8:30 PM
Language Testing Course4
Language
Testing
Kind of Tests (Listening test,
Vocabulary test, and C-test)
Arranged by:
4th Group
Nosmalasari (A1 D2 09 004)
Sri Yuliani. M (A1 D2 09 006)
Sari Amiliya (A1D2 09 020)
Zulkifli (A1D2 08 0 )
ENGLISH DEPARTEMENT
TEACHER TRAINING AND EDUCATIONAL
FACULTY
HALUOLEO UNIVERSITY
KENDARI
2012
Project
Description
The
objective of this paper is to
collect the sample of test iincluding listening test, vocabulary test
and
C-test. We found all of the test from internet, books, and test is made
by our
group. There are some procedures when we
construct the test, the first one is we searched it from the internet
and book ,and the second one we collect all the data that we found
from
intenet and book about listening test,
vocabulary test and c-test, after that we discuss it for choosing the
the
test. This test is apropriate if we
apply in senior high school, because the sample of the test suitable
with the
intermediate level in this case senior high school students.
We divide this project into three
parts, the first test is listening test that be done by Sari amiliya. In this
project she found some points about listening test, such as the defenition, the
kind of listening test and the example of listening test. Kind of listening
test that she found are asking question (phrase), asking question question (sentences),
asking question (discourse), and retell. The second test is vocabulary test,
that be done by Nosmalasari, she found also the definition of vocabulary test, and
kinds of vocabulary. In this project, she devide the kind of vocabulary test
into seven points, they are show objects, exhibit/show off, give equivalent,
give synonym, give antonym, mention the words,
anda complete the sentence. And the last test is C-test that be done by
Sri yuliani M, she also found the definition and the example of C-test.
Listening Test
Listening test in
this paper, consist of 4 parts. In this case asking question (phrase), asking
question (sentences), asking question (discourse), and Retell.
Listening possibility the language to
understand the usage of the language used orally, because of the daily
communication is made orally, it is very important capabilities possessed by
every language user. Without good listening skills, there will be many
misunderstanding in communication between users of the language during that
cause various barriers in the exercise of the duties and daily activities.
Compared with the ability to speak or
write the active-productive, is a passive listening skills, receptive, as well
as the ability to understand the reading. Listening skills, especially related
to the ability to understand the meaning of a form which disclosed the use of
oral language and to understand the meaning from the spoken language that is
the target of the listening test.
1.The example of
listening test:
v
Asking Question (Phrase)
Listen carefully each phrase and the
question that follow. Write the answer based on the question as short as
possible.
Example :
·
(white
board)
Where can we find it? In the hospital.
·
( The
lecturer in university)
What is it?
·
(temperature below zero)
How is the weather
Source: English in focus
for grade VII, junior high school ( SMP/MTs) by Artono Wardiman, Masduki B.
jahur and M. Sukirman Djusma.
v
Asking question (sentence)
Listen carefully and complete the
dialogues based on the example. Then practice them with your partner.
Example:
Rosita : Good
afternoon,sir.
Mr.
Sembiring : good afternoon. Are you
a new student?
Rosita : Yes, Sir. I am
Rosita Siregar. I am in 1F. how are you ?
Mr. Sembiring : Fine,my name is Sembiring. I am a
science teacher. Do you come from medan?
Rosita : Yes, Sir. My
parents live there. But I live here with my uncle.
Mr.
Sembiling : Pleased to meet you
too, Mr sembiring.
1. Roger :
Good morning, Ma’am
Mrs Felix : …………………………………
Roger :
Yes, Ma’am . I am Roger Sondakh. I am in 1C. …….....
Mrs. Felix : ……………………………………………
My name is Felicia Felix. I am an English
teacher. Do you come from Manado?
Roger :
Yes, Ma’am. My parents live there. But I live here with my brother.
Mrs. Felix : Nice to meet you, Roger.
Roger :
………………………………………
2. Mirza :
Hi, Togur. …………………………………………………. ?
Togur :
Hi, Mirza. …………………………………………………. ?
Mirza :
Not too bad. Thanks.
3. Ranto :
Hello, Sandra. ……………………………………………. ?
Sandra :
……………………………………………………………. ?
Ranto :
Fine, Thanks.
4. You :
Hi, …………………... . ……………………….. ?
Your friend : Hi, …………………… . …………………………
You :
……………………………………………………
Source: English in focus
for grade VII, junior high school ( SMP/MTs) by Artono Wardiman, Masduki B.
jahur and M. Sukirman Djusma.
v
Asking question ( Discourse)
Listening carefully and complete the
discourse below:
Honey is the sweet, thick fkuid made by
bess from (1)………. . nectar is a thin, watery liquid. Bees sip it from the
blossoms and carry it to their hives. Each worker bee has a pouch on its body,
called (2)………… where the nectar is stored. In the pouch, the sugar and nectar
are broken down by a process called (3)…….. into two simple sugars, (4)…….. and
(5) ……… . After bees deposit the nectar in the (6)…………., they allow most of the
water to evaporate and liquid thickens. They also add (7)…… that enhance the
flavor.
Honey is an (8) ……….. because it
contains simple sugars that can be used quickly by the body. It differs
chemically from (9)………., which is also an energy food. Honey contains (10)
……………… and other materials needed by the body. It is the only form of sugar
that does not need to be refined.
Source: English in focus
for grade VII, junior high school ( SMP/MTs) by Artono Wardiman, Masduki B.
jahur and M. Sukirman Djusma.
v
Retell
Listen carefully the discourse below,
then retell that discourse in words that should same with the original
discourse, and general understanding.
Example:
John was ten years old and he has was
very lazy boy. He had to go to school of course, but he was bored there and
tried to do as little work as possible. His father and mother were both doctors
and they hoped that he would become one, too. When he grew up, but one day John
said to his mother, when I finish school, I want to become a garbage collector.
“A garbage collector? His mother asked.
She was very surprised.
Source: English in focus
for grade VII, junior high school ( SMP/MTs) by Artono Wardiman, Masduki B.
jahur and M. Sukirman Djusma.
Vocabulary Test
As part of the components
of language, the vocabulary consists
of words that are used in communication through language, both the use of oral and written language. Vocabulary is mainly concerned with the mastery of the
meanings of words, in addition the ability to use it in
the proper context and also the right
place in the discourse.
These tests are conducted to
obtain information about students' mastery
of vocabulary. This test is often associated with
good reading skills (understanding the meaning of
words in the context of the sentence/discourse) and write (using the word in
accordance with the principles of
accuracy and appropriateness).
Vocabulary tests can be divided into:
1.
Show objects
Students show the objects.
Example:
-
Pen - Hat
-
Book - Tie
-
Watch
Source: test are made by herself
2.
Exhibit/show off
Students demonstrate
the meaning of the word by demonstrating.
Example:
-
Sit - To smile
-
Walk - Jump
-
Write
3.
equivalent
Example:
-
Question = Pertanyaan
-
Development = Perkembangan
-
Necessary= Perlu
-
Expectation = Pengharapan
-
Experience = Pengalaman
Source: test are made by herself
4.
Give synonym
Students give another word or synonym of a word.
Example:
-
Quick
-
Seldom
-
Complete
-
Big
-
Good
Answers:
-
Fast
-
Rarely
-
Perfect
-
Large
-
Well, nice
Source:http/:www.englishchhilfen.de/en/exerxises/structures/synonyms/htm.
5.
Give antonym
Students give antonym of a word.
Example:
-
Good x bad
-
defile x purify
-
demise x birth
-
open x close
-
big x small
Source: Test are made by herself
6.
Mention the words
Students mention the word as the meaning
of the sentence:
Example:
1)
a place where people can shop
2)
fifth month of the year
3)
people who teach in a school
4)
unhealthy state of body
5)
one of the staple food
Answers:
1. market
2. may
3. teacher
4. sick
5. rice
7.
Complete
the sentence
Example:
1)
Tent, ropes, stick, cooking utensils
are some … of camping.
2)
. . . is the public place that we
can see animals and plant.
3)
Swimming, boxing, running are some .
. . of sports.
4)
Football and badminton are most . .
. sport in Indonesia.
5)
My father goes to the . . . to buy
medicine.
Answers:
1. Equipments
2. Zoo
3. Kinds
4. Popular
5. Drugstore
Source:
Http://www.artikelwisata.com/pdf/contoh-soal-kata.
C-Test
The C-test is an integrative testing instrument that
measures overall language competence, very much like the cloze test. It
consists of four to six short, preferably authentic, texts in the target
language, to which “the rule of two” has been applied: the second half of every
second word has been deleted, beginning with the second word of the second
sentence; the first and last sentences are left intact. If a word has an odd
number of letters, the “bigger” part is omitted, e.g., proud becomes pr-.
One-letter words, such as I, are ignored in the counting. The students’ task is
to restore the missing parts. In a typical C-test there are 100 gaps-that is,
missing parts. Only entirely correct restorations are accepted.
The examples:
Laurence Feldman is Marketing Professor at the University
of Illinois in Chicago. He h_ _
spent ye_
_ _ studying h_ _
people u_
_ their elect_ _ _ _ _ appliances. H_
believes th_
_ the mod_ _ _
home i_
filling u_
with mach_
_ _ _ which c_ _
do 20 diff_
_ _ _ _ things, b_ _
most peo_
_ _ only u_ _
them f_
_ two o_
three func_
_ _ _ _ because th_ _
are sim_
_ too compl_ _ _ _ _ _
to ope_
_ _ _. "People b_ _
these mach_
_ _ _, says Feldman, " believing they will learn how to use
them. However, when they cannot understand the instruction booklets, they get
frightened of all the buttons and switches, and just use the simplest
functions.
1.
has
|
14. but
|
2.
years
|
15. people
|
3.
how
|
16. use
|
4.
use
|
17. for
|
5.
electrical
|
18. or
|
6.
he
|
19. functions
|
7.
that
|
20. they
|
8.
modern
|
21. simply
|
9.
is
|
22. complicated
|
10. up
|
23. operate
|
11. machines
|
24. buy
|
12. can
|
25. machines
|
13. different
|
I was four when I started to learn
to write. My grandfather started to teach me before I went to school. I
remember th_ _ I always fo_
_ _ the cap_ _ _ _ letters mu_
_ easier t_ write th_
_ the sm_ _ _ letters. I reme_
_ _ _ that on_ _ we sta_
_ _ _ writing i_ school w_ were n_
_ allowed t_ use pe_
_, we h_ _ to u_
_ pencils un_ _ _ we bec_ _ _ really go_
_ at wri_ _ _ _. I can wr_
_ _ a few charac_ _ _ _ in Chi_
_ _ _ now, b_ _ not very many. As far
as my normal writing is concerned, I have two styles of handwriting: one for
other people and one for myself. Most people think that when I am really trying
hard, my writing is easy to read and looks quite good. I think it looks quite impressive
too.
1.
That
|
14. To
|
2.
Found
|
15. Pens
|
3.
Capital
|
16. Had
|
4.
Much
|
17. Use
|
5.
To
|
18. Until
|
6.
Than
|
19. Became
|
7.
Small
|
20.Good
|
8.
Remember
|
21. Writing
|
9.
Once
|
22.Write
|
10. Started
|
23.Characters
|
11. In
|
24.Chinese
|
12. We
|
25.but
|
13. Not
|