Assessing Speaking Skill: Teachers’ Strategies in EFL Classroom Settings  

Oleh:

Hilman, Fathin Anjani ; Anisah, Fida ; Sunarto, Lestiyani

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 3, page 46-56.
Topik: strategy; assessment; speaking skill; speaking assessment.
Fulltext: hal 46.pdf (11.0MB)

Isi artikel

Teaching and assessing cannot be separated in teaching and learning process. Teaching speaking is an important part in the language teaching, as well as the assessing speaking. However, assessing speaking skill among English teachers is frequently misleading. Therefore, teachers need to use some strategies in conducting the assessing speaking. Based on that issue, this research is aimed at exploring teachers’ strategies in assessing speaking skill. To explore the problems, case study with a qualitative approach was adopted. This research employed interview technique in collecting the data and involved three teachers from one of senior high schools in Bandung. The collected data were analyzed by using flow data analysis process of Miles & Huberman (1994). The findings revealed that teachers apply the strategy of conducting the speaking assessment in the classroom which are start from the way they identify the purpose of their speaking assessment, planning the speaking assessment, then selecting the type of speaking assessment and last, developing the rubric for the speaking assessment. In general, teachers implementing some strategies in conducting the speaking assessment. This research is expected to broaden teachers’ knowledge about strategies in assessing speaking in terms of the purpose and planning the speaking assessment, the type of assessment used, and scoring rubric used.

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