The repository administrator has not yet configured an RDF license.
Speaking Assessment Through Video-Recorded Tasks : A Narrative Inquiry
Speaking is one of the most time-consuming skills to teach and practice in the classroom. Assessing students’ speaking performance in a large English class is a challenging task for teachers. Using video-recorded tasks can help extend the limited time available in the classroom. The purpose of this research was to investigate how teachers assess speaking skill through video-recorded tasks. The qualitative method was employed to describe teachers’ experiences in assessing speaking through video-recorded tasks and the narrative inquiry research was employed to explore the lived experience of teachers when assessing speaking through video-recorded tasks which focused on the types, stages, and aspects. Narrative frames were used as the primary data and interviews were conducted as the secondary data. This research was conducted at one of the private schools in Bogor and two English teachers were choosen as the participants in this research. The findings of this study shows that formative and summative assessment types were used to assess speaking through videorecorded tasks. Regarding the stages, each teacher had different stages to assess speaking by starting from material preparation, video production, and evaluation or feedback. Each teacher used different aspects, ranging from pronunciation, intonation, fluency, accuracy, grammar, vocabulary, and cohesion. Keywords: narrative inquiry; speaking assessment; video-recorded tasks
Pendidikan Bahasa Inggris, Universitas Pakuan
HTML Summary of #10477 Speaking Assessment Through Video-Recorded Tasks : A Narrative Inquiry