PENILAIAN SPEAKING Kemampuan Berbicara (Speaking) Dan Menulis (Writing) Dalam Pelajaran

PENILAIAN SPEAKING

Kemamp Kemampuan uan berbic berbicara ara (speak (speaking ing)) dan menuli menuliss (writi (writing) ng) dalam dalam pelaja pelajaran ran bahasa bahasa Inggri Inggriss merupakan dua kemampuan yang hampir sama sulitnya dirasakan oleh sebagian besar siswa di sekolah. Kesulitan speaking biasanya disebabkan: 1. Sulitnya mengungkapkan ide secara lisan. Sehingga siswa bingung untuk berbicara. 2. Terbatasnya kosakata (vocabulary), sehingga siswa sulit berbicara lancar dan lama. 3. Terbatasnya kemampuan tata bahasa (grammar). Sehingga sulit berbicara dengan aturan yang benar. 4. Terbatasnya melafalkan kata-kata (pronounciation). Sehingga sulit mengucapkan kata yang diucapkannya dengan benar. 5. Kurangnya keberanian untuk berbicara karena takut salah. Demikian pula dalam menulis (writing) pada dasarnya mempunyai penyebab yang hampir sama dengan berbicara (speaking). Hanya bedanya pada masalah lisan dan tulisan. Agar para siswa dapat berbicara dan menulis dalam bahasa Inggris, bisa dicoba pembelajaran melalui drama. Tekhnis pelaksanaannya dapat mencoba sbb: a. Terlebih dahulu menerangkan semua hal yang berkaitan dengan drama. Mulai dari cara membuat naskah, setting panggung, dll. b. Membagi Membagi siswa siswa dalam dalam kelomp kelompok. ok. Setiap Setiap kelomp kelompokn oknya ya terdir terdirii atas atas 5-6 orang orang secara secara heterogen berdasarkan kemampuan. c. Setiap Setiap kelomp kelompok ok di tugask tugaskan an membua membuatt drama drama yang yang temany temanyaa bebas, bebas, dan durasi durasi drama drama maksimal 10 menit. Serta setiap anak dialognya minimal 5 dialog. Masing-masing kelompok setiap minggunya harus berkonsultasi tentang hasil tulisannya. Naskah yang sudah di konsultasikan konsultasikan dan diperiksa diperiksa oleh guru, dikembalikan dikembalikan pada siswa untuk diperbaiki dan di tulis ulang. Penilaian speaking dilakukan secara individual dengan aspek-aspek penilaian:

*. Intonasi (intonation) *. Pengucapan (pronounciation) *. Tata bahasa (grammer) *. Kelancaran bicara (fluency), dan *. Gaya bicara (diction). Sedangkan penilaian writing dilakukan secara kelompok, dengan aspek penilaian:

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*. Kemampuan mencurahkan ide / gagasan. *. Tata bahasa (grammer) *. Kosakata (vocabulary), dan *. Tanda baca (punctuation) Metode ini telah diterapkan oleh SMAN-1 Cimahi, dan ternyata para siswanya memiliki

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instrument penilaian berupa untuk melakukan penilaian pada speaking pada speaking skill, kita memerlukan instrument penilaian rubrik. alat ini digunakan untuk memberikan penilaian yang lebih measurable dan observable beerikut ini contoh rubrik yang bisa digunakan sebagai acuan penilaian speaking. dan semoga bermanfaat…..! Name : Class/semester : Number : Proficiency Description Accent Grammar Vocabulary Fluency Comprehension Total Score

1

2

3

4

5

6

0 6 4 2 4

1 12 8 4 8

2 18 12 6 12

2 24 16 16 8 15

3 30 20 20 10 19

4 36 24 24 12 23

Note: Conversion Table Total Score 16 – 25

FSI Level 0+

26 – 32

1

33 – 42

1+

43 – 52

2

53 – 63

2+

63 – 72

3

73 – 82

3+

83 – 92

4





requirements. Can ask and 1. Able 1. Able to satisfy routine travel needs and minimum courtesy requirements. answer question on topics very familiar to him; within the scope of his very limited language experience can understand simple questions and statements … 2. Able 2. Able to satisfy routine social demands and limited work requirements. Can handle with confidence but not with facility most social situations including introductions and casual conversations about current events, as well as work, family, and autobiographical information … 3. Able 3. Able to speak the language with sufficient structural accuracy and vocabulary to participate effectively in most formal and informal conversations on practical, social and professional topics. topics. Can discuss particular interests and special fields of competence with reasonable ease; comprehension is quite complete for a normal rate of speech; vocabulary is broad enough that he rarely has to grope for a word; accent may be obviously foreign; control con trol of grammar good; errors never interfere with understanding and rarely disturb the native speaker. 4. Able 4. Able to use the language fluently and accurately on all levels normally pertinent to professionals needs. needs. Can understand and participate in any conversation within his range of experience with a high degree of fluency and precision of vocabulary; would rarely be taken for a native speaker, but can c an respond appropriately even in unfamiliar situations; errors of pronunciation and grammar quite rare; can handle informal interpreting from and into the language. 5. Speaking proficiency equivalent to that of an educated native speaker . Has complete fluency in the language such that his speech on all levels is fully accepted by educated native speakers in all of its features, including breadth of vocabulary and idiom, colloquialisms, and pertinent cultural references. Rating on Scale a. Accent 1. Pronunciation frequently unintelligible. un intelligible. 2. Frequent gross errors and a very heavy hea vy accent make understanding difficult, require frequent repetition. 3. “Foreign accent” requires concentrated listening and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vo cabulary. 4. Marked “foreign accent” and occasional mispronunciations which do not interfere with understanding. 5. No conspicuous mispronunciations, but would not be taken for a native speaker.





2. Constant errors showing control of very few major patterns an d frequently preventing communication. 3. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. 4. Occasional errors showing imperfect control of some p atterns but no weakness that causing misunderstanding. 5. Few errors, with no patterns of failure. 6. No more than two errors during the interview. c. Vocabulary 1. Vocabulary inadequate for even the simplest conversation. 2. Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc.) 3. Choice of words sometimes inaccurate, limitation of vocabulary prevent discussion of some common professional and social topics 4. Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non-technical subject with some circumlocutions. 5. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situation. 6. Vocabulary apparently as accurate and extensive as that of an educated native speaker d. Fluency 1. Speech is so halting and an d fragmentary that conversation is virtually impossible. 2. Speech is very slowly and uneven except for short or routine sentences. 3. Speech is frequently hesitant and jerky; sentences may be left uncompleted. 4. Speech is occasionally hesitant, with some un evenness caused by rephrasing and grouping group ing for words. 5. Speech is effortless and smooth, but perceptibly pe rceptibly non-native in speed and evenness. evenn ess.





2. Understands only slow, very simple speech on common social and touristic topic; requires constant repetition and rephrasing. 3. Understand careful, somewhat simplified speech directed to him, with considerable repetition and rephrasing. 4. Understands quite well normal educated speech directed to him, but requires occasional repetition and rephrasing. 5. Understands everything in normal educated conversation except for every colloquial or lowfrequency items, or exceptionally rapid or slurred speech. 6. Understands everything in both formal and colloquial speech to be expected of an educated native speaker. Scoring Rubric for Writing NO COMPONENTS

RANGE DESCRIPTION

1

30 – 27

EXCELLENT TO VERY GOOD: related ideas

26 – 22

GOOD: occasionally unrelated ideas

21 – 17

FAIR TO POOR: very often unrelated ideas

2

CONTENT

16 – 13 ORGANIZATION 20 – 18

VERY POOR: irrelevant ideas EXCELLENT TO VERY GOOD: effective and well organized

17 – 14

3

4

VOCABULARY

13 – 10

GOOD: occasionally ineffective, weak transition and incomplete organization

9–7

FAIR TO POOR: lack organization

20 – 18

VERY POOR: little or no organization EXCELLENT TO VERY GOOD: effective word choice

17 – 14

GOOD: mostly effective word choice

13 – 10

FAIR TO POOR: frequently error in word choice

9–7 LANGUAGE USE 25 – 22

VERY POOR: mostly ineffective word choice EXCELLENT TO VERY GOOD: grammatically correct







punctuation, capitalization, paragraphing 4

GOOD: occasionally errors in spelling, punctuation, capitalization, paragraphing

3 2

FAIR TO POOR: frequent errors in spelling, punctuation, capitalization, paragraphing VERY POOR: dominated by errors in spelling, punctuation, capitalization, paragraphing

TOTAL SCORE

PENILAIAN SPEAKING Kemampuan Berbicara (Speaking) Dan Menulis (Writing) Dalam Pelajaran

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