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Assesment on speaking can be very judgmental issue, in which people tend to relate on native
or nonnative speaker on the basis of pronounciation (Luoma, 2004). Additionally, Nunan
(1999) viewed that speaking requires someone to be linguistically competence in term of well
articulating the sound, having sufficient vocabulary, and mastering structural or grammatical
components. To speak also needs functional competence which means answering questions
completely and logically. Another competence is strategic competence in which the speaker
is able to use repairing strategies when conversation breaks down.And the last one is
sociolinguistic/cultural competence. It demands the speakers to use the language
appropriately to the context. This theory then developed as the criteria of speaking test
assessment. However, the design of speaking assessment may vary; depend on the types of
speaking assessed. Then, what should to be tested? (Nunan, 1999).
The steps of developing the rubric of the researcher take the rubric developed from Chichago
Public School (CPS), while the steps are as follows:
Lecturers, teachers with their peers determine the performance dimensions to be
accessed. This determination can be done through discussions together with the same
field of study by looking at the outline of the learning program (GBPP).
After that, collect some existing ways or student performance to be viewed and
adjusted to the result of dimension determination with reality on student performance.
Define the performance dimensions that will be assessed to be more accurate
dimensions.
After that write the definition of each dimension that has been decided by this
definition is a critical step.
Determining the scale of the dimensions to be assessed, the scale may be descriptive
or Nomic. Regardless of the scale used, each category of the scale must be well
defined, and given an example of performance shown in each category. At this stage
can also be developed a kind of checklist, so that in the form or absence of a
dimension.
The next stage of assessing the rubrics developed for this assessment of a number of
questions can be used as a benchmark
The next step is a test run, this is what will appear. Has the rubric developed for use or
not?
If the rubric is inadequate, then the next step is socialization. This socialization is
done by involving all parties related to the performance assessment. With this
socialization is expected all parties can show commitment.
Although a rubric has been attempted to be well prepared, but it must be realized that it is not
possible that the rubric is perfect or is considered the only criterion for addressing student
performance in one activity.
Types of Rubric
Based on its usefulness, the rubric can be divided into two, namely rubric holistic and rubric
analytic rubric:
Performance dimensions that can be used to assess students' skills in doing things
include:
1. Helping teachers and students in the learning process, because the rubric contains
criteria or indicators of achievement of achievement of learning outcomes. Based on
the concept of assessment that assessment is not only the right of the teacher, but also
the rights of the students, the teacher should discuss the rubric with the students
before they start the task. Rubrics can be displayed on display boards or shared with
students. If teachers and students have agreed on an assessment rubric, the rubric can
also help focus the teaching-learning process through emphasizing the criteria that
students must meet.
2. Assist teachers to set a passing standard, for example the teacher determines a
minimum score of 3 from each criteria as a passing standard.
3. Help teachers determine remedial activities. For example teacher determines score 3
as a passing standard. If there are students with one or more criteria scoring less than
3, the teacher does not need to re-teach all concepts, but only the concepts in the
uncontrolled criteria are to be taught again. 4. Become the criteria of students' self-
assessment.
4. Become the criteria of students' self-assessment. By looking at the assessment criteria
in the rubric the student can know what the demands of the learning outcomes to be
achieved in the competence. The clarity of these learning demands can encourage
student progress.
5. As feedback. If a student gets a score of 1 on the data analysis criteria, then the
statement in the rubric "incomplete data presentation and no analysis" helps the
student to improve the way of data presentation and analysis.
Here are the Requirements of Being Reporter and Radio / TV Presenter as stated by JB
Wahyudi in the Basics of Radio and Television Journalism (Main Library Graffiti, Jakarta,
1996)
1. High intellectuality.
2. Physical appearance and standard sound volume.
3. Strong personality
4. Reasonable and authoritative.
5. Have knowledge and journalistic skills.
6. Clarity and clarity of sound.
7. Master clear and clear reading techniques.
8. Master good vocal techniques.
9. Master the problem presented. *
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