LANGUAGE ASSESSMENT

“Assessing Listening”

Lecturer:

Dr. Ridho Kurniawan, M. Pd

Arranged by Group 9:

1. Dhea Aura Cindyana (211014288203006)

2. Dinda Oktaviandini (211014288203007)

3. Elsa Febria (211014288203008)

4. Namira Futri Lia Haliza (201014288203011)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINIING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MUARA BUNGO
2024
 PREFACE

First of all, thanks to Allah SWT because of the help of Allah, writer finished writing
the paper entitle “Assessing Listening”. The purpose in writing this paper is to fulfill the
assignment that given by Dr. Ridho Kurniawan, M. Pd as lecturer in Language
Assessment in arranging this paper, the writer truly get lots challenges and obstructions
but with help of many individuals, those obstructions could pass. Writer also realized there
are still many mistakes in process of writing this paper.
We are realized that in this paper still imperfect in arrangement and the content. Then
ourself hopes the criticism from the readers can help the writer in perfecting the next
paper. Last but not the least hopefully, this paper can help the readers to gain more
knowledge about subject Language Assessment.

Muara Bungo, 20 April 2024

Author

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 TABLE OF CONTENTS

PREFACE ........................................................................................................... i

TABLE OF CONTENTS ................................................................................... ii

CHAPTER I INTRODUCTION

A. Background .............................................................................................. 1

B. Problem Formulation ............................................................................... 1

C. Purpose of Writing ................................................................................... 1

CHAPTER II DISCUSSION

A. Cautionary Observations on Assessing Language Skills Separately ........ 2

1. Integration of Skills in Language Assessment ................................... 3

2. Assessing, Grammar and Vocabulary ................................................ 3

3. Observing the Performance of the Four Skills .................................... 3

B. Basic Types of Listening ........................................................................... 3

C. Micro- and Macroskills of Listening ....................................................... 10

D. Designing Assessment Tasks: Intensive Listening .................................. 10

1. Recognizing Phonological and Morphological Elements .................. 3

2. Paraphrase Recognition ...................................................................... 3

CHAPTER III CLOSING

A. Conclusion ............................................................................................... 12

B. Suggestion ................................................................................................ 12

REFERENCES..................................................................................................... 13

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 CHAPTER I
INTRODUCTION

A. Background

Listening is more than merely hearing words. Listening is an active process by which
students receive, construct meanig from, and respond to spoken and or nonverbal messages
(Emmert, 1994). As such, it forms an integral part of the communication process and should
not be separated form the other language arts.

Listening is very important in developing language skills because listening is the main
factor in communication, because we first listen then the results of what we listen to are
what we later express. Therefore it can be said that a good speaker is a good listener too.
Through this ability, individuals can understand information conveyed orally, both in direct
conversation and through media such as radio, television, or the internet.

Listening skill assessment plays a very important role in the English learning process.
With effective assessment, teachers or instructors can measure students' learning progress,
identify areas that need to be strengthened during learning, and provide more purposeful
learning because they have a guideline.

B. Problem Formulation
The problem formulation of this paper is as follows.
1. What are the cautionary observations to look for in assessing language skills separately?
2. What is basic types of listening?
3. What are micro- and macroskills of listening?
4. How to designing assessment tasks: intensive listening?

C. Purpose of Writing
The objectives of writing this paper are as follows.
1. To know what the cautionary observations to look for in assessing language skills
separately are.
2. To know what basic types of listening is.
3. To know what are the micro- and macroskills of listening.
4. To know how to designing assessment tasks: intensive listening.

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 CHAPTER II
DISCUSSION

A. Cautionary Observations on Assessing Language Skills Separately

First, let's look at three basic ideas that will help you understand how different skills
work together:
a) Is it possible to evaluate a single skill on its own, without involving at least one other
skill?
b) How do grammar and vocabulary play into evaluating these skills?
c) Can we directly observe the performance of all four skills?

1. Integration of Skills in Language Assessment

In our daily lives, we often use individual skills independently. For example, when
we listen to the radio, read a book, speak without notes, or write a letter without
reviewing it, we're concentrating on just one skill. This means that using single skills is
common in how we use language every day. However, it's also true that most of the time
when we're awake, we're actually using more than one skill together. For instance,
conversations require both speaking and listening, writing usually involves reading, and
when we use computers, we often read and write at the same time.

In the classroom, students spend a lot of time combining different skills like talking,
asking questions, working together, understanding what they read, and solving problems.
Doing these things requires using at least two skills at the same time. Teachers and
researchers say it's really important to mix skills together when learning a language
because it makes it feel more like real conversations.

2. Assessing, Grammar and Vocabulary

3. Observing the Performance of the Four Skills

B. Basic Types of Listening

There are four basic types of listening. These include:

1. Intensive: listening to understand the smallest components of language such as

phonemes, words, intonation, discourse markers, etc.

2. Responsive: listening to a relatively short stretch of language (greeting, question,

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 command, comprehension check, etc.) to make an equally short response. Responsive:
listening to a relatively short stretch of language (greeting, question, command,
comprehension check, etc.) to make an equally short response. In this case, the test-taker
is expected to understand the "WH question" clearly in order to answer the question
appropriately.

3. Selective: processing a stretch of discourse such as a short monologue for a few minutes
to "scan" for specific information. The goal of the performance is to be able to choose
the most appropriate answer based on the specific information that has been listened to.
In selective listening, students are usually asked to listen for names, numbers, directions,
grammatical categories, or specific facts and events.
4. Extensive: listening to develop a top-down & global understanding or a more expanded,
generalized understanding. Usually involves listening for the gist - or main idea - and
making inferences from what is heard.

D. Micro- and Macroskills of Listening

Listening is an active process that involves more than just picking up sounds. This
requires a set of skills working together to enable us to understand the message being
conveyed. These skills can be divided into two categories: micro skills and macro skills.

Listening skills are subdivided into what we prefer to think of as micro skills (paying
attention to smaller pieces of language, in a more bottom-up process) and macro skills
(focusing on the larger elements involved in a topdown approach for listening tasks).

Some obstacles in listening (adapted from Richards, 1983; Ur, 1984; Dunkel, 1991)

a. Clustering: Difficulty in distinguishing phrases.

b. Redundancy: There is repetition of words or sentences in the questions which causes the
test-taker to be confused in answering the questions. Therefore, the test taker must know
the types of repetitions, rephrasing, elaborations and insertions.

c. Reduced, you must know the form of the sentence in reduced so that if in the test later
the test taker is not confused by the sentence that was reduced.

d. Performance variables, in this case the suitability of the location and thorough test
preparation, really need to be paid attention to lest immature test preparation can disrupt
the course of the test.

e. Colloquial language, there are differences in culture or everyday language that originate
from spoken language, resulting in words whose meaning is unknown.

f. Rate of delivery, the speed that the test taker listens to.

g. Stress, rhythm, and intonation: there is an inaccuracy in the stress, rhythm and
intonation of spoken language which causes the test-taker to misinterpret the question
request.

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 h. Interaction; listen first then express what you have heard and record it after that listen
again to the previous recording.

E. Designing Assessment Tasks: Intensive Listening

1. Recognizing Phonological and Morphological Elements

2. Paraphrase Recognition

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 CHAPTER III
CLOSING

A. Conclusion

B. Suggestion
We as the writer want to apology for the shortage of the pape. We know that this paper
still far from perfect.So that I need the suggest from the reader for the perfection of this
paper.Thank you so much for the reader.

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 REFERENCES

Brown, H. D., & Abeywickrama, P. (2018). Language Assessment: Principles and Classroom
Practices (Third Edition). Pearson.