IMPROVING THE STUDENTS’ SPEAKING ABILITY THROUGH MINI-VIVA ASSESSMENT STRATEGY
DOI:
https://doi.org/10.26618/exposure.v3i2.833Abstract
Speaking or oral communication is a process between speaking and writing are productive skill, reading and listening are the receptive skill of understanding. The speaker has to encode the message that he wants? to convey an appropriate language. The objectives of the study are to find out the improvement of the students’ accuracy and fluency in speaking through the use of Mini-Viva Assessment Strategy. This research used a Pre-experimental Design with one group pre-test and post-test score that depended on the success of the treatment, it aimed to explain the effectiveness of Mini- Viva Assessment Strategy to improve speaking skill. Using Mini- Viva Assessment Strategy in teaching speaking is able to improve the students’ accuracy which deals with pronunciation, grammar, and vocabulary at the Eleventh Grade of SMA Negeri 1 BajengGowa. The students’ accuracy deals with pronunciation. It is proven by the improvement of the students’ pronunciation is 31.89%; the students’ accuracy deals with grammar.It is proven by the improvement of the students grammar is 56.80%, and the students’ accuracy deals with vocabulary. It is proven by the improvement of the students' vocabulary is 52.11%. Using Mini- Viva Assessment Strategy in teaching speaking is able to improve the students’ fluency which deals with self-confidence and smoothness at the Eleventh Grade of SMA Negeri 1 Bajeng Gowa. The students’ fluency deals with self-confidence. It is proven by the improvement of the students’ self-confidence is 37.85%. The students’ fluency deals with smoothness. It is proven by the improvement of the students’ smoothness is 34.37%. Using Mini- Viva Assessment Strategy in teaching speaking is able to improve the students’ speaking ability which deals with accuracy and fluency at the Eleventh Grade of SMA Negeri 1 BajengGowa.The improvement of the students’accuracy is 46.15% and the improvement of the students’ fluency is 36.23%. Mini- Viva Assessment strategy is significant to improve the students’ speaking ability.
Keywords: speaking, strategy, Mini-Viva Assessment,
References
Ardawati. 2009. Developing the Students’ Speaking Skill Ability Through MAPFormula at the Third Semester Students’ of English Education Department. Thesis. Muhammadiyah University of Makassar.
Arikunto, Suharsimi. 2010. ProsedurPenehtian (SuatuPendekatanPraktik). Jakarta: Penerbit PT RinekaCipta.
Bailey, K.M. (1998). Learning about language assessment: Dilemmas, Decisions, and directions. United States: Heinle&Heinle.
Best, J.W (1982): Research in Education; 3rd Ed. Prentice Hall of India Pvt., Ltd., New Delhi.
Borg, W. R., & Gall, M.D. 1989. Educational Research An Introduction. White Lains: Longman inc.
Boud, D, Cohen, R. & Sampson, J(1999) Peer Learning and Assessment, Assessment and Evaluation in Higher Education, 24(4), pp. 413–426.
Boud, D (1995) Assessment, and Learning, in P. KNIGHT (Ed.) Assessment for Learning in Higher Education (London, Kogan Page).
Brindly, G. (2001).Assessment. In R. Carter, & D. Nunan (Eds.), The Cambridge University Guide to Teaching English to Speakers of OtherLanguage (4th ed., pp.137-143). Cambridge: Cambridge University Press
Broughton, Geoffary.1980. Teaching English as Foreign Language. London: Routledge & Kangan Paul London.
Burns A. 1999. Collaborative action research for English teachers: CambridgeUniversity Press, Cambridge.
Byrne, 1976.Teaching Oral English. Singapore: Longman Publisher
Campbell, D. T. & Stanley, J. C. (1963). Experimental and Quasi- Experimental Designs for Research.. Chicago: Rand McNally.
Champman, C. (1990). Authentic WritingAssessment.Practical Assessment, Research &Evaluation, 2(7). Retrieved August 6, 2006 from,http://paperonline.net/getvn.asp?v=2&n=7
Charles, C. M. 1995. Introduction to Educational Research. White Plain: Longman, Ltd.
Clark, H. Herbert, at al. 1977. Psychology and Language. USA. Harcourt Brace Jovanovich Publisher.
Cohen, A.D. (2001). Second language assessment. In M. Celce-Murcia (Ed.), Teaching English as a SecondOrForeignLanguage (3rd ed., pp515-534). United States: Heinle& Hein.
Cohen, L.,& Manion, L. (1994). Research Methode in Education. London and New York: Routledge.
Crosby, C. (1997, August). Portfolio Assessment in the Korean ESL writing classroom.Thai TESOL Bulletin, 10(2). Retrieved November 13, 2004, from http: // www.thaitesol.org/bulletin/1002/100204.html
David, R. Carless, 2002 ‘The Mini-Viva as a Tool to Enhance Assessment for Learning’ Assessment and Evaluation in Higher Education 27:4 pp353-363
Douglas, D. (2000). Assessment language for Specific Purposes. In J.C. Alderson, & L.F.Bachman (Series Eds.), The Cambridge Language Assessment Series. Cambridge:Cambridge University Press Dr Susan
Sayc. 2007. Assessing International MA Students with Mini-Vivas. Bournemouth University.
Gay, L.R. (1981). Educational Research, Englewood Cliffs NJ: Macmillan Publishing Company.
Harmer, Jeremy. 1991. The Practice of English Language. New York. Longman Publisher.
Heaton, J B (1975).Writing English Language Test.New Edition. London: New York
Kerlinger, F. N. (1970) Foundations of Behavioral Research. New York: Holt, Rinehart&Winston.
Longman, 1995. Contemporary English Dictionary. New York. Longman.English Contemporary Press.
Marcel, 1996.English Speaking Elements.Last update June, 15th 2008. Available on http//eng.gsu.edu/mos.dos/ghtml.
Mardiana, 2009. The Correlation between Students’ Self Confidence and Their Speaking ability in the Classroom. Thesis.UniversitasMuhammadiyah Makassar.
McMillan, H. James and Schumacher Sally. 2001. Research in Education A conceptual introduction. United State: Longman.
Murray Rowena .2003.How to Survive Your Viva: Defending a Thesis in an oral examination.Maidenhead and Philadelphia: Open University Press
Nunan, David.1991. Language Teaching Methodology Macquarie. University of Sidney
Pilliner, A. (1973) Experiment in Educational Research. E 341. Milton Keynes: Open University Press.
Prosser, M and Trigwell K 1999 Understanding Learning and Teaching Open University Press Buckingham
Ramsden, P. 1992. Learning to Teach in Higher Education Routledge London
Rismayanti. 2006. The Students’ Performance in Speaking Through Retelling Short Story. Thesis. Makassar. FKIP Unismuh
Robson, C. (2002) Real World Research (second edition). Oxford: Blackwell.
Shaaban, K. (2001).Assessment of YoungLearners. English Teaching Forum, 39(4), 16-23
Smith, H. W. (1991) Strategies of Social Research (third edition). Orlando, FL: Holt, Rinehart & Winston.
Struyven, K , Dochy F and Janssens S 2005 ‘Students’ Perceptions about Evaluation and Assessment in Higher Education: a Review’ Assessment and Evaluation in Higher Education 30:4 pp325-341
Susan Sayce. 2007Managing the Fear Factor (or how a Mini-Viva Assessment can Improve the Process of Learning for International Students 5 (2) :83-91
Webster. 1996. Third New International Dictionary, Fourth Edition Printed in Great Britain. Britain: Oxford University Press.
Widdowson.H.G.1978. Teaching Language as Communication. London: Oxford. University Press.
Yunian,X. & Ness, V. (1999).Ongoing Evaluation: The Role of Teachers and Learners.English Teaching Forum, 37(4), 16-23.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
