Brookhart (2015:8) explains that there are

describe

follows: Demonstration, Simulation.

assessment used by English teacher SMP

According to, Nitko (1996:256), characteristics

the

types

of

performance

N 13 Padang. According to Gay and

performanceassessment

Airasian (2000:275), descriptive research

material you read outside of this textbook

is determines and describes the way thing

makes

are. It meant that descriptive research just

reference

assessment. This

to

performance

usually means

that

determined and described the phenomena

students are assessed on tasks that are

without giving treatment or manipulation

directly educationally meaningfull.

and then it will be useful in described the 4

teacher

performance

assessment

on

Linked to the data analysis, it could

students’ speaking.

be understood that the english teachers at

In this research, the researcher used

SMP N 13 Padang assessed the students’

participants as a sample. Participant was all

performance in speaking by using six types

subject that will be investigated of the

of performance assessment in teaching

researcher to get important information.

speaking. After the researcher gathered the

Thus, participants of this research were the

data through observation checklist and

English teacher and the students. There

document the researcher analyzed that data

were two English teachers at seven grade,

by using technique of data analysis that

there

explained by Gay and Airasian that have

were

two

English

teacher

as

participants in this research.

been stated on chapter III. It was found that

FINDINGS AND DISCUSSION

were some activities done by the teachers

As well stated on the previous chapter, there types of

that

performance

connected

performance

to

the

assessment

indicator in

of

speaking

assessment in speaking. There were some

variations. All of those activities were done

several types of performance assessment in

by the teachers as an effort to apply and to

speaking; oral interview, oral presentasion,

get the kurikulum KTSP objectives as

story

should be.

or

text

retelling,

role

play,

demonstration, and debates. There how are rubric

of

speaking

So, based on result of observation

performance

process,

assessment.

show

that

it

performance

assessment in speaking the teacher uses

As a result, connected to the resea

various types of performance assessment in

rch finding it could councluded that by

teaching

using observation chekclis and document,

Interviews,

the researcher could gather the data that

Improvisations/Roleplays/Simulations,

needed optimally both of those instruments

Oral Presentations and Dramatizations and

were supporting each other. During the

Debates. Those types are effective in

observation checklist, there were some

performance

activities that could not be seen the types

because can help students to comprehend

of performance assessment in teaching

in performance assessment in speaking

speaking by teacher and how are rubric of

learning. Those types can also help

speaking performance assessment at SMP

students to think actively in speak the

N 13 Padang.

learning proses.

5

speaking Story

they or

are:

Text

assessment

in

Oral

Retelling,

speaking

the English teachers getting the teaching

CONCLUSION Performance

assessment

is

an

learning,

assessment that require students to be

in

Cameron, Judy and W. David Pierce. 2002.

teaching

Rewards And Intrinsic Motivation.

speaking by teacher at SMP N 13 Padang.

New York : United States of

There are six tpyes of performance

America.

assessment in speaking depend on experts

Gay, L. R and Airasian, Peter. 2000.

that had been stated. They are Oral Interviews,

Story

or

Text

Educational Research Competencies

Retelling,

for Analysis and Application. New

Improvisations/Roleplays/Simulations,

Jersey: Prentice-Hall, Inc.

Oral Presentations and Dramatizations and

Johnson , David W and Jhonson Rogeri T.

Debates.

2002. Meaningful Assessment a

Connected to the finding of this research,

the

researcher

has

Manageable

some

Process.

suggestions for the English teacher and

the

processes

The

implementation

Person

Prentice-Hall, Inc.

of

Harmer, Jeremy. 2007. The Practice of

assessment that will be conducted in classroom.

A

Assessment of Students. New Jersey :

should understand well about all things to

Boston:

Cooperative

Nitko, Anthony J. 1996. Educational

English teacher and candidate of teacher

connected

and

Educational Campany

candidate of teacher candidates. The

that

curriculum

REFERENCES

researcher just analyze the types of assessment

and

KTSP objectives optimally.

active in classroom. In this research, the

performance

assessment,

English

of

Language

Teaching.

Cambrige: Campany.

assessment should be connencted to the curriculum KTSP. It is used to ease the

Mayberry, sally Cox and Lazarus, Brenda

teacher to get the teaching learning process

Belson. 2002. Teaching Students

and curriculum KTSP objectives optimally.

with Special Needs in the 21st-

Especially for the English teachers at SMP

century

N 13 Padang, the researcher expects that

Scarecrow Press, Inc.

the

uses

of

Boston:

O’Malley. 1996. Authentic Assessment For

the English teachers at that school will increase

Classroom.

English Language Learners. New

performance

Jersey: Prentice-Hall, Inc.

assessment in speaking. It is used to help

6

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