PURPOSE, USE, PERFORMANCE EVALUATION AND TARGET IN LANGUAGE LEARNING LANGUAGES
PURPOSE, USE, PERFORMANCE EVALUATION AND TARGET IN LANGUAGE LEARNING LANGUAGES
As a process used to determine the outcome of a teaching and learning activities. Need for purposes of an activity to be fundamental. In order for the implementation is not happening fatal distortions. In this case, Soenardi Djiwandono explained that "the purpose and usefulness of evaluation of learning outcomes deemed most closely related to the picture of the level of ability that can be achieved at the end of a learning organization, in other words the evaluation of learning outcomes are intended to obtain feedback for the overall organization of the learning sequence, namely for the two components of learning to another, either directly to components of the learning organization, and indirectly even the components of the learning objectives. Feedback in the form of the value generated by the evaluation activities that can have dual benefits beyond the benefits for learners in the form of learning success rate. "
In line with the opinion, Oemar Hamalik explain the objectives of the evaluation of learning outcomes in more detail as follows:
1. Provide information about student progress in an effort to achieve learning objectives through a variety of learning activities.
2. Provide information that can be used to foster student learning activities further, either in whole class or individual.
3. Provide information that can be used as a basis for encouraging students' motivation in a way familiar to stimulate his own progress and improvement efforts.
4. Provides information on all aspects of student behavior, so that teachers can help its development into a private citizen and qualified.
5. Provide appropriate information to guide students choose a school, or office in accordance with the skills, interests and talents.
In organizing the teaching of different languages that do not have characteristics and components similar to the operation of teaching in other fields, language tests also have the same goals as with other field tests in the organization of learning. Soenardi Djiwandono explain the objectives of the organization of language tests that can provide the following information:
1. Information on student learning outcomes that can be obtained through a language test, which is associated with a success rate of learning. From this language test scores, it is known that sufficient levels of language mastery of the material that has been taught. From this also, can be known difficulties experienced by students in learning the language.
2. Other information can be obtained from the test results relating to pennyelenggaraan teaching language as a whole, or part thereof. Low level of mastery of the language, as seen on the results of language tests, can indicate a deficiency in the implementation of teaching, or in parts. Deficiencies that may be contained in one or several parts of its implementation, such as: the lack of appropriate teaching materials, teachers who are less good at teaching, insufficient exercise, the less time teaching, students are less intelligent or less diligent, and so on. All that can result in low levels of mastery of language as a result of teaching, as reflected in the low language test results.
Of the various goals described as a major component in the form of objectives that more specifically, to be achieved and realized in learning. The formulation of objectives that are used as reference in planning and conducting learning activities, is intended as an effort to achieve the learning objectives have been identified and have been formulated.
PERFORMANCE EVALUATION OF THE TARGET LANGUAGE
The central question before doing the assessment is what will be assessed. Evaluation is a series of processes that a trilogy of design of the learning organization. In Implementation of learning, the object studied is the student. Student is a unique and complex, then there are certain parts that will be targeted in a study evaluating learning outcomes. Given this goal, it can be seen clearly results or changes that occur after the learning process takes place.
Oemardi Hamalik in his book entitled Curriculum and Learning describes the areas subjected to evaluation of learning outcomes in general, namely:
1. Cognitive domains (pengetahuna / understanding)
Assessment of knowledge at the unit level lessons in a more specific formulation requires every aspect of knowledge, which is categorized as: concepts, procedures, facts and principles. Each category broken down into a structure and a particular sequence, for example, from a simple concept that led to the concepts are more complex. With this structure can be determined the sequence of lessons and content, which has been formulated as represented in units of the lesson.
To assess students' knowledge, the test can be used as follows:
a. Objective assessment of the introduction of aspect (recognition)
How, by providing the questions multiple-choice form, which requires students to identify facts, definitions, examples of the right (correct).
b. Objective assessment of aspects of recall (recal)
How, with open-ended questions closed immediately to reveal unique answers.
c. Objective assessment of aspects of understanding (komprehension)
How, by asking questions that require identification of the correct statements and the seams of conclusions or classifications; with a list of matching questions (match) with respect to the concepts, examples, rules, implementation, steps and sequences, with the question of the form essay (open ended) which requires the description, formulation back with their own words, examples.
2. Affective domains
Objective evaluation of the affective domain (attitudes and values) includes the following aspects:
a. Acceptance aspect, namely the awareness of symptoms and is sensitive to stimulus or symptoms.
b. Welcome, ie active follow and implement their own in addition to realizing a symptom / accept it.
c. Aspects of assessment, namely the behavior internalize, organize, and stabilize the interaction between others and make it as a sign of unwavering stance.
d. Characteristic aspect of themselves with a complex value or values, is to internalize a value into the value system within the individual that behaves consistently with the value system.
Realm and the aspect of each sphere to be measured, each broken down into a characteristic, then each of the characteristics are translated into a number of attributes. Each indicator is given as a guide atribuut behavior change. Based on these attributes can be set up questions for the measurement.
3. Sphere Skills
Objective evaluation of reproductive skills are:
a. Aspects of cognitive skills, such as the familiar problems to be solved in order to determine the accuracy measures and speed through the exercises (drill) the long term, the evaluation performed by the methods of objective closed.
b. Aspects of psychomotor skills to the test task implementation actions are real or simulated, and based on the criteria of permanence, speed, quality of the application objectively. Example: typing practice, the skills to run the machine, and others.
c. Aspects of reactive skills, carried out directly with the objective observation of the approach or avoidance behavior; indirectly with attitude questionnaires.
d. Aspects of interactive skills, directly by counting the frequency of habits and ways yan who performed well on certain conditions.
Objective evaluation of productive skills are:
a. Aspects of cognitive skills, such as the problems that are not familiar to solve and the solution is not so complicated, using the open method of closed (open ended method).
b. Aspects of psychomotor skills, namely productive tasks that require strategic planning. Evaluation of results and planning process is by observation and discussion.
c. Aspects of reactive skills, directly observe the value system of society in tidakannya outside of school.
d. Aspects of interactive skills with the observation skills in actual situations.
Opinions of hamalik above, by Horward Kingsley in Nana Sudjana, which divides the three kinds of learning outcomes, namely 1) the skills and habits, 2) knowledge and understanding, 3) attitudes and ideals. Each type of learning outcomes can be filled with material yan has been established in the curriculum. While Gagne in Nana Sudjana also, dividing learning outcomes in five categories, namely 1) verbal information, 2) intellectual skills, 3) cognitive strategies, 4) attitude, and 5) motor skills. In the formulation of national education systems aim of education, both curricular goals and instructional objectives, using the classification of Benjamin Bloom's learning outcomes are broadly divided into three domains, namely cognitive, aranah affective, and psychomotor domains.
To study the field of linguistics, Soenardi Djiwandono explain the main target of organizing the evaluation of language skills is the ability to use language level. Aspects of language which meant that includes listening skills, reading skills, the ability of speaking and writing skills.
Listening skills refers to the ability to understand everything that other people expressed orally in the form of words loose, short discourse by the sentence, or a longer discourse as oral exposure, speeches, lectures and others.
Ability to read refers to the ability to understand the intents and thoughts of people who expressed in writing in the form of short notes, letters, newspaper articles, short stories, novels, and others.
The ability to speak of the ability to express one's thoughts and hearts content through language sounds and words strung together in a more complete structure of language such as phrases sentences, and longer oral discourse such as stories, speeches, and others.
Writing skills is the ability to express themselves through words and sentences delivered in writing.
In a study kebahasan, distinguished proficiency in language competence and language skills. Language competence refers to the ability of abstract form of the potential of a language user. Language skills are concrete and refers to the actual use of language, in oral form which can be heard, or in written form that can be read. All of that is the target language test, which is part of linguistic studies, particularly studies of applied linguistics.
Proficiency refers to a person's ability to communicate in everyday life. With good language skills, one would easily reveal the thoughts, ideas, and opinions appropriately. With the right language skills, what is meant is expected to be understood and accepted by people lain.Tes language skills can be divided into two main objectives: first, which includes the Traffic-language writing skills, reading skills, listening skills, and ability to speak. Second, the language component which includes the sounds of language, vocabulary, and grammar.
From the above it can be concluded that the objective evaluation of language skills is the language level of students. Both in terms of ability to use language relating to aspects of language, such as reading, writing, listening, and speaking. As well as in terms of students' skills in applying linguistic components, such as EYD, grammar, and the sounds of language. Besides, the target of evaluation seen from the areas subjected to evaluation of learning outcomes in general, covering various fields of cognitive, affective domain, and psychomotor domains.
As a process used to determine the outcome of a teaching and learning activities. Need for purposes of an activity to be fundamental. In order for the implementation is not happening fatal distortions. In this case, Soenardi Djiwandono explained that "the purpose and usefulness of evaluation of learning outcomes deemed most closely related to the picture of the level of ability that can be achieved at the end of a learning organization, in other words the evaluation of learning outcomes are intended to obtain feedback for the overall organization of the learning sequence, namely for the two components of learning to another, either directly to components of the learning organization, and indirectly even the components of the learning objectives. Feedback in the form of the value generated by the evaluation activities that can have dual benefits beyond the benefits for learners in the form of learning success rate. "
In line with the opinion, Oemar Hamalik explain the objectives of the evaluation of learning outcomes in more detail as follows:
1. Provide information about student progress in an effort to achieve learning objectives through a variety of learning activities.
2. Provide information that can be used to foster student learning activities further, either in whole class or individual.
3. Provide information that can be used as a basis for encouraging students' motivation in a way familiar to stimulate his own progress and improvement efforts.
4. Provides information on all aspects of student behavior, so that teachers can help its development into a private citizen and qualified.
5. Provide appropriate information to guide students choose a school, or office in accordance with the skills, interests and talents.
In organizing the teaching of different languages that do not have characteristics and components similar to the operation of teaching in other fields, language tests also have the same goals as with other field tests in the organization of learning. Soenardi Djiwandono explain the objectives of the organization of language tests that can provide the following information:
1. Information on student learning outcomes that can be obtained through a language test, which is associated with a success rate of learning. From this language test scores, it is known that sufficient levels of language mastery of the material that has been taught. From this also, can be known difficulties experienced by students in learning the language.
2. Other information can be obtained from the test results relating to pennyelenggaraan teaching language as a whole, or part thereof. Low level of mastery of the language, as seen on the results of language tests, can indicate a deficiency in the implementation of teaching, or in parts. Deficiencies that may be contained in one or several parts of its implementation, such as: the lack of appropriate teaching materials, teachers who are less good at teaching, insufficient exercise, the less time teaching, students are less intelligent or less diligent, and so on. All that can result in low levels of mastery of language as a result of teaching, as reflected in the low language test results.
Of the various goals described as a major component in the form of objectives that more specifically, to be achieved and realized in learning. The formulation of objectives that are used as reference in planning and conducting learning activities, is intended as an effort to achieve the learning objectives have been identified and have been formulated.
PERFORMANCE EVALUATION OF THE TARGET LANGUAGE
The central question before doing the assessment is what will be assessed. Evaluation is a series of processes that a trilogy of design of the learning organization. In Implementation of learning, the object studied is the student. Student is a unique and complex, then there are certain parts that will be targeted in a study evaluating learning outcomes. Given this goal, it can be seen clearly results or changes that occur after the learning process takes place.
Oemardi Hamalik in his book entitled Curriculum and Learning describes the areas subjected to evaluation of learning outcomes in general, namely:
1. Cognitive domains (pengetahuna / understanding)
Assessment of knowledge at the unit level lessons in a more specific formulation requires every aspect of knowledge, which is categorized as: concepts, procedures, facts and principles. Each category broken down into a structure and a particular sequence, for example, from a simple concept that led to the concepts are more complex. With this structure can be determined the sequence of lessons and content, which has been formulated as represented in units of the lesson.
To assess students' knowledge, the test can be used as follows:
a. Objective assessment of the introduction of aspect (recognition)
How, by providing the questions multiple-choice form, which requires students to identify facts, definitions, examples of the right (correct).
b. Objective assessment of aspects of recall (recal)
How, with open-ended questions closed immediately to reveal unique answers.
c. Objective assessment of aspects of understanding (komprehension)
How, by asking questions that require identification of the correct statements and the seams of conclusions or classifications; with a list of matching questions (match) with respect to the concepts, examples, rules, implementation, steps and sequences, with the question of the form essay (open ended) which requires the description, formulation back with their own words, examples.
2. Affective domains
Objective evaluation of the affective domain (attitudes and values) includes the following aspects:
a. Acceptance aspect, namely the awareness of symptoms and is sensitive to stimulus or symptoms.
b. Welcome, ie active follow and implement their own in addition to realizing a symptom / accept it.
c. Aspects of assessment, namely the behavior internalize, organize, and stabilize the interaction between others and make it as a sign of unwavering stance.
d. Characteristic aspect of themselves with a complex value or values, is to internalize a value into the value system within the individual that behaves consistently with the value system.
Realm and the aspect of each sphere to be measured, each broken down into a characteristic, then each of the characteristics are translated into a number of attributes. Each indicator is given as a guide atribuut behavior change. Based on these attributes can be set up questions for the measurement.
3. Sphere Skills
Objective evaluation of reproductive skills are:
a. Aspects of cognitive skills, such as the familiar problems to be solved in order to determine the accuracy measures and speed through the exercises (drill) the long term, the evaluation performed by the methods of objective closed.
b. Aspects of psychomotor skills to the test task implementation actions are real or simulated, and based on the criteria of permanence, speed, quality of the application objectively. Example: typing practice, the skills to run the machine, and others.
c. Aspects of reactive skills, carried out directly with the objective observation of the approach or avoidance behavior; indirectly with attitude questionnaires.
d. Aspects of interactive skills, directly by counting the frequency of habits and ways yan who performed well on certain conditions.
Objective evaluation of productive skills are:
a. Aspects of cognitive skills, such as the problems that are not familiar to solve and the solution is not so complicated, using the open method of closed (open ended method).
b. Aspects of psychomotor skills, namely productive tasks that require strategic planning. Evaluation of results and planning process is by observation and discussion.
c. Aspects of reactive skills, directly observe the value system of society in tidakannya outside of school.
d. Aspects of interactive skills with the observation skills in actual situations.
Opinions of hamalik above, by Horward Kingsley in Nana Sudjana, which divides the three kinds of learning outcomes, namely 1) the skills and habits, 2) knowledge and understanding, 3) attitudes and ideals. Each type of learning outcomes can be filled with material yan has been established in the curriculum. While Gagne in Nana Sudjana also, dividing learning outcomes in five categories, namely 1) verbal information, 2) intellectual skills, 3) cognitive strategies, 4) attitude, and 5) motor skills. In the formulation of national education systems aim of education, both curricular goals and instructional objectives, using the classification of Benjamin Bloom's learning outcomes are broadly divided into three domains, namely cognitive, aranah affective, and psychomotor domains.
To study the field of linguistics, Soenardi Djiwandono explain the main target of organizing the evaluation of language skills is the ability to use language level. Aspects of language which meant that includes listening skills, reading skills, the ability of speaking and writing skills.
Listening skills refers to the ability to understand everything that other people expressed orally in the form of words loose, short discourse by the sentence, or a longer discourse as oral exposure, speeches, lectures and others.
Ability to read refers to the ability to understand the intents and thoughts of people who expressed in writing in the form of short notes, letters, newspaper articles, short stories, novels, and others.
The ability to speak of the ability to express one's thoughts and hearts content through language sounds and words strung together in a more complete structure of language such as phrases sentences, and longer oral discourse such as stories, speeches, and others.
Writing skills is the ability to express themselves through words and sentences delivered in writing.
In a study kebahasan, distinguished proficiency in language competence and language skills. Language competence refers to the ability of abstract form of the potential of a language user. Language skills are concrete and refers to the actual use of language, in oral form which can be heard, or in written form that can be read. All of that is the target language test, which is part of linguistic studies, particularly studies of applied linguistics.
Proficiency refers to a person's ability to communicate in everyday life. With good language skills, one would easily reveal the thoughts, ideas, and opinions appropriately. With the right language skills, what is meant is expected to be understood and accepted by people lain.Tes language skills can be divided into two main objectives: first, which includes the Traffic-language writing skills, reading skills, listening skills, and ability to speak. Second, the language component which includes the sounds of language, vocabulary, and grammar.
From the above it can be concluded that the objective evaluation of language skills is the language level of students. Both in terms of ability to use language relating to aspects of language, such as reading, writing, listening, and speaking. As well as in terms of students' skills in applying linguistic components, such as EYD, grammar, and the sounds of language. Besides, the target of evaluation seen from the areas subjected to evaluation of learning outcomes in general, covering various fields of cognitive, affective domain, and psychomotor domains.