pendekatan dalam tes bahasa

1. Rizki Nurfida Pambayun, M.Pd.
Approach of
lang. test
and kinds of
lang. test

2. APPROACH OF LANGUAGE TEST
Pendekatan
Tes Bahasa
Tradisional
Diskret
Integratif

3. Pendekatan tradisional
1. Untuk memenuhi kebutuhan sesaat; memenuhi kebutuhan tertentu.
2. Bahan ajar menitikberatkan pada tata bahasa.
3. Tujuan dan perencanaan pembelajaran belum disusun secara cermat dan sistematis (sesuai
teori kebahasaan).
4. Menekankan pada kemampuan menerjemahkan dari satu bahasa ke bahasa yang lain.
5. Pelaksanaan tes dalam pendekatan ini dilakukan secara tradisional juga (tanpa ada teori
kebahasaan sebagai dasar)
6. Tidak ada patokan dan rambu yang jelas tentang jenis kemampuan bahasa yang dijadikan
sasaran; cara bagaimana tes itu diselenggarakan; bahkan penilaiannya. Semua tergantung
kepada penyusun dan penyelenggara tes.
7. Tes berupa pertanyaan2 terbuka ttg suatu teks bacaan yang ditulis dalam bahasa yang
dipelajari (fokus di tata bahasa). Atau bisa juga menerjemahkan dari bahasa asli ke bahasa
pertama.
8. Pendekatan tradisional ini sering disebut sebagai pendekatan terjemahan.

4. Pendekatan diskret
1. Muncul setelah berkembangnya teori bahasa struktural atau linguistik struktural.
2. Dalam linguistik struktural, Bahasa cakupannya luas, tersusun dari wacana yang lebih kecil
dalam bentuk paragraf dan kalimat.
3. Bahasa memiliki struktur yang sedemikian rapi dan teratur sehingga dapat dipisah-pisahkan
dan di beda-bedakan.
4. Kajian bahasa dipisah menjadi beberapa fokus; sintaksis, morfologi serta fonologi dan fonemik.
5. Karena dipisah-pisahkan, bagian-bagian bahasa dapat di identifikasi secara terpisah dan
tersendiri (diskret), baik dalam pembelajaran maupun penyelenggaraan tes.
6. Dalam pendekatan diskret, Satu tes untuk satu unsur dr komponen bahasa.
7. Tes diskret diterapkan berdasar empat kemampuan bahasa dan empat komponen bahasa.

5. Komponen bahasa Kemampuan bahasa
Menyimak Berbicara Membaca Menulis
Bunyi bahasa
Struktur bahasa
Kosakata
Kelancaran berbahasa
bagan tes diskret

6. 1. Berawal dari keterbatasan jangkauan pada penerapan tes diskret.
2. Fakta di lapangan menunjukkan bahwa kemampuan dan unsur bahasa pada
umumnya tidak dapat dipisah-pisahkan.
3. Karena bahasa merupakan gabungan dari beberapa jenis kemampuan dan unsur
bahasa. Tidak mungkin seseorang hanya mengucapkan satu kata tanpa ada
kaitannya dengan kata-kata lain.
4. Pendekatan ini dipandang sebagai penyatuan bagian-bagian kecil kembali utuh.
5. Tes integratif dapat melibatkan dua atau tiga unsur bahasa dapat juga berupa
penggabungan dari satu jenis kemampuan atau komponen bahasa.
6. Misal; tes uji Qiraah, yg d nilai bukan hanya pemahaman mengenai bacaan namun
bisa juga di kitabahnya, baik bagus/tidak tulisannya maupun pemilihan katanya.
Pendekatan Integratif

7. 7

9. WHAT ARE LANGUAGE
TESTS?

12. Types of Test based on the Objective of
Conducting the Test
Based on the objective of conducting the test:
A. Djiwandono (1996:16) states that language
tests can be differentiated to become: selection
test, placement test, achievement test, diagnostic
test, and try-out test

13. ● Selection test is a test carried out to select participants that fulfills certain language
requirements for a certain program the participants are going to join.
● Placement test is a test designed to place students at an appropriate level in a program or course
that the participants are going to take. The placement is categorized in four levels: beginner,
basic, intermediate, and advanced (Djiwandono, 1996:17; Richards, Platt, and Platt; 1999; Hughes,
199 1:14).
● Achievement test is a test which measures how much of a language someone has learned with
reference to a particular course of study or program of instruction. Therefore, the content of
achievement test is based on bat has been taught (Djiwandono, 1996:17; Richards, Platt, and Platt;
1999; Heaton, 1989:172; Hughes, 1991:10).
● A diagnostic test is a test designed to show what skills or knowledge a learner knows and does
not know. This test is used to know the learners’ skills or knowledge before begir1ning a course
especially the strengths and weaknesses to determine the instruction that will be conducted
(Richards, Platt, and Platt; 1999; Hughes, 1989; Djiwandono, 1996:18; Heaton, 198°:173).
● Tryout test is a test which is carried out to know whether a set of test craft has its good
characteristics. Using this procedure a lot of information about the validity, reliability, facility
index, discrimination index, and other important aspects of the test like the time allotment, clarity
of instruction, etc. can be understood. Tryou test can be repeated several times as needed to
achieve the best test that has the best characteristics (Djiwandono, 1996:18-19).

14. Valette (1967:4) classifies language tests into four
types such as achievement, progress, proficiency
and prognostic test. Each type of these tests is
designed to measure certain testing objective. On
the other hand, Heaton (1989:171) groups the test
such as achievement/attainment test, proficiency,
diagnostic and aptitude test. Commonly, these two
classifications are quite similar

15. ● Achievement Test, This type of tests can be subdivided into class progress tests and
achievement test. The progress test is constructed to measure the extent to which the
students have mastered the material taught in the classroom. This type of test is usually
prepared by the teacher himself and the result of the class progress test is commonly used
to know each student progress and the progress of the class in general.
● Proficiency Test The proficiency test is simply concerned with measuring students’
control of the language according to what he or she will be expected to do with it in the
future performance of a particular task. Thus, proficiency test is not intended to measure
how much the student knows or general achievement but specific skill in accordance with
prerequisite of a future course of study or job. One of the well known of the proficiency
test is placement test which is widely used at the college level to place the incoming
students in the light of their proficiency.
● Diagnostic Test Diagnostic test is utilized to diagnose the areas of difficulties so that
appropriate remedial action can be taken later. Although the term diagnostic test is widely
used, few tests are constructed solely as diagnostic tests. Commonly there are some tests
which can be applied for diagnostic purposes such as phoneme discrimination test,
grammar and usage tests and certain controlled writing tests. Moreover, diagnostic testing
is frequently carried out for groups of students rather than for individual if only one or two
students make a particular error, the teacher will not pay to much attention.

20. Types based on when the Test is
conducted
The types of test which are classified
according to when the test is administered or
conducted are divided into five sub-tests:
entrance test, formative test, summative test,
pre-test, and post-test.

21. Entrance test is a test carried out before a teaching program begins. It is to select/determine whether
a candidate can be accepted as a program participant because he/she has the required language
abilities. This test is constructed based on the program which is going to be carried out and joined
by the test takers. The criteria of being accepted should be on the basis of the minimum ability
required to be able to join the program and the number of students needed (Djiwandono, 1996:19).
Formative test is a test given during a course of instruction and which informs both the students and
the teacher how well the student is doing. This test only includes the topics that have been taught
(Richards, Platt, and Platt; 1999).
Summative test is a test given at the end of a course of instruction which includes all the topics that
have been taught during the program. The purpose of this test is to know the progress of teaching-
learning program as a whole (Djiwandono, 1996:20; Richards, Platt, and Platt, 1999).
Pre-test is a test given before the teaching program to see the students’ ability at the beginning of the
teaching program. The result of this test is used to see the students’ progress at the end of the
program. The progress can be understood from the difference between the result of the post-test
and the pre-test.
The post-test is a test given at the end of a program to see the progress of the students of the
language ability compared to the result of the pre-test (Djiwandono, 1996: 20-2 1; Richards, Platt,
and PlaIt, 1999.

22. Types based on How to Do the Test
The test types according to how to do the
test are classified in two categories, that is,
written and oral tests.

23. Written test is a test which requires the test participants to
answer in written form the questions of which can be either
written or oral. The emphasis in this type of test is the answer
of the test not the questions. Although the questions are
written, when the answers required are oral, this test is
categorized oral test (Djiwandono, 1996:21-22).

24. Types based on the Ways of Constructing the Test
Based on the ways of constructing the test, there are two types
of test, that is, teacher-made test and standardized test.
Teacher-made test is a test developed by a teacher or test
constructor mainly to see the students’ learning progress. This
test is constructed without using a complete procedure to see
its good characteristics such as validity and reliability.
Standardized test is a test which has been developed from
tryouts and experimentation to ensure that it is reliable and
valid. The procedure of constructing a standardized test is
followed in order to meet the required good test
characteristics (Djiwandoño, 1996: 22-24; Richards, Platt, and
Platt., 1999).

25. Types based on How to score
On the basis of how to score, there are two types of test:
subjective test and objective test.
Subjective test is a test of which the scoring of the answers is influenced by
the impression and the opinion of the rater. The answers to the subjective
test are usually in free expressions of sentences, paragraphs, or essays.
Objective test is a test of which the scoring of the answers can be done
objectively using answer key, so there is no subjective opinion, or
impression given, by the rater to score the answers, The objectivity of the
test lies in how to score the answers that can give the same result even
though it is done by different raters, or by the same rater in several
different time. This scoring can be done by using answer key consistently