IMPLEMENTATION OF SPEAKING COMPETENCY ASSESSMENT OF INDONESIAN COURSES
The inaccuracy in the assessment results in the difficulty of students expressing themselves in spoken language. The purpose of this research is related to the context, this study examines the condition of the characteristics of students, educators, and the campus environment, as a support for the implementation of the speaking competency assessment. Input, relating to materials and facilities developed to support the implementation of speaking competency assessment. Process, related to the implementation of the speaking competency assessment. The product, the quantity of the achievement of the assessment objectives, the quality of the achievement of the assessment objectives, and the benefits of the achievement of the assessment objectives, from the implementation of the speaking competency assessment at Higher Education. Judging from the type, This study is included in the CIPP evaluation study. The data in this study are qualitative. The data in this study are in the form of googleform, syllabus, RPS, interviews, and the results of standard agreements in focus group discussions and observations of the learning process. This research involved three lecturers each from three Islamic universities in Surakarta, 479 students, and 14 study programs. The results of this study indicate that in the context implementation, input, process, product, and assessment have not fully met the standards set by the government in Permendikbud Number 3 of 2020. Learning to speak Indonesian subjects is based on HOTS although there are several aspects of the assessment that are still LOTS.
Anderson, L W. (2010). Pembelajaran, Pengajaran, dan Asesmen. Yogyakarta: Pustaka Pelajar.
Ariasian, P.W. (1991). Classroom Assessment. New York: Mc Graw-Hall.
Banta, T.W. & Palomba, C. A. (2008). Assessment Essesntials: Planning, Implementing, and Improving Assesment in Higher Education. San Franscisco: John Wiley & Sons, Inc.
Barry, R. (2008). Assessmen for Learning. Hong Kong: Lammar Printing Co. Ltd.
Blum, R.E & Judith, A. A. (1996). A Handbook for Student Performance Assessment in an Era of Restructuring. Alexandria, Va. Association for Supervision and Curriculum Development.
Bown, H. Douglas. (2004). Languages Assesment, Principles and Class Practies. San Francisco:
Burton, K. (2011). A Framework for Determining The Authenticity of Assesment Tasks: Applied to an Example In Law. Journal of Learning Design, 4 (2), 20-28.
Cho, Sookyung. Chanho Park. (2014). The Role of Scoring In Formative Assessment of Second Language Writing. GEMA Online® Journal of Language Studies. Volume 14(3) pp 105-121, September 2014 (http://dx.doi.org/10.17576/GEMA-2014-1403-07). ISSN: 1675-8021.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York, NY: Harper Collins Publishers
Dimova, Violeta. Dragana Kuzmanovska. Snezana Kirova. Biljana Ivanova. (2018). Evaluation Of Teaching Language And Literature In Higher Education. KNOWLEDGE – International Journal. ISSN 1857- 923X Vol. 28.3. pp 775-778.
Djwandono, S. (2011). Tes Bahasa: Pegangan bagi Pengajar Bahasa. Jakarta: Indeks.
Facione, P. (1990). Critical Thinking: A statement of expert consensus for purposes of educational assessment and instruction. Complete American Philosophical Association Delphi Research Report. Millbrae, CA: California Aca¬demic Press.
Finch, A.E. (2002). Authentic Assessment: Implications for EFL performance testing in Korea. Journal Secondary Education Research, 49 (0), 89-122.
Fook, S.S. & Sindhu, G.K. (2010). Authentic Assessment and Pedagocial Strategies in Higher Education. Journal of Social Sciences,6 (2), 153-161.
Gagne, R.M., and Briggs, L.J. (1974). Principles of Intructional Design. New York: Holt, Renehart and Winston.
Ghoorchaei, Behrooz. Mansoor Tavakoli. Dariush Nejad Ansari. (2010). The Impact Of Portfolio Assessment On Iranian EFL Students’ Essay Writing: A Process-Oriented Approach. GEMA Online ™ Journal of Language Studies. Volume 10(3) 2010. Pp 35-51.
Govaerts, Marjan J B. Cees P M van der Vleuten1 & Eric S Holmboe. (2019). Managing Tensions In Assessment: Moving Beyond Either–Or Thinking. Medical Education. 53: 64–75. doi: 10.1111/medu.13656.
Gulikers, J. T. M., Bastianens. T.J, & Kirschner, P.A. (2007). Authentic Assessment, Student and Teacher Perceptions: the Practical Value pf the Five Dimensional-Framework. Journal of Vocational Education and Training, 58 (3), 108-112.
Halpern, D. (2003). Thought and Knowledge: Introduction to critical thinking. Fourth edition. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Haron, A Rahman. Jamaludin Badusah. Zamri Mahamod. (2015). Kemahiran Berfikir Aras Tinggi (KBAT) dalam Salak Didik dengan Elemen Nyanyian dan Elemen Pantun (Higher Order Thinking Skills (HOTS) in SALAK DIDIK Singing and Pantun Elements). Jurnal Pendidikan Bahasa Melayu – JPBM (Malay Language Education Journal – MyLEJ). ISSN: 2180-4842. Vol. 5, Bil. 1 (Mei 2015): 53-6.
Hulme, Agnes Kukulska. Olga Viberg. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology. Vol 49 No 2 2018 207–218 doi:10.1111/bjet.12580.
Kabilan, Muhammad Kamarul. Mak Kem Seng. Ooi Ae Kee. 2010. “Reader-Text Transaction In Text Comprehension”. GEMA Online™ Journal of Language Studies. Volume 10(3)2010. ISSN: 1675-8021. Pp 127-142.
Kamarudin, M. Y., Yusoff, N. M. R. N., Yamat@Ahmad, H., & Ghani, K. A. (2016). Inculcation of Higher Order Thinking Skills (HOTS) in Arabic Language Teaching at Malaysian Primary Schools. Creative Education, 7, 307-314. http://dx.doi.org/10.4236/ce.2016.72030.
Kusmaryani, W. B Musthafa and P Purnawarman. (2018). The influence of mobile applications on students’ speaking skill and critical thinking in English language learning. Journal of Physics. IOP Conf. Series: Journal of Physics: Conf. Series 1193 (2019) 012008 IOP Publishing doi:10.1088/1742-6596/1193/1/012008.pp 1-7.
Lan, Tsang Wai. (2011). English Metalanguage Awareness Among Primary School Teachers In Hong Kong. GEMA OnlineTM Journal of Language Studies. Volume 11(1) 2011. ISSN: 1675-8021. Pp 1-16.
Leong, Lai-Mei. Seyedeh Masoumeh Ahmadi. (2017). An Analysis of Factors Influencing Learners’ English Speaking Skill”. International Journal of Research in English Education (IJREE). Online ISSN 2538-3027. Print ISSN 2538-4015.pp 34-41DOI: 10.29252/ijree.
Leiva, Ana Laura Escobar. Laureen Arias Durán. MónicaJiménez Murillo. (2018). Formative Assessment for Promoting Intrinsic Motivation in an EAP Reading Comprehension Course. Revista de Lenguas Modernas, No 28, 2018 / 293-303 / ISSN: 1659-1933. Halaman 293 – 303.
Lyng, Colette. Evelyn Kelleher. (2019). Engaging large cohorts of students in online formative assessment to reinforce essential learning for summative assessment. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J). Volume 11, Number 1 (Spring 2019). Hal: 1-27.
Mc KIm, R. (1972). Experiences in visual thinking. Monterey, CA: Brooks/Cole.
Mintah, J.K. (2009) Authentic Assessment in Physical Education: Prevalence of Use and Perceived Impact on Students’ Self-Concept, Motivation, and Skill Acheivement. Journal of Measurement in Physical Education anad Exercise, (7(3), 161-174.
Mueller, J. (2005). The Autentic Assessment dalam Upaya Peningkatan Mutu Pendidikan. Journal Pendidikan Penabur, 6 (4), 67-76.
Mulyaningsih, Indrya. Itaristanti. (2018). Pembelajaran Bermuatan HOTS (Higher Order Thinking Skill) di Jurusan Tadris Bahasa Indonesia. Indonesian Language Education and Literature e-ISSN: 2502-2261 http://www.syekhnurjati.ac.id/jurnal/index.php/jeill/ Vol. 4, No. 1, Desember 2018, 114 – 128. DOI: 10.24235/ileal.v4i1.2970.
Nurgiyantoro, Burhan. (2014). Penilaian Pembelajaran Bahasa Berbasis Kompetensi. Yogyakarta: BPFE.
Rahmawati, Laili Etika dan Nuraini Fatimah. 2014. “Pengembangan Model Penilaian Autentik Kompetensi Berbicara”. Dalam Varia Pendidikan. Vol. 26. No. 1, Juni 2014. Halaman 1-10.
Rudner, L.M and Schafer, W. S. (2002). What Teachers Need to Know About Assesment. Washington, DC: National Education Association.
Rofi’uddin, Ahmad. Zuhdi. Darmiyati. (1998). Pendidikan Bahasa dan Sastra Indonesia di Kelas Tinggi. Jakarta: Depdikbud.
Sternberg, R., Lubart, T. (1999). Concepts of creativity: Prospects and paradigms. Handbook of Creativity. New York, NY: Cambridge University Press.
Wiggins, G., McTighe, J. (2006). Understanding by design. Upper Saddle River, NJ: Pearson Education, Inc.
Zamani, Gerannaz. Reza Rezvani. (2015). HOTS in Iran's Official Textbooks: Implications for Material Design and Student Learning. Journal of Applied Linguistics and Language Research. Volume 2, Issue 5, 2015, pp. 138-151Available online at www.jallr.ir ISSN: 2376-760X.
Copyright (c) 2021 Laila Fitri Nur Hidayah, Sarwiji Suwandi, Sumarwati Sumarwati
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The writer of published paper on Gramatika have agreed this following:
- Article copyright still had by the author.
- The author gives the first publication right of the article to Gramatika and its lisence onto Creative Commons Attribution License that allow other party to use or recitate the article but keep mention the name of original author and the first publication on Gramatika.
- The author is allowed to republish the article that Gramatika have been published it before through separated contract deal due to non-exclusive distribution (ex: submitting in to institution repository or publishing onto a book) but still mention the first publication on Gramatika.
- The author is allowed and recommended to distribute her/his papers to the virtual world (ex: in the institution repository or author’s homepage) before or during the document consignment process because can support the productive exchange also an early and wide citation.
- Every documents have been accepted should be attached with Copyright Submission Approval Form before article publication. Download the form here.