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dc.contributor.authorRahmawati, Laili Etika
dc.contributor.authorFatimah, Nuraini
dc.date.accessioned2014-08-21T09:05:41Z
dc.date.available2014-08-21T09:05:41Z
dc.date.issued2014-06
dc.identifier.citationAllammi, H. 2013. “The Effects of Teaching Lexical Collocations on Speaking Ability of Iranian EFL Learners”. Dalam Theory and Practice in Language Studies, Vol. 3, No. 6, pp. 1070-1079, June 2013. Efthymiou, G. 2012. “Teaching and Assessing Speaking Performance through Analytic Scoring Approach”. Dalam Research Papers in Language Teaching and Learning Vol. 3, No. 1, February 2012, 200‐224 Fotovatnia, Z. Dan Dorri, A. 2013. “Repair Strategies in EFL Classroom Talk. Dalam Theory and Practice in Language Studies, Vol. 3, No. 6, pp. 950-956, June 2013. Heeren, A., Ceschi, G., Valentiner, D., Phillippoti, P. 2013. “ Assessing Public Speaking Fear with the Short Form of the Personal Report of Confidence as a Speaker Scale: Confirmatory Factor Analyses among a French-Speaking Community Sample”. Dalam Neuropsychiatric Disease and Treatment 2013:9 halaman 609-618. Muslich, M. 2009. KTSP, Pembelajaran Berbasis Kompetensi dan Kontekstual. Jakarta: Bumi Aksara. Nurgiyantoro, B. 2010. Penilaian Pembelajaran Bahasa Berbasis Kompetensi. Yogyakarta: BPFE. _____________. 2011a. “Model Penilaian Otentik dalam Pembelajaran Bahasa”. Dalam Litera: Jurnal Penelitian Bahasa, Sastra, dan Pengajarannya. Volume 10, Nomor 2, Oktober 2011 Halaman 114-125. ______________.2011b. Penilaian Otentik dalam Pembelajaran Bahasa. Yogyakarta: Gadjah Mada University Press. Pusat Kurikulum Badan Penelitian dan Pengembangan Depdiknas. 2006. Model Penilaian Kelas Kurikulum Tingkat Satuan Pendidikan SMP/MTs. Jakarta. Qian, X. 2012.” A Study on the Teaching Methods of Improving Students’ Oral English”. Dalam Theory and Practice in Language Studies, Vol. 2, No. 10, pp. 2204-2208, October 2012. Slamet, St.Y. 2009. Dasar­Dasar Keterampilan Berbahasa Indonesia. Surakarta: LPP UNS dan UNS Press. Tarigan, H. G. 2008. Berbicara. Bandung: Angkasa. Tuan, L.T. 2012.” Teaching and Assessing Speaking Performance through Analytic Scoring Approach” . Dalam Theory and Practice in Language Studies, Vol. 2, No. 4, pp. 673-679, April 2012.en_US
dc.identifier.issn0852-0976
dc.identifier.urihttp://hdl.handle.net/11617/4759
dc.description.abstractThe first year research has aim to: (1) describe the learning assessment process of the speaking theory subject and (2) design the theorethic model of authentic assessment in speaking competence. The method used in the research is Research and Development method, i.e. the research method is used to produce certain product, and to test the effectiveness of the product. The results of the research are: (1) the assessment activity of the students’ speaking competence who takes the speaking theory subject have the characteristics of authentic assessment. It is based on the result of the curriculum review which has impact to the syllabus adjustment in directing to the teachers’ need at school. Therefore, the speaking competence assessment which focuses on the speaking ability, nowadays its academic competence focus is broading. In addition, the audiences’ affective respon is used as the assessment consideration; (2) the theoretic model of speaking competence assessment can be described that the speaking competence assessment is divided as two step categories, they are the process and the result assessment. The portofolio assessment is the most theorithic assessment tecnique which considered as it appropriate to gain the students’ speaking competence development. The result of the assessment is divided into two tests, i.e the middle semester test and the final semester test. The middle semester test is used to know the student’s competence which has closed relation to the speaking theories because the students have to mastery the speaking competence in order to practice the speaking competence, the students’ must also have to teach it. The final semester test is conducted to know the students’ competence in the speaking practice which can be conducted by the three techniques, they are group, peer, and individual technique. The tehcniques can be applied based on the needs and the characteristic of the tested competence.en_US
dc.publisherUniversitas Muhammadiyah Surakartaen_US
dc.subjectassessmenten_US
dc.subjectauthenticen_US
dc.subjectspeakingen_US
dc.titlePengembangan Model Penilaian Autentik Kompetensi Berbicaraen_US
dc.typeArticleen_US


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