DESIGNING
PICTURE-CUED TASKS IN WRITING TEST
FOR
VOCATIONAL HIGH SCHOOL
Abstract
This article attempts
to give methods in designing writing test which might be useful for teachers or
lectures who want to evaluate their learners’ achievement in learning process. The
contents of the paper are (1) introduction (2) general concept of writing (3) Curriculum,
Syllabus, and School Based Curriculum (4) writing test (5) designing writing
test for vocational high school students using picture-cued tasks (6)
conclusion. The writer would like to over some suggestions that are hopefully
useful for English teacher, students, and the next researcher. The use of picture-cued
tasks in writing test for vocational high school should be maintained
frequently and recommended to English teachers at vocational high school.
1.
Introduction
Perception about testing writing is usually not
actualized in what the students’ achievement and what appropriateness between
the students’ testing writing and the student has learned in teaching process.
Brown (2004: 218), states that it follows logically that the assessment of
writing is no simple task. As you consider assessing students’ writing ability,
as usual you need to be clear about your objective or criterion. What is it you
want to test: handwriting ability? Correct spelling? Writing sentences that are
grammatically correct? Paragraph construction? Logical development of a main
idea? All of these, and more, are possible objectives. And each objective can
be assessed through a variety of tasks.
There are many kinds of writing test. Madson states
(1983: 101), “the reason for this is fairly simple: a wide variety of writing
tests is needed to tests the many kinds of writing tasks that we engage in”.
Vocational High School is a formal education with any skills to be a ready
worker after graduate. In this case, we must be a wise to create an appropriate
tests for the students of Vocational High School.
2.
General
concept of Writing
Before conducting the test design of writing, we must
know the genres of written language. Scrutinized the different genres of
written language is to make that context and purpose are clear. According to
Brown, there are three kind of writing: 1) Academic Writing ( Papers and
general subject reports, Essays and compositions, Academically focused journals,
Short-answer test responses, Technical reports, Theses and dissertations, 2)
Job-related writing (Messages, Letters/e-mails, Memos, Reports, Schedule or
labels or signs, Advertisements, announcements, Manuals, 3) Personal Writing (
Letters, e-mails, greeting cards, invitations, Messages, notes, Calendar
entries, shopping lists, reminders, Financial documents, Forms, questionnaires,
medical reports, immigration documents, Diaries, personal journals, Fiction.
There are four Types of writing performance; Imitative
(to produce written language, the learners must s\attain skills in the
fundamental, basic tasks of writing letters, words, punctuations, and very
brief sentences. This category includes the ability to spell correctly and to
perceive phoneme-grapheme correspondences in the English spelling systems. It
is a level at which learners are trying to master the mechanics of writing. At
this stages, form is the primary if not exclusively focus, while context and
meaning are of secondary concern), Intensive (controlled or beyond the
fundamentals of imitative writing are skills in producing appropriate
vocabulary within a context, collocations and idioms, and correct grammatical
features up to the length of a sentence. Meaning and context are of some
importance in determining correctness and appropriateness, but most assessment
tasks are more concerned with a focus on form, and are rather strictly
controlled by the test design), Responsive (Assessment tasks require learners
to perform at limited discourse level, connecting a sentences into a paragraph
and creating a logically connected sequence of two or three paragraphs, tasks respond
to pedagogical directives, lists of criteria, outlines, and other guidelines.
Genres of writing include brief narratives and descriptions, short reports, lab
reports, summaries, brief responses to reading, and interpretations of charts
or graphs. Under specified conditions, the writers begin to exercise some of
choice among the alternative forms of expression of ideas. The writer has
mastered of fundamental sentence-level grammar is more focus on discourse
conventions that will achieve the objectives of the written texts. Form-focused
attention is mostly at the discourse level, with a strong emphasis on the
context and meaning. Extensive (extensive writing implies successful management
of all the processes and strategicness of writing for all purposes, up to the
length of an essay, a term paper, a major research project report, or even a
thesis. Writers focus on achieving a purpose, organizing and developing and
ideas logically, using details to support or illustrate ideas, demonstrating syntactic
and lexical variety, and in many cases, engaging in the process of multiple
drafts to achieve a final product. Focus on grammatical form is limited to
occasional editing or proofreading of a draft,
Micro- and Macro-skills of writing will
assist you in defining the ultimate criterion of an assessment procedure. The
earlier micro-skills apply more appropriately to imitative and intensive types
of writing tasks, while the macro-skills are the essential for the successful
mastery of responsive and extensive writing. Micro-skills; 1) Produce grapheme
and orthographic patterns of English 2) Produce writing at an efficient rate of
speed to suit the purpose 3) Produce an acceptable core of words and use
appropriate word other patterns 4) Use acceptable grammatical systems (e.g.,
tense, agreement, pluralization), patterns, and rules 5) Express a particular
meaning in different grammatical forms 6) Use cohesive devices in written
discourse. Macro-skills; 1) Use the rhetorical forms and conventions of written
discourse 2) Appropriately accomplish the communicative functions of written
texts according to form and purpose 3) Convey links and connections between
events, and communicate such relations as main idea, supporting idea, new
information, given information, generalization, and exemplification 4) Distinguish
between literal and implied meanings when writing 5) Correctly convey culturally
specific reference in the context of the written text 6) Develop and use of
battery of writing strategies, such as accurately assessing the audience
interpretation, using prewriting devices, writing with fluency in the first
drafts, using paraphrases and synonyms, soliciting peer and instructor
feedback, and using feedback for revising and editing.
3.
CURRICULUM,
SYLLABUS, and SCHOOL BASED CURRICULUM (KTSP)
Suwandi (2010: 3) states School based Curriculum
(KTSP) which is rooted from the 2004 English curriculum is designed according
to the government regulation in the sense that the curriculum has to be
competence-based and that at the end of the day learners are expected to be
able to communicate in English as one of their life skills and that they are expected
to be able to handle written texts not only for pursuing further studies, but
also for learning independently in order to be independent members of
community. Curriculum and syllabus should be the standard of teaching and
assessing. Indonesian’s Government has behaved School Based Curriculum since
2004. English curriculum is designed in order to that the end of the day the
learners are expected to be able to communicate in English as one of their life
skills and they are expected to be able to handle written text not only for
pursuing further studies, but also for learning independently in order to be
independent members of community.
In
this case, the implementation of school based curriculum must consider the
three based component: 1) Standar National Pendidikan (SNP) which set up in PP
19 tahun 2005 explained in Peraturan Menteri Pendidikan Nasional, 2) Syllabus
and Lesson Plan (PP 19 tahun 2005) must be an appropriate formula in teaching
learning process and evaluation, 3) Lesson Plan need to be explored done in
order to prove the readiness of teaching learning process.
4.
WRITING
TEST
As
stated in introduction that there are many kinds of writing test. According to
Brown, There are some kinds of writing tests below:
a. Imitative
Writing
-
Tasks in (Hand) writing letters, words,
and punctuations
·
Copying
·
Listening cloze selection tasks
·
Picture-Cued Tasks
·
Form completion tasks
·
Converting numbers and abbreviations to
words
-
Spelling Tasks and Detecting Phoneme-
Grapheme Correspondence
·
Spelling test
·
Picture-cued tasks
·
Multiple choice techniques
·
Matching phonetics symbols
b. Intensive
(Controlled Writing)
-
Dictation and Dicto-Comp
-
Grammatical Transformation Tasks
-
Picture-Cued Tasks
·
Short sentence
·
Picture description
·
Picture sequence description
Scoring scale for controlled writing
2 Grammatically and lexically correct
1 either Grammar or vocabulary is
incorrect both not both
0 both grammar and vocabulary are
incorrect
-
Vocabulary assessments tasks
-
Ordering Tasks
-
Short-answers and sentence completion
tasks
Another
reason for the variety of writing tests in use in the great number of factors
that can be evaluated: mechanics (including spelling and punctuation),
vocabulary, grammar, appropriate content, diction (word selection), rhetorical
maters of various kinds (organization, cohesion, unity; appropriateness to the
audience, topics, and occasions); as well as sophisticated concerns such a
logic and style. The list is enough to boggle this mind.
5.
DESIGNING
WRITING TEST FOR VOCATIONAL HIGH SCHOOL STUDENTS USING PICTURE-CUED TASKS
From the wide variation of written tests, picture-cued task in
designing English written test for vocational high school students. The writer
wrote about picture-cued above.
a. Imitative
writing
task in [hand] writing letters, words,
and punctuation
Here, the students are given tasks that
contain some familiar pictures and the pictures are not ambiguity in
identified. Then the students write the word that picture represents. For
example: copier, typewriter
Spelling tasks and detecting phoneme-
grapheme correspondence
The students are given
pictures with focusing object on familiar words that may be unpredictable
spelling. This format presents some challenging words or words pair. For
example: locker/rocker, puncher/ panzer,
etc
b. Intensive
(controlled) writing
Picture-cued is used in English classroom around the world. The
advantages of using picture-cued such are: separate reading and writing
connection and offering nonverbal means to stimulate written responses.
Short sentences
The students are given
a picture. Then they write the description of the picture briefly. For example,
a red blues women is anger in calling
Picture description
More complex pictures
are showed to the students. And they write the description of these pictures
with preposition. For example, there are four officers in the room; there are
three notebooks on desk, a pot of plant on locker, and so on
Picture sequence description
Picture sequence is
pictures that have story line and contain clues in sequence to stimulate
written skills of the students. For example, a blue coat man seems so sad,
suddenly a butterfly flies closer his, and then he chases the butterfly and feels
happy leaving his stuff on the ground
Picture-cued tasks are good for
vocational high school that the students are prepared to work after graduate.
c.
Scoring Methods
In
this study, the writer used picture-cued test because it is easy to scores and administer.
Brown (2003:228) said that “this kind of task are designed to be controlled,
even at this very simple level, a few different correct responses can be made
for each item in the sequence”. If the criteria in this task are both lexical
and grammatical choice, the writer needs to design a rating scale to account
for variations between completely right and completely wrong in both
categories. Scoring scale for controlled writing is;
2
= grammatically and lexically correct.
1
= either grammar or vocabulary is incorrect, but not both.
0 = both grammar and vocabulary are incorrect.
6.
CONCLUSION
Vocational High School is a formal education with
any skills that the students are ready to be workers after graduate. Teaching
English in Vocational High School is different with teaching in general high
school. If we use the test beyond the context of the students’ knowledge, they
will be frustrated in doing the test itself. The topics they study suit with
their majors in elementary level. In
this case, we must be a wise to create an appropriate tests for the students of
Vocational High School. So the picture-cued tasks will be an appropriate
technique in assessing writing.
Bibliography
Brown, H. Douglas.
2004. Language Assessment: Principles and Classroom Practices. New
York: Person Education Inc
English Teaching
Journals. 2010. Designing A Classroom Language Test For Junior High School Student by
Suwandi. Semarang: English Department IKIP PGRI Semarang
Madson, Harold. S.
1983. Techniques in Testing. New York: Oxford University Press
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