Kurniasih, Farida (2013) Test-Taking Strategies in Speaking Tests Used by the Students of English Education Department Teacher Training and Education Faculty Muria Kudus University in the Academic Year 2012/2013. Update Test thesis, UMK.

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Abstrak

A test is conducted to measure the students ability in a given domain. Speaking test is one of its types which requires a good speaking ability. In taking it, the students must have good strategies to gain the best result. Nevertheless, in English Education Department Teacher Training and Education Faculty Muria Kudus University, I my self found that some students just keep silent during speaking testing. In addition, after testing, there were some of them who did a reflection about the test and there also some who did not. Furthermore, based on some researchers idea, it is realistic enough to say that male and female students are different in using strategies of speaking test. Concerning the explanation above, I am driven to conduct this research by two main objectives: (i) to know how the test-taking use in speaking tests of the students of English Education Department Teacher Training and Education Faculty Muria Kudus University in the academic year 2012/2013; (ii) to reveal the differences between male and female students of English Education Department Teacher Training and Education Faculty Muria Kudus University in the academic year 2012/2013 in using test-taking strategies in speaking tests. This research belongs to descriptive qualitative research with the test-taking strategy used in speaking tests as the data and the students of English Education Department Teacher Training and Education Faculty Muria Kudus University in the academic year 2012/2013 who were taking speaking mid-term tests as the data source. In compiling the data, I use questionnaire using six-Likert scale. The questionnaire consists of 15 questions which ask the students test-taking strategy use frequency before, during and after speaking testing. The data are analyzed by scoring each item based on the chosen scale. Those item scores are then analyzed to get the average score of each test stage to know how the students test-taking strategy use. The category of overall interpretation: (i) 1.0 - 2.6 = Bad; (ii) 2.7 – 4.3 = Fair; (iii) 4.4 – 6.0 = Good. Meanwhile, to reveal the differences between male and female students, those item scores are analyzed to get the average score of each item of male and female students with a rounding system: (i) Scores < .50 (less than or the same as .50) is rounded below; (ii) Scores > .50 (more than .50) is rounded above. The interpretations of the result are: (i) 1 = never use the strategy; (ii) 2 = very rarely use the strategy; (iii) 3 = rarely use the strategy; (iv) 4 = occasionally use the strategy; (v) 5 = very frequently use the strategy; (vi) 6 = always use the strategy. The result of analyzing data shows that the test-taking strategy use in spaeaking tests of the students of English Education Department Teacher Training and Education Faculty Muria Kudus University in the academic year 2012/2013 falls within good category (average score = 4.6). Furthermore, the differences between male and female students of English Education Department Teacher Training and Education Faculty Muria Kudus University in the academic year 2012/2013 are: (i) before speaking testing: male students are more frequently than female students are trying to speaking test in front of their family, friends or mirror in order to see performance and to get suggestion for the satisfactory result of the speaking test, more always than female students are entering the test room self-confidently either ready or unready, while the female students are more occasionally than male students in studying speaking test in short time than studying in long time but just in once, more always than male students in preparing the entire test needs, including the clothes well; (ii) during speaking testing: male students are more always than female students in showing self-confidence during testing despite their un-readiness in order that they seem to be ready; (iii) after speaking testing: male students are more frequently than female students are in making notes of their mistakes during speaking tests to make them better in the next tests. Based on the result above, I suggest the students to be more strategic in using the test-taking strategies in speaking tests for the better result in the showing self-confidence during testing despite their un-readiness in order that they seem to be ready. In addition, the lecturers should evaluate the effectiveness of assessment instruments of speaking tests so as to improve the sucess that the learners have in responding to those instruments. For futher research, beside observation and questionnaire, it is better to use interview as supporting data for the better validity.

Item Type:	Skripsi/ Thesis (Update Test)
Dosen Pembimbing:	Pembimbing I : Muh. Syafei Pembimbing II: Kuarniati
Kata Kunci:	test-taking strategies, speaking test, questionnaire
Subjects:	Pendidikan > Pendidikan (Umum)
Program Studi:	Fakultas Keguruan & Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	Mr Firman Al Mubaroq
Date Deposited:	14 Dec 2013 03:24
Last Modified:	14 Dec 2013 03:25
URI:	http://eprints.umk.ac.id/id/eprint/1787

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