Speaking Skills of the Learners Who Learned Turkish as a Foreign Language at B2 Level: A Study on Developing the Graded Scoring Scale

Arıcı, Ali Fuat; SALLABAŞ, Muhammed Eyyüp; Başaran, Mustafa

doi:10.15345/iojes.2017.02.016

Cited by 2 publications

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“…Field in the assessment and evaluation of language skills in foreign language teaching are an area of research that attracts attention and a need. Speaking skill, in particular, stand out as one of the least studied subjects in Turkish teaching as a foreign language, so it seems that more research on these skills needs to be done in the studies to be conducted (Arıcı et al, 2017). It is of utmost importance to use the analytical section to correctly measure speaking skills in Turkish as a foreign language teaching, so as not to differ from variables such as teachers, institutions studied and used textbooks (Boylu, 2019, pp.…”

Section: Introductionmentioning

confidence: 99%

Analytical Rubric Development Study for A2 Level Speaking Skills in Teaching Turkish as a Foreign Language

TEKİN,

SALLABAŞ

2023

Sosyal Bilimler Ve Eğitim Dergisi

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Speaking skill is one of the most important skills in learning a foreign language and realizing the act of communication. The more the student improves himself in speaking skills, the more self-confidence he will increase. In the development of speaking skill, measurement and evaluation of the skill is as important as all the activities carried out during the lesson. It is important for the student to receive feedback on his speaking skill and to know how scoring is done. In this research, it is aimed to develop a rubric that will guide both students and teachers in order to evaluate the speaking performance of students at the A2 level of teaching Turkish as a foreign language. In the study, the validity and reliability studies of the rubric were carried out. A group of four field experts was formed in the study. As a result of the scores made by four field experts, the reliability between the raters was calculated according to the Intraclass Correlation statistics in the SPSS 25 Program. According to the feedback from the experts, it has been revealed that it is a tool that both teachers and students can use as an assessment tool. It is thought that the rubric will contribute to the researchers while creating a tool at the same level or at other levels, and will guide the teachers and learners in the stages of measuring and evaluating the A2 level speaking skill of teaching Turkish as a foreign language.

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Section: Introductionmentioning

confidence: 99%

Analytical Rubric Development Study for A2 Level Speaking Skills in Teaching Turkish as a Foreign Language

TEKİN,

SALLABAŞ

2023

Sosyal Bilimler Ve Eğitim Dergisi

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“…Khorasgani & Khanehgir (2017) teachers must improve the creation and create effective learning. Language learning should pay attention to the language teacher's perspective and the development of language teacher freedom as educators Arici, et al, (2017) improving the quality of Indonesian language learning, teachers should use language-learning strategies consisting of learning strategies, communication strategies, and social strategies.…”

Section: Introductionmentioning

confidence: 99%

Problem Based Authentic Assessment Model in Indonesian Learning: Study in General High School Padang Lawas Utara, Indonesia

Pohan

Atmazaki

Agustina

2020

HSSR

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Purpose of the study: The purpose of the study is to describe the results of the development of authentic problem-based assessment models in learning Indonesian in high school. This development uses the Plomp model which has stages, preliminary research, prototyping, and evaluation. The product developed is a problem-based authentic assessment model book and a teacher's manual. Both books were tested for validity, practicality, and effectiveness well. Methodology:The development of this research follows the preliminary, prototype and evaluation research stages. The three steps are carried out selectively. The validity of the model is obtained from an expert judgment of the problem based authentic assessment model book and the problem based authentic assessment handbook. The trial was conducted in class XI of high school to see the practicality and effectiveness of the model book and the guidebook. Main Findings:The development of this authentic problem-based assessment model has produced model books and manuals for Indonesian language teachers in high schools. The results of this study indicate that (1) the problem-based authentic assessment model is very valid, (2) the problem-based authentic assessment model is very practical, and (3) the problem-based authentic assessment model is very effective in learning Indonesian. Applications of this study:Teachers can more easily assess the process and learning outcomes in learning Indonesian. The problem-based authentic assessment model can be used in language skills (listening, speaking, reading and writing). The teacher can develop appropriate assessment instruments used to assess students' knowledge, attitudes, and psychomotor. The grades obtained are not only numerical but in the form of student work. Novelty/Originality of this study:This authentic problem-based assessment model presents problems in the form of text or questions to be answered by students. Assessment instruments are presented to teachers to assess students' attitudes, cognitive, and psychomotor. The teacher can judge according to the student's ability to answer the questions given. Furthermore, to assess student and psychomotor attitudes, teachers can use portfolio and project instruments. 82 |www.hssr.in © Pohan et al.class at 68.18 with the effective category. The results of testing with the treatment of groups that use an authentic problem-based assessment model have given results that are significantly better in the cognitive, affective and psychoneurotic domains compared to groups using traditional assessments. LIMITATION AND STUDY FORWARDThis article is a continuation of my dissertation, which is expected to provide benefits in the assessment of language learning.

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Speaking Skills of the Learners Who Learned Turkish as a Foreign Language at B2 Level: A Study on Developing the Graded Scoring Scale

Cited by 2 publications

References 0 publications

Analytical Rubric Development Study for A2 Level Speaking Skills in Teaching Turkish as a Foreign Language

Analytical Rubric Development Study for A2 Level Speaking Skills in Teaching Turkish as a Foreign Language

Problem Based Authentic Assessment Model in Indonesian Learning: Study in General High School Padang Lawas Utara, Indonesia

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