| dc.identifier.citation | Allammi, 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.description.abstract | The 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 |
