Pronunciation

and Speaking
Test
Group 5
 Members
Fadila
Lulu Ummahatul (J1E022053)
Naela Ulfa' A (J1E022062)
Faizah Cahya Eka (J1E022063)
Joanna Liby
Zhilan (77)
Nicky Zahra
 Table of Content
Type of Pronunciation Test
Micro skills and Macro skills
Design Imitative Speaking Test
Design Intensive Speaking Test
Design Responsive Speaking Test
Design Interactive Speaking Test
Design Extensive Speaking Test
 Types of
Pronunciation Test

4. A or B or C
1. Reading Aloud
Example :
2. Interview
1) a. sock b. sack c. suck
3. Same Or Different
2) a. cat b. cut c. cart
Example :
a. suck - sock 3) a. court b. caught c. cart
b. but - bought 5. Which Ones Are the Same?
c. seat - seat 1) a. pot b. pot c. port
d. hut - hurt 2) a. bid b. bit c. bid
 Micro Skills
1. Produce differences among English phonemes and allophonic variants.
2. Produce chunks of language of different lengths.
3. Produce English stress patterns, words in stressed and unstressed positions,
rhythmic structure, and intonation contours.
4. Produce reduced forms of words and phrases.
5. Use an adequate number of lexical units (words) to accomplish pragmatic purposes.
6. Produce fluent speech at different rates of delivery.
7. Monitor one's own oral production and use various strategic devices pauses, fillers,
self-corrections, backtracking to enhance the clarity of the message.
8. Use grammatical word clases (nouns, verbs, etc.), systems (e.g, tense, agreement,
pluralization), word order, patterns, rules, and elliptical forms.
9. Produce speech in natural constituents: in appropriate phrases, pause groups, breath
groups, and sentence constituents.
10. Express a particular meaning in different grammatical forms.
11. Use cohesive devices in spoken discourse.
 Macro Skills
12. Appropriately accomplish communicative functions according to situations,
participants, and goals.
13. Use appropriate styles, registers, implicature, redundancies, pragmatic conventions,
conversation rules, floor-keeping and -yielding, interrupting, and other sociolinguistic
features in face-to-face conversations.
14. Convey links and connections between events and communicate such relations as
focal and peripheral ideas, events and feelings, new information and given information,
generalization and exemplification.
15. Convey facial features, kinesics, body language, and other nonverbal cues along with
verbal language.
16. Develop and use a battery of speaking strategies, such as emphasizing key words,
rephrasing, providing a context for interpreting the meaning of words, appealing for
help, and accurately assessing how well your interlocutor is understanding you.
Type of Speaking

Imitative

Imitative is the skill of repeating the pronunciation of a language that

someone hears, without needing to understand its meaning or create
interactive conversations. However, this is a very basic speaking skill
and focuses on how to pronounce words correctly.
 Type of Speaking

Intensive

Intensive is the ability to produce spoken language in a

simple context. It involves understanding semantics such as
vocabulary, phrases, and phonology in order to respond
appropriately Responsive

Responsive is the speaking ability that involves

interaction and understanding at a basic level.
 Type of Speaking

Interactive

Interactive speaking is a type more complex than responsive

speaking. It involves conversations that cover multiple
topics and may include several exchanges of opinions or
ideas. Extensive
Extensive speaking is the ability to produce long and
structured oral discourse. It involves how well the
speaker can deliver their speech, often in a formal
context, and planning is involved.
Designing Assessment Tasks: Imitative Speaking

Imitative speaking in speaking assessment refers to tasks where

learners are asked to repeat words, phrases, or sentences exactly as
they are heard. This type of assessment focuses on the learner's
ability to imitate the pronunciation, intonation, and rhythm of the
spoken language.
Imitative speaking tasks are generally simple and can include
activities like:
• Repeating a sentence after hearing it.
• Echoing a phrase.
• Imitating the pronunciation of individual words.
 Phonepass Test

This is a specific test that uses imitative speaking. In this test,

you hear words or sentences and then repeat them as accurately
as possible.
Purpose: The Phonepass Test is used to evaluate how well someone
can speak a language, especially their pronunciation and fluency.

This test focuses on the pronunciation,

intonation, and rhythm.
 Designing Assessment Tasks: Responsive Speaking

Things that must be considered in responsive speaking

•Figure out exactly what speaking skills you want to test.

ex: comprehension, fluency, accuracy.
• Use situations that are similar to real life. For example, asking
for directions or ordering food at a restaurant. This makes the
task more meaningful.
 Types of Task

1. Question and Answer

This involves asking the person questions and listening to their responses. It checks how
well they can understand questions and provide appropriate answers.

ex:
- What do you think about the weather today?
- What did you do last weekend?
2. Giving Instructions and Directions
This task requires the person to explain how to do something or how to get
somewhere. It tests their ability to give clear and precise instructions.
ex:
- Describe how to make a typical dish from your country!
- How do you get your coffee?

3. Paraphrasing
This involves asking the person to restate information in their own words. It shows
how well they can understand and rephrase what they've heard or read.
For the example when teacher gives a student a sentence or a short paragraph to read.
The student then has to paraphrase it, expressing the same idea in their own words.
 Directed Response Task
Design Read-aloud Task

Intensive Sentence or Dialogue Completion

Task
Speaking
Test Picture-Cued Task

Translation
Directed
Response Task
Read-aloud
Task
Sentence/dialogue
completion Task
Picture-cued
Task
 Design : Interactive
speaking

refers to the ability to engage

in a natural and dynamic
conversation with another
person.
 Interview
Test Types Role Play
Discussions and
Conversations
Games
Oral Proficiency Interview
 Interview
Roleplay

Stage of Interview
refer to taking a role
1. warm up of a character or
2. level check person and acting it
3. probe out with a partner
4. wind down taking someone
else's role
 Discussions and
Conversations
Games
refer to a type of
assessment that
1. Tinkertoy
focuses on a learner's
2. Crossword
ability to use language
Puzzles
in a natural, interactive
setting.
 Oral Proficiency
Interview (OPI)

Oral Proficiency Interview

(OPI) is a standardized,
reliable, and widely
recognized assessment of a
person's speaking ability in a
specific language.
 Design : Extensive
speaking

Extensive speaking refers to

the ability to engage in
prolonged conversations or
discussions in a target
language.
 Test type :

Oral Presentation Picture-Cued- Story telling

Oral presentations involve Picture-cued storytelling is a

students speaking in front of technique where learners are
an audience provided with visual prompts or
about a specific topic or theme. images to inspire them to create and
narrate a story.
 Test type :
Retelling story or
news event
Retelling a story or news event
in an extensive speaking
assessment typically involves
the test-taker recounting a
narrative or summarizing an
article or news story in their
own words.
Translation of extended purpose
Translation of extended purpose in an
extensive speaking assessment
involves the test-taker translating a
longer piece of text, such as a passage,
article, or story, from one language to
another while maintaining the
original meaning.
Thank you