The Development Of The Speaking Test And The Assesment For Advanced Students

The Development Of The Speaking Test And The Assesment For Advanced Students By: Naily Elfa Tsuroyya The ability to speak in a foreign language, as noted by Louma, 2004, is at the very heart of what it means to be able to use a foreign language. Speaking skill is an important part of the curriculum in language teaching, and this makes it an important object of assessment as well. speaking is also the most difficult language skill to assess reliably. “A person's speaking ability is usually judge during a face-to-face interaction, in real time, between an interlocutor and a candidate”(Simin, S. & Tavakoli, M.,2015, p.72). Then, there must be a new variation in the assessment of speaking students so they can get a good learning outcome. In the previous title by Shatrova, Mullings, Blazejova, and Ustunel (2017) English ‘[;Speaking Assessment: Developing A Speaking Test For Students In A Preparatory School (International Journal of English Language Teaching, Vol.5, No.3, pp.27-40, April 2017)is used as the main sources in this chapter. Their article is interesting since it proposed How the Speaking Assesment updated to be more professional in standard for the student in university levels in Turkey. They described the updating form of the speaking assesment based on the instructor and student ratio. Nowadays, the EFL Preparatory program at Mungla University has 47 instructors, including three instruction who focused on speaking skills, and average og 450 students each year with 50 being foreign students. To support the reseach, Shatrova and friends. (2017) investigated student achievement after they got a test, included on the taxt question, topics,and scoring rubric. All in all, in order to improve the speaking test assesment in turkey, Shatrova and friends.(2017) offered some of ways to plan maker and all the university academic staff, specially in English Foreign Language Program to evaluate professional assesment of speaking test as succeed: 1) The expectation and the needs should be connected to content of the students master during the academic year and measure the skills they obtain based on the material they studied. 2) The new form of speaking exam is allowed for given feedback from student and instructors and provided data about what worked well and which aspects needed improvement. 3) The test specifications and materials are not “monolithic documents but working plans and definitions that should be frequently revisited” (Flucher,2003, p.136). This chapter is going to discuss the purpose of The development of the speaking test and the assesment for advanced school related with the exam structure of speaking test in indonesia. In specific, it discusses why the speaking test and the assesment should be developed, What the advantageous having a good assesment and speaking skill for the students outcome, and what are the difficulties of it. Last, some of suggestions and solutions are offered for the new variation of speaking assesment for advanced students and indonesian teachers and lecturers. THE IMPORTANT OF DEVELOPING SPEAKING ASSESMENT Nowadays, in spite of the inevitable criticism of available methods, techniques or resources, speaking is generally perceived as the most fundamental skill to acquire. Since the onset of the communicative era it has been treated as the ultimate goal of language training and its proper development has become the focus of attention of both teachers and learners.However, it is also a commonly recognized fact that achieving proficiency in foreign language speaking in classroom conditions is not an easy task. Even advanced learners often finish a language course with the conviction that they are not sufficiently prepared for speaking beyond the classroom. This difficulty results basically from the character and inadequate frequency of speaking opportunities in the classroom in comparison to the abundance of natural varieties and genres of oral communication. In fact, selecting the most appropriate types of spoken discourse for classroom practice in a particular language course is a very hard decision which, unfortunately, hardly ever reflects the natural occurrence and distribution of communicative situations. English teaching In indonesia aims primarily to serve the “Instrumental function” (Nababan, 1991, p.123), that is to serve as future orientations to obtain jobs, to gain knowledge in the fields of science ang technology, and most importantly to build an open minded attitude toward cultural differences. In addition, Shatrova et al (2017) agree that speaking assesment should be developed both in turkey or in Indonesia. Another goals for the advanced school in turkey are to help