The New Speaking Progress Test Design for Economics and Business Students in Indonesia
This study is to see the application of a new designed speaking progress test for the English 4 subject which has not done yet at one of the university in Indonesia. This aims to assess students during their learning and needs, and to evaluate the course. The new speaking test design was a progress test run formally on semester 4. It was adopted the model of IELTS test which consisted of three parts, used the TSE scoring scale and ETS rater system. All aspects in this test follow the compulsory requirements of a test such as reliability, validity, practicality, and impact. The test was a face-to-face interview test (Weir, 2005, p. 143). Time allocated for the entire test was not more than 15 minutes. The data taken from the five chosen trial students of semester 5. The actual test design was intended for the student of semester 4, but the examiner and the rater were the real ones. However, the age, learning background, and the general proficiency level of these five trial students were nearly similar to the intended candidates for the test design.Â Since the TSE was not familiar to the students, the students got two kinds of score. The first final result of the TSE score were between 40â€“50. The second final result was scored using the range of 100. It showed between 66.7â€“83.3.Â Both of the final results showed that this new design really tested the progress of the students. The design met the studentsâ€™ needs and evaluates the course. This innovative model of test was proposed to be trialled in the progress test in semester 4 next year.
Keywords: Speaking Test, IELTS model
Bachman, L. & Palmer, A. (1996). Language Testing in Practice. Oxford: Oxford University Press.
Carroll, J. B. (1961). â€˜Fundamental considerations in testing for English language proficiency of foreign studentsâ€™ (reprinted in H.B. Allen and R.N. Campbell (eds.) (1965) Teaching English as a Second Language: A Book of Readings. ed.). New York: McGraw Hill.
Cowie, B. & Bell, B. (1999). A model of formative assessment in Science Education, Assessment in Education, 6(1). Assessment in Education: Principles, Policy & Practice, 101-116.
Cusack, B. & McCarter, S. (2007). Listening and Speaking Skills. Oxford: MacMillan Publishers Limited.
Douglas, D. (2000). Assessing Languages for Specific Purposes. . Cambridge: Cambridge University Press.
Hines, P. E. (2010, January Tuesday). ets.org. Retrieved Oktober Monday, 2018, from How ETS Scores the TOEIC Speaking and Writing Test Responses: https://www.ets.org/research/policy_research_reports/publications/report/2010/itjy
Hughes, A. (2003). Testing for Language Teachers. 2nd Ed. . Cambridge: Cambridge University Press.
Hutchinson, T. &. (1987). English for Specific Purposes: A learning-centred Approach. Cambridge: Cambridge University Press.
Kerridge, D. (1990). Presenting facts and figures revised by Ellis, M., Oâ€™Driscoll, N., & Pilbeam, A. (Eds). Helvetica: Longman Singapore Publishers Pte Ltd.
Killen, R. (2005). Programming and assessment for quality teaching and learning. Southbank Victoria: Thomson.
Killen, R. (2005). Programming and assessment for quality teaching and learning. . Southbank Victoria: Thomson.
Kitao, S. K., & Kitao, K. (1996). Testing communicative competence. Retrieved November Monday, 2018, from iteslj.org: http://iteslj.org/Articles/Kitao-Testing.html
Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
Lynch, T. (2009). Responding to learnersâ€™ perceptions of feedback: the use of comparators in second language speaking courses. Innovation in Language Learning and Teaching, 3(2).
McNamara, T. (2000). Language testing. Oxford: Oxford University Press.
Munandar, A. (2007). Modul Pratikum Bahasa Inggris 4. Yogyakarta: Diploma Ekonomika dan Bisnis.
Nunan, D. (1993). Task-based syllabus design: selecting, grading and sequencing tasks. In G. C. Gass, Tasks in a pedagogical Context: Integrating theory and practice (pp. 55-68.). Clevedon: Multilingual Matters.
Pickford, R. & Brown, S. (2006). Assessing skills and practice. New York: Routledge.
Simon Haines, P. M. (2006). IELTS Masterclass. Oxford: Oxford University Press.
Stephen H. Moore, a. M. (2009). A Case study of an assessment task bank. Prospect : an Australian journal of TESOL, 24(1), 3-16.
Weir, C. J. (2005). Language testing and validation: An evidence-based approach. New York: Palgrave Macmillan.
The authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.