cara pentaksiran bahasa

8/2/2019 Cara Pentaksiran Bahasa

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ASSESSING LANGUAGE SKILLS

Phonology :

1. Make a list of all the consonant phonemes

2. Collect pictures to depict words that contain each phoneme

3. Make sure there is a picture to elicit a word with the consonant in theinitial position and a picture to depict the consonant in the finalposition.tip

a) Eg. pot : initial /p/

tip : final /p/

4. Record the error sound. Eg. /b/ is recorded if the child says botfor pot

5. The teacher lists all the phoneme errors. These will become

educational objectives.


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Morphology


1. The Present Continuous Tense .ing

a) Present pictures with the sentences to assess the use of each morpheme

Eg : The teacher shows a picture of girls playing and say, The girls liketo play. Here they are ..

2. The Preposition ..in

a) The teacher shows a picture of a baby sleeping and ask, Where is the baby?The baby is and the child says the missing words.


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Syntax


1. Sentence Repetition

a) The teacher makes a list of several sentences

b) The teacher reads each sentence, and the child repeats the

sentence read.

c) Record the test session so that the childs responses

can be checked.

d) The teacher examines the childs responses and analyzes

for critical syntactical features.

e) Omitted syntactical features should be included in the

educational objectives.


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Syntax

Assessing Knowledge of Syntax Using a Speech Sample

1) Get a speech sample from the student.

a) To get the speech sample, set up a partially structured play

situation

b) Use toys that the child is familiar with and that are likely tospelicit a variety of responses from the child

c) Record the speech

d) Transcribe the speech sample as soon as possible

e) Analyze the speech sample using the table on syntactic given.


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Syntax

Assessing Knowledge of Syntax Using a Speech Sample

Example of an utterance : Her not in today.

1. Present progressive ing

2. is3. Plural regular s, es

4. Possessive s

5. I, me, mine, my, you, yours

6. Irregular past

7. he, him, his, she, her, hers x

8. am, are, was, were

9. not x

10. cant, dont

11. and

12. but x

13. because

14. Reversal of copula (is it)

15. who, what

16. where


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SEMANTICS


Word Categorization

1) The teacher says a word and asks the student to say as many wordsas possible in the same category

2) The words can fall into the category because of similar function orphysical attribute.

3) As the child says the words, the teacher lists them on a checklist

4) The teacher analyzes the words to see whether the child can say

several words in a category or whether the student (a) says a wordthat is an opposite (b) says a rhyming word repeats the stimulusword


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PRAGMATICS

Indirect Requests :

1) Prepare a few indirect requests

2) Ask the students to state the implied direct requests

a) The teacher says. Tell me what I want you to do when I say, Can you

close the door? The student should give a reply similar in meaning toYou want me to close the door.

b) The teacher reads the indirect requests listed on a checklist and putsa check in a column to indicate if the students response is correct or

incorrect

c) Determine the form the student has difficulty withEg. Can you .

Cant you

Must you


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UNDERSTANDING DISCOURSE


1. Read a short story or passage to thestudent

2. After that, ask questions based onthe story or passage read.

3. If the student can answer the questionsasked, it means that he understandsconnected texts and ideas.


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UNDERSTANDING DIRECTIONS AND INSTRUCTIONS

1. Prepare a series of simple instructions that younormally give in the class.

2. Some examples of instructions you can give are :

a) Shut the door.

b) Put away your book.

c) Wash your hands.

d) Put up your hand.

3. If the student is unable to carry out your instruction, itmeans that he does not understand your instruction, soyou will have to teach him.


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Testing Knowledge of Adjectives

1. To test whether whether the student knows how to use thecomparative, the teacher could show two similar objects ofdifferent sizes.

2. For example, the teacher could show pictures of two tables, onebigger than the other, and two ropes, one longer than the other.

3. Using the picture of the tables, the teacher could then say, This caris big, but that car is even ..

Similarly, with the picture of the two ropes, the teacher could say,The blue rope is long, but the brown rope is even

4. If the teacher wishes to test of understanding of the use of thesuperlative, she could show a picture with three similar objects, but withdifferent sizes. For instance, a picture of three coconut trees.

The teacher can then say, This coconut tree is tall, and that coconut tree

is even taller. However, this coconut tree here is the ..


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Prepositions

1. To test for understanding of prepositions, the teacher could show apicture with several similar objects but in different positions. Forinstance, the picture could be that of a table and there are apples on thetable, under the table, beside the table, behind the table, in front of thetable and so on.

2. To test for listening comprehension, the teacher simply instructs thestudent to Show me the apple on the table, or Show me the apple

under the table.

To test for expressive use, the teacher asks, Where is the green apple?

3. Instead of pictures, the teacher could use real objects and instruct thestudent to Put this pen in the box, or Put this pen beside the box.

To test for expressive use, the teacher simply asks, Where is the blue

pencil?

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