A DESIGN OF SPEAKING ASSESSMENT RUBRIC FOR ENGLISH IMMERSION CAMP

Ummu Syahidah, Faujia Umasugi

Abstract


The aim of this mix-method study is to design a speaking assessment rubric for an English Immersion Camp (EIC) program in Muhammadiyah University of North Maluku called UMMU English Immersion Camp (UEIC). In UEIC, there were seven activities applied for triggering the participants to continuously speak English during the program (see Syahidah, Umasugi, & Buamona, 2019). However, the program did not have a proper assessment form to measure the UEIC participants’ speaking development. Therefore, this study was administered to design the assessment in the form of a speaking rubric. Three instruments were used to gather the data for designing the rubric. Interviews were adminstered to two experts of English language assessment who have been having years of experince in teaching English at the university. Document analyses were done to analyze the UEIC syllabus from previous studies and speaking rubrics from various sources to make a match between the design of the assessment instrument with the UEIC achievement targets, objectives, materials, and learning techniques. Observations were conducted by four observers who were fasilitators at the UEIC to measure the participants’ speaking progress. Data from obervations were used to test the validity and reliability of the rubric. The speaking assessment rubric was designed based on the steps of designing speaking assessment proposed by O’Malley and Pierce (1996) which are identifying the purposes of speaking assessment, planning speaking assessment, developing speaking test rubric and setting standards. The rubric contained ten items divided into six aspects of speaking assessments namely (1) grammar, (2) vocabulary, (3) pronunciation, (4) fluency, and (5) comprehenesibility respectively represented into two items, and (6) accuracy measured by three items. Moreover, the validity and reliability analyses showed that the rubric containing 10 items were valid and reliable because all values needed have reached the theoretical standard value for validity and reliability of a speaking test instrument.


Keywords


English Immersion Camp, Speaking Rubric, Validity, Reliability, Authenticity

Full Text:

PDF

References


Aiken, L. R. (1985). Three Coefficients for Analyzing the Reliability, and Validity of Ratings. Educational and Psychological Measurement, 45, 131-142.

American Psychological Association. (1954). Technical recommendations for psychological tests and diagnostic techniques. Washington, DC: American Psychological Association.

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.

Brown, H. D. & Abeywickrama, P. (2010). Language Assessment, Principles and Classroom Practices (2nd ed.). White Plains, NY: Pearson Education, Inc.

Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education, Inc.

Brown, J. D. (1995). The Elements of Language Curriculum. Boston: Mass. Heinle&Heinle Publishers.

Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281–302. https://doi.org/10.1037/h0040957

Douglas, D. (2010). Understanding Language Testing. New York: Hodder Education.

FPHLCC Language Program Handbook Development Team. (2010). An Immersion Handbook. Brentwood Bay: First Peoples’ Heritage, Language and Culture Council. Tersedia online di www.fpcc.ca/files/PDF/culture-camps-handbook.pdf (Diakses pada 13 April, 2018)

Harmer, J. (2007). How to Teach English (New Edition). Essex: Pearson Education Limited.

Hughes, A. (2003). Testing for Language Teachers. Cambridge: Cambridge University Press.

Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A Learning-centered Approach. Cambridge: Cambridge University Press.

Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergaman Press.

Luan, Y. & Guo, X. (2011). A Study on the Application of the Immersion Teaching Model to EFL Learners in Institutions of Higher Education. Canadian Center of Science and Education, 4 (1), 152-161.

Mazouzi, S. (2013). Analysis of Some Factors Affecting Learners’ Oral Performance. A Case Study: 3rd Year Pupils of Menaa’s Middle Schools. M. A. Dissertation, Department of Foreign Languages, English Division, Faculty of Letters and Languages, Mohamed Khider University of Biskra, People’s Democratic Republic of Algeria.

Nation, P. & Macalister, J. (2010).Language Curriculum Design.New York: Routledge.

Nunan, D. (1995). Language Teaching Methodology: A Textbook for Teachers. NY: Phoenix Ltd., p. 593.

Rossell, K. (2000). The Design and Implementation of an English Immersion Program. In The ABC’s of English Immersion, A Teacher’s Guide. Washington: Center for Equal Opportunity.

Siano, J. (2000). Teaching Juan and Maria to Read. In The ABC’s of English Immersion, A Teacher’s Guide. Washington: Center for Equal Opportunity.

Syahidah, U., Umasugi, F. & Buamona, Z. (2019). A Design of English Immersion Camp for Supplementing English Teaching and Learning in Indonesia. ELS Journal on Interdisciplinary Studies in Humanities, 2(1), 102-109.




DOI: https://doi.org/10.26618/exposure.v10i1.4708

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

© All rights reserved 2020. Exposure: Jurnal Pendidikan Bahasa dan Sastra Inggris (ISSN Print: 2252-7818), (ISSN Online: 2502-3543)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.