Oral Placement Test as the Indicator of Bilingual Students’ Speaking Skills

This study investigates whether there is a significant relationship between the speaking ability of students in bilingual classes and their daily conversation performance, as reported in the oral placement test. The researchers analysed the relationship between the placement test scores and the spe...

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Autores principales:	Hanifah Hifni, Nida Husna, Didin Nuruddin Hidayat
Formato:	article
Lenguaje:	EN ID
Publicado:	Universitas Cokroaminoto Palopo 2021
Materias:	bilingual class language test oral interview placement test speaking test Education L Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/6a468f67506c4427af8cc6e128cf9988
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id	oai:doaj.org-article:6a468f67506c4427af8cc6e128cf9988
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spelling	oai:doaj.org-article:6a468f67506c4427af8cc6e128cf99882021-12-03T00:49:24ZOral Placement Test as the Indicator of Bilingual Students’ Speaking Skills2654-6477https://doaj.org/article/6a468f67506c4427af8cc6e128cf99882021-03-01T00:00:00Zhttps://e-journal.my.id/jsgp/article/view/459https://doaj.org/toc/2654-6477 This study investigates whether there is a significant relationship between the speaking ability of students in bilingual classes and their daily conversation performance, as reported in the oral placement test. The researchers analysed the relationship between the placement test scores and the speaking performance of 146 first-year bilingual students attending an Islamic Junior High School. An oral interview was applied to determine their speaking ability on the placement test and was conducted again to test their speaking ability at the end of the semester. Pronunciation, vocabulary, grammar, comprehension, and fluency were the scoring criteria for assessing the oral interview to indicate the learners’ English performance in speaking and their oral abilities. Each student is tested individually in more or less than ten minutes. A Pearson product-moment correlation coefficient was applied to determine the strength of the correlation between the oral placement test and those from the oral interview at the end of the semester. The data indicated that the results of the oral placement test when the students are still considered first-year students are still the same with their speaking at the end of the term; therefore, there is no significance and changes. These results turned out to be affected by the students’ learning style at the previous school, background knowledge, and the teacher’s teaching methods. Hanifah HifniNida HusnaDidin Nuruddin HidayatUniversitas Cokroaminoto Palopoarticlebilingual classlanguage testoral interviewplacement testspeaking testEducationLTheory and practice of educationLB5-3640ENIDJurnal Studi Guru dan Pembelajaran, Vol 4, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	bilingual class language test oral interview placement test speaking test Education L Theory and practice of education LB5-3640
spellingShingle	bilingual class language test oral interview placement test speaking test Education L Theory and practice of education LB5-3640 Hanifah Hifni Nida Husna Didin Nuruddin Hidayat Oral Placement Test as the Indicator of Bilingual Students’ Speaking Skills
description	This study investigates whether there is a significant relationship between the speaking ability of students in bilingual classes and their daily conversation performance, as reported in the oral placement test. The researchers analysed the relationship between the placement test scores and the speaking performance of 146 first-year bilingual students attending an Islamic Junior High School. An oral interview was applied to determine their speaking ability on the placement test and was conducted again to test their speaking ability at the end of the semester. Pronunciation, vocabulary, grammar, comprehension, and fluency were the scoring criteria for assessing the oral interview to indicate the learners’ English performance in speaking and their oral abilities. Each student is tested individually in more or less than ten minutes. A Pearson product-moment correlation coefficient was applied to determine the strength of the correlation between the oral placement test and those from the oral interview at the end of the semester. The data indicated that the results of the oral placement test when the students are still considered first-year students are still the same with their speaking at the end of the term; therefore, there is no significance and changes. These results turned out to be affected by the students’ learning style at the previous school, background knowledge, and the teacher’s teaching methods.
format	article
author	Hanifah Hifni Nida Husna Didin Nuruddin Hidayat
author_facet	Hanifah Hifni Nida Husna Didin Nuruddin Hidayat
author_sort	Hanifah Hifni
title	Oral Placement Test as the Indicator of Bilingual Students’ Speaking Skills
title_short	Oral Placement Test as the Indicator of Bilingual Students’ Speaking Skills
title_full	Oral Placement Test as the Indicator of Bilingual Students’ Speaking Skills
title_fullStr	Oral Placement Test as the Indicator of Bilingual Students’ Speaking Skills
title_full_unstemmed	Oral Placement Test as the Indicator of Bilingual Students’ Speaking Skills
title_sort	oral placement test as the indicator of bilingual students’ speaking skills
publisher	Universitas Cokroaminoto Palopo
publishDate	2021
url	https://doaj.org/article/6a468f67506c4427af8cc6e128cf9988
work_keys_str_mv	AT hanifahhifni oralplacementtestastheindicatorofbilingualstudentsspeakingskills AT nidahusna oralplacementtestastheindicatorofbilingualstudentsspeakingskills AT didinnuruddinhidayat oralplacementtestastheindicatorofbilingualstudentsspeakingskills
_version_	1718373992232910848

Oral Placement Test as the Indicator of Bilingual Students’ Speaking Skills

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