THE ROLE OF SPEAKING ASSESSMENT IN MEASURING COMMUNICATIVE COMPETENCE

Аннотация

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.