What is Meant By Speaking A Second Language
No language skill is so diffucult to assess with precision as speaking ability, and for this reason it seemed wise to defer our consideration of oral production test until last.
Like writing, speaking is a complex skill requiring the simultaneous use of a number of different abillities which often develop at different rates. Either four or five components are generally recognized in analyses of the speech process:
1. Pronunciation (including the segmental features-vowels and cosonants-and the stress and intonation patterns)
2. Grammar
3. Vocabulary
4. Fluency (the ease and speed of the flow of speech)
To these should probably be added (5) comprehension, for oral communication certainly requires a subject to respond to speech as well as to initiate it.
When we refer to a student skill in speaking a second language, our fundamental concern is with his ability to communicate informally on every day subject with sufficient ease and fluency to hold the attention of his listener. Thus in our test of speaking abiliti we are primarily, if not solely, interested in the foreign student control of the signaling system of English-his pronunciation, grammar, and vocabulary-and not with the idea content or formal organization of the message he conveys.
The major problem in measuring speaking ability
It is probable that performance on these test is positively related to general ability to converse in a foreign language, altough, as will be explained directly, we still lack very reliable criteria for testing out this assumption. General fluency, too is fairly easy to assess, at least in gross terms it usually takes only a few minutes of listening to determine wether a foreign speaker is able to approximate the speed and ease with which native speakers of the language typically produce their utterances. It is only when we come to the crucial matter of pronunciation that we are confronted with a really serious problem of evaluation.
Monday, November 7, 2011
Thursday, November 3, 2011
Teaching speaking using Audiolingual method
Teaching speaking using Audiolingual method
Drills and pattern practice are typical of the Audiolingual method. (Richards, J.C. et-al. 1986) These include
Repetition : where the student repeats an utterance as soon as he hears it
Inflection : Where one word in a sentence appears in another form when repeated
Replacement : Where one word is replaced by another
Restatement : The student re-phrases an utterance
Examples:
Inflection : Teacher : I ate the sandwich. Student : I ate the sandwiches.
Replacement : Teacher : He bought the car for half-price. Student : He bought it for half-price.
Restatement : Teacher : Tell me not to shave so often. Student : Don’t shave so often!
The following example illustrates how more than one sort of drill can be incorporated into one practice session :
“Teacher: There’s a cup on the table … repeat
Students: There’s a cup on the table
Teacher: Spoon
Students: There’s a spoon on the table
Teacher: Book
Students: There’s a book on the table
Teacher: On the chair
Students: There’s a book on the chair
etc.”
There are more example that applying the audio lingual method in the class room. The students would perform the dialogue. Their voices would be recorded by the teacher.
1. First activity
a. Planning
1) Making lesson plan based on the teaching-learning activity
2) Preparing the test instrument (a series of dialogues consists of four different dialogues)
3) Preparing teaching facilities (board marker, eraser, and tape recorder)
4) Preparing hand-rolled paper and assessments sheets.
5) Preparing students’ attendance list
b. Acting
1) Teacher introduced herself to students.
2) Teacher called the students’ name.
3) Teacher explained her aim in conducting an action research in the classroom.
4) Teacher introduced the dialogues.
5) Students read the dialogues
6) Teacher asked students to work in pairs, read the dialogues and performed the dialogues.
7) Teacher recorded the test, analyzed the result of the test and gave scores to the students.
2. Second Activity
In second activity, the writer would present Audio-lingual teaching as the method in teaching speaking. In order to make the teaching learning process effective, it was necessary for each member of the class to participate. The following procedures are:
a. Planning
1) Choosing the teaching material: introducing
2) Arranging a lesson plan based on the teaching material.
3) Preparing the test instrument
(1) hand-out consists of a series of dialogues.
(2)Pictures that was appropriate to the teaching material
4) Preparing teaching facilities (board marker, eraser and tape recorder)
5) Preparing observation sheets
6) Preparing students’ attendance list
b. Acting
1) Teacher showed some pictures to the students
2) Teacher distributed the copies of dialogues to each students
3) Teacher read the dialogue
4) Students listened and repeated the teacher
5) Teacher drilled the students
6) Teacher divided the class into group of four (each group consists of four persons).
7) Students practiced the dialogue until they memorized the dialogues
8) Students performed the dialogue in front of the class
3. The last activity
In the last activity, the students performed the dialogue that given in the two previous meeting. The teacher recorded he students’ voices. The following procedures are:
a. Planning
1) Making lesson plan based on the teaching learning activity
2) Preparing the test instrument (a series of dialogues)
3) Preparing teaching facilities (board marker, eraser, and tape recorder)
4) Preparing hand-rolled paper and assessment sheets
5) Preparing students’ attendance list
b. Acting
1) Teacher distributed the handout to students
2) Teacher introduced the dialogues
3) Students read the dialogues
4) Teacher called students’ name
5) Students performed the dialogue
6) Teacher recorded the test and noted the score for each category
Scoring Technique
In this study, only gave scores on fluency quality of communication, pronunciation, and effort to communicate. The students would be called out in turn and giving dialogues relating to the material. In giving scores, based to Walter Bartz (Bartz cited in Valette, 1983:150) there are four items that was important to be scored: fluency, quality of communication, amount of communication, and effort to communicate.
Drills and pattern practice are typical of the Audiolingual method. (Richards, J.C. et-al. 1986) These include
Repetition : where the student repeats an utterance as soon as he hears it
Inflection : Where one word in a sentence appears in another form when repeated
Replacement : Where one word is replaced by another
Restatement : The student re-phrases an utterance
Examples:
Inflection : Teacher : I ate the sandwich. Student : I ate the sandwiches.
Replacement : Teacher : He bought the car for half-price. Student : He bought it for half-price.
Restatement : Teacher : Tell me not to shave so often. Student : Don’t shave so often!
The following example illustrates how more than one sort of drill can be incorporated into one practice session :
“Teacher: There’s a cup on the table … repeat
Students: There’s a cup on the table
Teacher: Spoon
Students: There’s a spoon on the table
Teacher: Book
Students: There’s a book on the table
Teacher: On the chair
Students: There’s a book on the chair
etc.”
There are more example that applying the audio lingual method in the class room. The students would perform the dialogue. Their voices would be recorded by the teacher.
1. First activity
a. Planning
1) Making lesson plan based on the teaching-learning activity
2) Preparing the test instrument (a series of dialogues consists of four different dialogues)
3) Preparing teaching facilities (board marker, eraser, and tape recorder)
4) Preparing hand-rolled paper and assessments sheets.
5) Preparing students’ attendance list
b. Acting
1) Teacher introduced herself to students.
2) Teacher called the students’ name.
3) Teacher explained her aim in conducting an action research in the classroom.
4) Teacher introduced the dialogues.
5) Students read the dialogues
6) Teacher asked students to work in pairs, read the dialogues and performed the dialogues.
7) Teacher recorded the test, analyzed the result of the test and gave scores to the students.
2. Second Activity
In second activity, the writer would present Audio-lingual teaching as the method in teaching speaking. In order to make the teaching learning process effective, it was necessary for each member of the class to participate. The following procedures are:
a. Planning
1) Choosing the teaching material: introducing
2) Arranging a lesson plan based on the teaching material.
3) Preparing the test instrument
(1) hand-out consists of a series of dialogues.
(2)Pictures that was appropriate to the teaching material
4) Preparing teaching facilities (board marker, eraser and tape recorder)
5) Preparing observation sheets
6) Preparing students’ attendance list
b. Acting
1) Teacher showed some pictures to the students
2) Teacher distributed the copies of dialogues to each students
3) Teacher read the dialogue
4) Students listened and repeated the teacher
5) Teacher drilled the students
6) Teacher divided the class into group of four (each group consists of four persons).
7) Students practiced the dialogue until they memorized the dialogues
8) Students performed the dialogue in front of the class
3. The last activity
In the last activity, the students performed the dialogue that given in the two previous meeting. The teacher recorded he students’ voices. The following procedures are:
a. Planning
1) Making lesson plan based on the teaching learning activity
2) Preparing the test instrument (a series of dialogues)
3) Preparing teaching facilities (board marker, eraser, and tape recorder)
4) Preparing hand-rolled paper and assessment sheets
5) Preparing students’ attendance list
b. Acting
1) Teacher distributed the handout to students
2) Teacher introduced the dialogues
3) Students read the dialogues
4) Teacher called students’ name
5) Students performed the dialogue
6) Teacher recorded the test and noted the score for each category
Scoring Technique
In this study, only gave scores on fluency quality of communication, pronunciation, and effort to communicate. The students would be called out in turn and giving dialogues relating to the material. In giving scores, based to Walter Bartz (Bartz cited in Valette, 1983:150) there are four items that was important to be scored: fluency, quality of communication, amount of communication, and effort to communicate.
Wednesday, November 2, 2011
The Audio-lingual Method
According to Brown (1994:57) explains that the Audio-lingual Method
was widely used in the United States and other countries in the 1950’s and 1960’s.
It is still used in some programs today. This method is based on the principles of
behaviour psychology. It adapted many of the principles and procedures of the
Direct Method, in part as a reaction to the lack of speaking skills of the reading
approach. This new method incorporated many of the features of the earlier Direct
Method, but the disciplines added the concepts of teaching “linguistics patterns”
in combination with “habit forming”.
He also explains that this method was one of the first to have its roots
”firmly grounded in linguistics and psychological theory” (Brown,1994:57),
which apparently added to its credibility and probably had some influence in the
popularity it enjoyed over a ling period of time. It also had a major influence on
the language teaching methods that were to follow and can still be seen in major
or minor manifestations of language teaching methodology even to this day.
The Principles of Audio-lingual Method
The Audio-lingual method, like the direct method, is also an oral approach.
However, it is very different in that rather than emphasizing vocabulary
acquisition through exposure to its use in situations, the Audio-lingual method
drills students in the use of grammatical sentence patterns. In its development,
principles from behavioral psychology were incorporated. It was thought that the
way to acquire the sentence patterns of the target language was through
conditioning helping learners to respond correctly to stimuli through shaping and
reinforcement.
Bushra Noori (2001) describes the principles of the Audio-lingual
method as follows: (1) instructions are given in the target language (2) language
forms occur within a context (3) students’ native language interferes as little as
possible with the students’ attempts to acquire the target language (4) teaching is
directed to provide students with a native –speaker like model (5) analogy
provides a better foundation for language learning than analysis (6) errors are
carefully avoided because they lead to the formation of bad habits (7) positive
reinforcement helps the student to develop correct habits (8) students are
encouraged to learn to respond to verbal and non-verbal stimuli (9) the teacher is
regarded as an orchestra leader conducting , guiding and controlling the
students’ behaviour in the target language (10) learning foreign language is
treated on par with the native language.
Meanwhile, Brown (1994:57) also enumerates the principles of the Audiolingual
method are as follows: (1) New material is presented in dialog form (2)
There is dependence on mimicry, memorization of set phrases, and over learning
(3) Structures are sequenced by means of contrastive analysis and taught one at
time (4) Structural patterns are taught using repetitive drills (5) There is little or
no grammatical explanation. Grammar is taught by inductive analogy rather than
deductive explanation (6) Vocabulary is strictly limited and learned in context (7)
There is much use of tapes, language labs, and visual aids (8) Great importance is
attached to pronunciation (9) Very little use of the mother tongue by teachers is
permitted (10) Successful responses are immediately reinforced (11) There is great effort to get students to produce error-free utterances (12) There is tendency
to manipulate language and disregard content.
was widely used in the United States and other countries in the 1950’s and 1960’s.
It is still used in some programs today. This method is based on the principles of
behaviour psychology. It adapted many of the principles and procedures of the
Direct Method, in part as a reaction to the lack of speaking skills of the reading
approach. This new method incorporated many of the features of the earlier Direct
Method, but the disciplines added the concepts of teaching “linguistics patterns”
in combination with “habit forming”.
He also explains that this method was one of the first to have its roots
”firmly grounded in linguistics and psychological theory” (Brown,1994:57),
which apparently added to its credibility and probably had some influence in the
popularity it enjoyed over a ling period of time. It also had a major influence on
the language teaching methods that were to follow and can still be seen in major
or minor manifestations of language teaching methodology even to this day.
The Principles of Audio-lingual Method
The Audio-lingual method, like the direct method, is also an oral approach.
However, it is very different in that rather than emphasizing vocabulary
acquisition through exposure to its use in situations, the Audio-lingual method
drills students in the use of grammatical sentence patterns. In its development,
principles from behavioral psychology were incorporated. It was thought that the
way to acquire the sentence patterns of the target language was through
conditioning helping learners to respond correctly to stimuli through shaping and
reinforcement.
Bushra Noori (2001) describes the principles of the Audio-lingual
method as follows: (1) instructions are given in the target language (2) language
forms occur within a context (3) students’ native language interferes as little as
possible with the students’ attempts to acquire the target language (4) teaching is
directed to provide students with a native –speaker like model (5) analogy
provides a better foundation for language learning than analysis (6) errors are
carefully avoided because they lead to the formation of bad habits (7) positive
reinforcement helps the student to develop correct habits (8) students are
encouraged to learn to respond to verbal and non-verbal stimuli (9) the teacher is
regarded as an orchestra leader conducting , guiding and controlling the
students’ behaviour in the target language (10) learning foreign language is
treated on par with the native language.
Meanwhile, Brown (1994:57) also enumerates the principles of the Audiolingual
method are as follows: (1) New material is presented in dialog form (2)
There is dependence on mimicry, memorization of set phrases, and over learning
(3) Structures are sequenced by means of contrastive analysis and taught one at
time (4) Structural patterns are taught using repetitive drills (5) There is little or
no grammatical explanation. Grammar is taught by inductive analogy rather than
deductive explanation (6) Vocabulary is strictly limited and learned in context (7)
There is much use of tapes, language labs, and visual aids (8) Great importance is
attached to pronunciation (9) Very little use of the mother tongue by teachers is
permitted (10) Successful responses are immediately reinforced (11) There is great effort to get students to produce error-free utterances (12) There is tendency
to manipulate language and disregard content.
Monday, October 31, 2011
Teaching Techniques
Teaching Techniques
Larsen-Freeman, in her book Techniques and Principles in Language Teaching (1986:45-47) provides expanded descriptions of some common/typical techniques closely associated with the Audio-lingual Method. The listing here is in summary form only.
1. Dialog Memorization
Students memorize an opening dialog using mimicry and applied role-playing
2. Backward Build-up (Expansion Drill)
Teacher breaks a line into several parts, students repeat each part starting at the end of the sentence and "expanding" backwards through the sentence, adding each part in sequence
3. Repitition Drill
Students repeat teacher's model as quickly and accurately as possible.
4. Chain Drill
Students ask and answer each other one-by-one in a circular chain around the classroom.
5. Single Slot Substitution Drill
Teacher states a line from the dialog, then uses a word or a phrase as a "cue" that students, when repeating the line, must substitute into the sentence in the correct place.
6. Multiple-slot Substitution Drill
Same as the Single Slot drill, except that there are multiple cues to be substituted into the line.
7. Transformation Drill
Teacher provides a sentence that must be turned into something else, for example a question to be turned into a statement, an active sentence to be turned into a negative statement, etc.
8. Question-and-answer Drill
Students should answer or ask questions very quickly.
9. Use of Minimal Pairs
Using contrastive analysis, teacher selects a pair of words that sound identical except for a single sound that typically poses difficulty for the learners - students are to pronounce and differentiate the two words.
10. Complete the Dialog
Selected words are erased from a line in the dialog - students must find and insert.
11. Grammar Games
Various games designed to practice a grammar point in context, using lots of repetition.
Leela Mohd. Ali (1989) explains that New vocabulary and structures are presented through dialogues. Dialogues are learned through imitation and repetition. Drills/pattern drills are presented in the dialogue. The correct responses of pupils are positively reinforced. Grammar rules are not provided. Cultural information is contextualized in the dialogues or is presented by the teacher. Students' reading and written work is based upon the oral work they did earlier.
Dr Mora (2008) tells the hints for using ALM drills in L2 teaching as follows:
1. The teacher must be careful to insure that all of the utterances which students will make are actually within the practiced pattern. For example, the use of the AUX verbs have should not suddenly switch to have as a main verb.
2. Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system.
3. Ignore all but gross errors of pronunciation when drilling for grammar practice.
4. Use of shortcuts to keep the pace o drills at a maximum. Use hand motions, signal cards, notes, etc. to cue response. You are a choir director.
5. Use normal English stress, intonation, and juncture patterns conscientiously.
6. Drill material should always be meaningful. If the content words are not known, teach their meanings.
7. Intersperse short periods of drill (about 10 minutes) with very brief alternative activities to avoid fatigue and boredom.
8. Introduce the drill in this way:
a. Focus (by writing on the board, for example)
b. Exemplify (by speaking model sentences)
c. Explain (if a simple grammatical explanation is needed)
d. Drill
9. Don’t stand in one place; move about the room standing next to as many different students as possible to spot check their production. Thus you will know who to give more practice to during individual drilling.
10. Use the "backward buildup" technique for long and/or difficult patterns.
--tomorrow
--in the cafeteria tomorrow
--will be eating in the cafeteria tomorrow
--Those boys will be eating in the cafeteria tomorrow.
11. Arrange to present drills in the order of increasing complexity of student response. The question is: How much internal organization or decision making must the student do in order to make a response in this drill. Thus: imitation first, single-slot substitution next, then free response last.
Larsen-Freeman, in her book Techniques and Principles in Language Teaching (1986:45-47) provides expanded descriptions of some common/typical techniques closely associated with the Audio-lingual Method. The listing here is in summary form only.
1. Dialog Memorization
Students memorize an opening dialog using mimicry and applied role-playing
2. Backward Build-up (Expansion Drill)
Teacher breaks a line into several parts, students repeat each part starting at the end of the sentence and "expanding" backwards through the sentence, adding each part in sequence
3. Repitition Drill
Students repeat teacher's model as quickly and accurately as possible.
4. Chain Drill
Students ask and answer each other one-by-one in a circular chain around the classroom.
5. Single Slot Substitution Drill
Teacher states a line from the dialog, then uses a word or a phrase as a "cue" that students, when repeating the line, must substitute into the sentence in the correct place.
6. Multiple-slot Substitution Drill
Same as the Single Slot drill, except that there are multiple cues to be substituted into the line.
7. Transformation Drill
Teacher provides a sentence that must be turned into something else, for example a question to be turned into a statement, an active sentence to be turned into a negative statement, etc.
8. Question-and-answer Drill
Students should answer or ask questions very quickly.
9. Use of Minimal Pairs
Using contrastive analysis, teacher selects a pair of words that sound identical except for a single sound that typically poses difficulty for the learners - students are to pronounce and differentiate the two words.
10. Complete the Dialog
Selected words are erased from a line in the dialog - students must find and insert.
11. Grammar Games
Various games designed to practice a grammar point in context, using lots of repetition.
Leela Mohd. Ali (1989) explains that New vocabulary and structures are presented through dialogues. Dialogues are learned through imitation and repetition. Drills/pattern drills are presented in the dialogue. The correct responses of pupils are positively reinforced. Grammar rules are not provided. Cultural information is contextualized in the dialogues or is presented by the teacher. Students' reading and written work is based upon the oral work they did earlier.
Dr Mora (2008) tells the hints for using ALM drills in L2 teaching as follows:
1. The teacher must be careful to insure that all of the utterances which students will make are actually within the practiced pattern. For example, the use of the AUX verbs have should not suddenly switch to have as a main verb.
2. Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system.
3. Ignore all but gross errors of pronunciation when drilling for grammar practice.
4. Use of shortcuts to keep the pace o drills at a maximum. Use hand motions, signal cards, notes, etc. to cue response. You are a choir director.
5. Use normal English stress, intonation, and juncture patterns conscientiously.
6. Drill material should always be meaningful. If the content words are not known, teach their meanings.
7. Intersperse short periods of drill (about 10 minutes) with very brief alternative activities to avoid fatigue and boredom.
8. Introduce the drill in this way:
a. Focus (by writing on the board, for example)
b. Exemplify (by speaking model sentences)
c. Explain (if a simple grammatical explanation is needed)
d. Drill
9. Don’t stand in one place; move about the room standing next to as many different students as possible to spot check their production. Thus you will know who to give more practice to during individual drilling.
10. Use the "backward buildup" technique for long and/or difficult patterns.
--tomorrow
--in the cafeteria tomorrow
--will be eating in the cafeteria tomorrow
--Those boys will be eating in the cafeteria tomorrow.
11. Arrange to present drills in the order of increasing complexity of student response. The question is: How much internal organization or decision making must the student do in order to make a response in this drill. Thus: imitation first, single-slot substitution next, then free response last.
Sunday, October 30, 2011
english as second language
English language program have become more important in today’s Indonesian schooling because of globalization. All educations levels in our country study English as a second language and make it compulsory subjects to be followed by all learners. English also becomes one of the 3 compulsory subjects in national examination. Every English teacher uses a variety of methods in teaching English as a second language. Whether all the methods that have been used can be absorbed by students? To answer these questions and show the results of all the learning processes that have been implemented, every teacher should provide an assessment of all the methods that have been used in the teaching and learning activities. Assessment is the gathering of information about something, Such as student performance. Through the assessment We can find out what the students know (knowledge), find out what the students can do, and how well They can do it (skills; performance), We can also find out how students go about the task of doing Their work (process) and To find out how students feel about Their Work (motivation, effort).
Assessment of student achievement in a second language presents an important challenge for the field of educational learning. Despite these challenges are legitimate familiarity attention of the students' second language, the challenges are more complex, especially in the context of large-scale assessments intended to hold schools accountable for what students know and can be done on the basis of their performance on assessments.
A well designed Assessment procedures is important to meet the needs of language students acquire English as their second language. Judgments are involved in many steps in a continuum of services for students: early identification, the placement of students into appropriate instructional programs, in monitoring student progress made in this program, the students transfer to a different level in the program depending on their English language skills, in moving students from special programs and into mainstream classes, and follow the progress of the students in the mainstream. Continuum is entirely dependent on every step in, using the interpretation of the right choice, and assessment procedures are relatively complex.
Recently, there has been a growing interest among mainstream educators in performance assessment due to concerns that multiple-choice tests, usually the only option available from test publishers, fail to assess higher order skills and other skills essential for functioning in school or work settings (Haney & Madaus, 1989; Neill & Medina, 1989; O'Neil, 1992: Wiggins, 1989). Multiple-choice tests are not authentic because they do not represent activities students typically perform in classrooms. In addition, multiple-choice tests do not reflect current theories of learning and cognition and are not based on abilities students actually need for future success (Herman, 1992). Another concern is that standardized tests cannot be used to closely monitor student progress in the school curriculum throughout the year since they are only administered once or twice annually. These concerns are no less valid for educators of language students.
Based on (Baron, 1992a; Stiggins, 1987; Tierney, Carter, & Desai, 1991) assessment defined into: alternative assessment, performance assessment, and portfolio assessment. What kind of assessment That We Will use to assessing the student's achievement, this paper Will discuss the portfolio assessment to assessing the student's achievement. Portfolios present a practical approach to assembling student work, interpreting evidence of student performance, and assessing student performance relative to instructional objectives. Diagnosis and placement, student strengths and needs are with regard to major Examined. Portfolio assessment may also be used to meet other purposes, Such as reassignment or reclassification, as determined by teachers or other school staff. Although assessment of student progress in the content areas and description Merits critical analysis, examples of performance assessment procedures provided here are limited to the monitoring of Home and/or native language development.
Assessment of student achievement in a second language presents an important challenge for the field of educational learning. Despite these challenges are legitimate familiarity attention of the students' second language, the challenges are more complex, especially in the context of large-scale assessments intended to hold schools accountable for what students know and can be done on the basis of their performance on assessments.
A well designed Assessment procedures is important to meet the needs of language students acquire English as their second language. Judgments are involved in many steps in a continuum of services for students: early identification, the placement of students into appropriate instructional programs, in monitoring student progress made in this program, the students transfer to a different level in the program depending on their English language skills, in moving students from special programs and into mainstream classes, and follow the progress of the students in the mainstream. Continuum is entirely dependent on every step in, using the interpretation of the right choice, and assessment procedures are relatively complex.
Recently, there has been a growing interest among mainstream educators in performance assessment due to concerns that multiple-choice tests, usually the only option available from test publishers, fail to assess higher order skills and other skills essential for functioning in school or work settings (Haney & Madaus, 1989; Neill & Medina, 1989; O'Neil, 1992: Wiggins, 1989). Multiple-choice tests are not authentic because they do not represent activities students typically perform in classrooms. In addition, multiple-choice tests do not reflect current theories of learning and cognition and are not based on abilities students actually need for future success (Herman, 1992). Another concern is that standardized tests cannot be used to closely monitor student progress in the school curriculum throughout the year since they are only administered once or twice annually. These concerns are no less valid for educators of language students.
Based on (Baron, 1992a; Stiggins, 1987; Tierney, Carter, & Desai, 1991) assessment defined into: alternative assessment, performance assessment, and portfolio assessment. What kind of assessment That We Will use to assessing the student's achievement, this paper Will discuss the portfolio assessment to assessing the student's achievement. Portfolios present a practical approach to assembling student work, interpreting evidence of student performance, and assessing student performance relative to instructional objectives. Diagnosis and placement, student strengths and needs are with regard to major Examined. Portfolio assessment may also be used to meet other purposes, Such as reassignment or reclassification, as determined by teachers or other school staff. Although assessment of student progress in the content areas and description Merits critical analysis, examples of performance assessment procedures provided here are limited to the monitoring of Home and/or native language development.
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