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THE ROLE OF SPEAKING ASSESSMENT IN MEASURING COMMUNICATIVE
COMPETENCE
Abdushakirova Aziza Zulpikar qizi
Chirchik State Pedagogical University
4
th
year student of the Faculty of Tourism,
Foreign Language and Literature (English).
E-mail: azizaakbarova7103@gmail.com
Supervisor:
Usmonova Gulsevar Abdulaziz qizi
Teacher at Chirchik State Pedagogical University
E-Mail: gulsevardesigner@gmail.com
ABSTRACT:
The aims of this study are: (1) to identify the types of speaking skills used by
teachers in the communicative language testing approach at the secondary level; and (2) to
determine which of the five speaking skills in the communicative language test were most
commonly utilized by teachers during the pandemic. This research adopted a descriptive
qualitative method. The participants were 20 English teachers at the secondary level in Jakarta.
The findings of the study reveal that: first, English teachers primarily use performance-based
assessments to evaluate students' speaking abilities during the pandemic. Second, the assessment
of students' speaking skills using the Communicative Language Testing Approach is conducted
only during the initial assessment and formative testing stages. The application of this
assessment method occurs when teachers require students to generate responses or perform tasks
that go beyond merely providing information. Teachers ask students to solve specific problems
(problem-solving), requiring them to choose the correct response based on information and
concepts, which encourages greater student participation in class as they must apply learned
material to real-world situations. Third, teachers believe that using the Communicative Language
Testing Approach is highly beneficial in improving students' speaking skills because it enables
students to demonstrate their work clearly, express their ideas confidently, and move beyond
theoretical knowledge to practical application. However, teachers also noted that authentic
assessment requires more time to implement.
INTRODUCTION
Assessment is the process of evaluating students' abilities and performance, making it a
crucial aspect of education. After teaching a lesson, teachers must use the most suitable tools,
methods, and procedures to assess students and gather accurate information. The assessment
results provide insights into students' understanding of specific English skills, which can help
identify areas for improvement and determine the best strategies for addressing weaknesses.
Assessment is an ongoing process that utilizes various methodologies (Abduh, 2021; D. Brown
& Abeywickrama, 2010). Patricia et al. (2002) describe assessment as a neutral tool that
objectively measures an individual's performance level. While speaking assessments may seem
straightforward because they can be directly observed, they can be challenging due to the
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influence of the examiner's listening skills. These factors can affect the reliability and
effectiveness of oral proficiency tests. The teacher's assessment of these results is directly linked
to the student's learning process, making assessments vital. It is understood that assessment
involves measurement, which is done by observing and evaluating students' behavior and
assigning numerical ratings. Although many teachers follow this method, they sometimes focus
too much on gathering data for report cards and forget the core purpose of the assessment, which
is to understand the students' abilities. The most important aspect of assessment is for teachers to
have a clear understanding of students' skills. Based on the test results, the teacher can then
determine the best approach to help the student overcome any challenges. Assessment is a
fundamental part of the learning process, and its success is seen as a reflection of the teacher's
effectiveness. Teachers not only need to teach content but also assess students’ progress. After
completing the evaluation, the teacher determines the percentage of students who have passed
the lesson. If most students perform well, it indicates the teacher has been successful in teaching.
However, if many students fail, it suggests a problem with both the students' learning and the
teacher's instruction. Therefore, teachers should avoid criticizing students harshly for failure but
instead use it as an opportunity to improve their teaching in the future. Communicative language
testing is one form of language assessment that allows teachers to evaluate students' ability to use
language in real-world, content-specific contexts and tasks. According to Morrow (1981),
communicative language testing assesses students' ability to communicate, receive, and
understand information from others, using various components of language such as syntax,
semantics, and phonology. This paper explores the emergence of communicative language
testing, its theoretical foundation, and its measurement methods. It also examines how
communicative language testing differs from other forms of language assessment. Additionally,
an example of a speaking test conducted in preparatory year English as a Foreign Language
(EFL) classrooms at the secondary level will be provided to determine if it aligns with the
intended test requirements. Lastly, the paper will discuss the challenges communicative language
testing faces and how these issues have been addressed. In English Class 176 at Junior High
School, students learn four key language skills: speaking, listening, writing, and reading.
Speaking is a class that emphasizes performance, where most students focus on learning how to
communicate in everyday situations. This means students are encouraged to speak in various
contexts. They also participate in discussions, give speeches, and engage in other activities
designed to develop their speaking skills. To highlight the importance of communicative
language testing, several studies have been conducted on the topic. The first study, by Wardhono,
focused on assessing English speaking and listening skills using the Telegram mobile application.
This app is used to evaluate communicative learning interactions and can be accessed via
smartphones and computers. The results indicated that the app proved to be a valuable tool for
not only assessing students' listening and speaking abilities but also for increasing their interest
in learning and practicing conversational English. The second study, by Harsono (2005), aimed
to develop a communicative language test for senior high school students. The study involved
three key tasks: identifying the objectives, defining the test specifications, and creating the
communicative language tests. These tests were developed in fifteen sub-steps, starting with
determining the language abilities being assessed, selecting appropriate source materials, and
revising the tests for use in senior high schools. The study resulted in the creation of fifteen
communicative language tests, including three each for listening, reading, speaking, and writing.
The third study, by Albiansyah et al. (2020), aimed to evaluate the content of English tests used
to assess students' communication skills. Five tests were collected from five schools in South
Tangerang, Indonesia, from various clusters. The results revealed that the tests did not
effectively measure the students' communication competence. Based on these three studies, it
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can be concluded that communicative language testing is used in classrooms to assess students'
communication skills in English.
EVALUATING AN INDIVIDUAL’S ABILITY
As educators, we must find effective ways to assess each student's abilities in order to
understand the extent to which they have mastered the material taught. Language testing and
language assessment are closely linked. According to Brunfaut et al. (2021), a language test is
used to evaluate a person's proficiency in using a language reflectively. Assessment, on the other
hand, is typically used to measure students' abilities based on teachers' activities designed to
evaluate those abilities. The foundation of language assessment is grounded in language content
standards. Both language testing and assessment help determine the expectations, results, and
objectives that need to be achieved. An important factor in language testing and assessment is
the standard of language performance itself, which defines the language skills students must
develop to pass the assessment. From the definitions above, it is clear that language testing is
closely tied to language assessment. We can evaluate students' abilities through tests related to
the course or topic, which cover the four main English skills: reading, writing, speaking, and
listening. These skills can be assessed by collecting information about students' abilities through
various methods, such as formal tests and self-assessments. On the other hand, we need a
structured approach to assessing students' abilities. Language testing can be defined as a tool
used to assess and measure a person’s language skills, essentially evaluating one's language
proficiency. In terms of approaches to language testing, Heaton (1988) proposes four methods.
The first is the essay translation approach. Heaton argues that this method does not rely on
specific testing skills but instead depends on subjective teacher assessments. Common tests in
this approach include essay writing, translation, and grammar analysis.
STRATEGIES TO LANGUAGE TESTING
When assessing language ability, it is essential to adopt specific approaches to language
testing. Heaton (1988) outlines four main approaches. The first is the essay translation approach,
which Heaton suggests does not rely on particular testing skills but instead depends on subjective
assessments by the teacher. In this approach, common tests include essay writing, translation,
and grammar analysis, which focus on language frequently studied in class. The second approach
is the structuralist approach, which is grounded in language learning, particularly related to
systematic sets of habits. This approach draws from structural linguistics and focuses on
evaluating students' abilities in isolated language components such as phonology, vocabulary,
and grammar. These skills can be assessed by using word structures in contexts outside of their
typical use. The third approach is the integrative approach, which Heaton defines as examining
language in context, focusing on communicative meanings and effects. This approach assesses
language skills by evaluating the use of two skills simultaneously, often through tests such as
dictation. The integrative approach is tied to a person’s overall language proficiency. Lastly, the
communicative approach, as suggested by Heaton, emphasizes the language used in real-world
communication. This approach aims to incorporate tasks into real-life scenarios, and the success
of the test is determined by its effectiveness in facilitating communication. Some communicative
tests also include assessments of proficiency in the target language. The fourth approach is the
communicative approach, which Heaton identifies as the final method. He defines this approach
as a test focused on language used in communication. Its goal is to integrate tasks that students
perform into real-life situations. The success of this approach is measured by how effectively it
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facilitates communication. However, some communicative tests also assess proficiency in the
target language. This paper aims to analyze research using a communicative language approach.
THE DEFINITION OF COMMUNICATIVE LANGUAGE TESTING
The communicative language test provides teachers with valuable insights into students'
proficiency in the target language for specific, content-related tasks. In the mid-1980s, the field
of language testing shifted its focus toward developing communicative language testing activities
(Brown & Lee, 2015). This approach addresses reliability and validity issues that had been
present in language testing since the 1960s. Ongoing research on the communicative language
teaching approach has led to numerous benefits. Teachers utilize communicative language
assessment to evaluate students' ability to use language in context with personalized content.
These tests measure students' ability to communicate, comprehend, and exchange ideas and
information using the syntactic, semantic, and phonological systems of the language (Amiri &
Ghonsooly, 2015). The goal of a communicative language test is to evaluate language acquisition,
communication abilities, and the use of language in real-life situations. The test assesses
communicative competence, which includes the four language skills: listening, speaking, reading,
and writing. Communicative competence includes linguistic competence, sociolinguistic
competence, discourse competence, and strategic competence. To fully understand the
communicative competence model, it is necessary to develop a communicative language test.
METHODOLOGY
This study employs a descriptive qualitative approach to examine how English teachers
assess speaking skills using the communicative language testing approach. Descriptive
qualitative research focuses on understanding processes, meanings, and insights gained through
words or images (Creswell, 2014). Therefore, the descriptive qualitative method aims to describe
the outcomes of observations, supported by data from existing sources (Ary et al., 2010).
Qualitative methods are suitable for this study as they involve gathering data to describe the
current findings. Data were collected using a questionnaire distributed to English teachers at the
secondary level. A total of 20 teachers participated in completing the questionnaire, which
included 13 questions regarding how they assess speaking skills through communicative
language testing.
FINDINGS
The findings of this study are important and beneficial for learning English speaking for
several reasons: 1) English speaking learning is facilitated through a combination of online tools
such as videos, internet applications, and social media. 2) The integration of these learning tools
has made it easier for teachers to guide and assist students in improving their English speaking
skills. 3) Teachers can provide immediate feedback on students' speaking progress. 4) The
interaction between teachers and students is positive throughout the learning process. 5) The
study highlights the effectiveness of learning media in supporting online learning during the
pandemic. Consequently, online learning platforms have proven to be highly effective for
English speaking development. Therefore, the quality of student learning is increasingly
influenced by their interactions with online learning tools (Zainuddin & Perera, 2019). Students
engage in speaking practice using Zoom Meetings and can contribute to discussions on the
material being taught. Additionally, students feel more comfortable using Google Meetings for
group discussions. These platforms were used for speaking practice throughout the semester.
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Teachers also use videos as learning tools. The use of online videos to enhance speaking skills
has helped students develop visual perception, which contributes to improving their speaking
competence (Hilton, 2016). Many countries have implemented various online learning systems,
such as a similar initiative in Romania that used the CALL (Computer-Assisted Language
Learning) approach and the tandem method. Language assessment or testing is a crucial part of
language teaching and learning as it helps track students' progress and assess the quality of
educational systems. The data from this study provides strong evidence that communicative
language assessment techniques are effective in evaluating students' speaking skills at the
secondary level during the pandemic. A communicative language testing system requires
assessments that evaluate not only learners' knowledge of a language and their ability to use it
(competence) but also how well they apply this knowledge in relevant communication situations
(performance) (Fulcher, 2014). Assessments should be based on certain principles to evaluate
language competence and performance. First, when creating a communicative language test, test
creators should clearly define what they expect the examinees to do when using the target
language in a specific context—what is being tested. To ensure the test's validity, they should
develop scales and evaluation criteria that accurately measure the desired aspects of performance.
Darling-Hammond, Herman, and Pellegrino (2013) refer to this principle as "start from
someplace," emphasizing the need to develop clear assessment criteria. The second principle is
"focus on content," which involves not only selecting appropriate themes but also ensuring that
the tasks align with the age, skill level, interests, and needs of the test takers. "The linguistic
activities expected of learners in their future roles will guide the tasks we set in assessments."
The third principle is "bias for best," which Dean (2005) defines as a concept that goes beyond
how students interpret the test to include strategic involvement from both students and
instructors in preparing for, setting up, and following the test. In other words, test creators should
ensure that test takers are adequately prepared and familiar with the test. Learners must therefore
be prepared to produce creative language output. The final characteristic is the integration of
language skills. A communicative test should require participants to demonstrate their ability to
combine various language skills, just as they would in real-world communication scenarios.
These features must be considered and included in communicative language tests. The data from
this study were used to assess students' speaking ability through the communicative language
testing approach at the secondary level during the pandemic. A total of 20 participants took part
in the study, most of whom taught at public schools rather than private ones. Given the current
pandemic, teachers are required to teach from home and must rely on online media or platforms
to facilitate distance learning. Various platforms can be used, such as Zoom, Google Meet,
Microsoft Teams, Skype, and Line/Voice Notes. According to the results from the questionnaire
completed by the participants, Zoom and Google Meet were the most commonly used online
platforms for learning during the pandemic. This study focuses on assessing students' speaking
abilities using the communicative language testing approach at the secondary level during the
pandemic. The researchers asked the participants about their knowledge of communicative
language testing and how it was applied in assessing speaking skills. It was found that many
participants were familiar with communicative language testing and had implemented it with
their students. According to Brown, there are five methods for assessing speaking skills in
communicative language testing: role play, retelling a text or story, oral interviews, group
discussions, and oral presentations. Among these, the most frequently used methods by the
participants were retelling texts/stories and oral presentations. These methods were selected to
help improve students' confidence in orally presenting their work, allowing teachers to evaluate
their ability to read aloud and their understanding of the text. Additionally, retelling texts helped
students develop critical thinking skills while presenting their ideas.
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CONCLUSION
Communicative language testing presents several challenges, and it is the responsibility
of teachers and academics to address these issues. Language theory defines language as a system
of structures, and the goal of communicative language testing is to improve the quality of
language education, motivate students, and support the learning process. In a communicative
approach, students' language skills in the classroom are assessed. When designing the test, it is
essential to statistically analyze the results to ensure the validity and reliability of the
communicative language test. Many testing practices, such as multiple-choice tests, rely on
assumptions that do not effectively measure speech or assess students on material they have not
yet been taught. By questioning these practices and assumptions that negatively affect testing,
communicative language testing can help students enhance their communication skills.
Additionally, it contributes to improving their speaking abilities and becomes a valuable tool for
teachers to measure their success.
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