ASSIGNMENT

LANGUAGE ASSESSMENT
SCORING RUBRIC














To be presented to A.A.Gede Yudha Paramartha, S.Pd., M.Pd

By:
Made Dwi Juliawan 1212021060
Made Gede Dwi Susantha 1212021067
I Putu Oka Mahendra 1212021068
Pande Made Hari Sugiharta 1212021076
Sapto Prio Utomo 1212021078
Andre Dwi Saka 1212021086

ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ART
GANESHA UNIVERSITY OF EDUCATION
2014
Students activity:
Retelling unforgettable experiences

Indicators:
1. Students will be able to retell their past experiences in the form of recount text fluently.
2. Students will be able to use appropriate grammar, pronunciation, and vocabulary in
retelling past experience.
Task:
First of all, please read an example of recount text entitled Our trip to the Blue Mountain.
Analyze the generic structure and linguistic elements of the example recount text given. After
that, make your own recount text that tells about your unforgettable experience. Tell it in front of
your classmates. Let your teacher and your friends give you comments after your performance.
Scoring Rubric:
Name:
Class/semester:
Number:
Categories Poor Bad Enough Good Excellent
Proficiency 1 2 3 4 5
Accent 1 2 3 4 5
Grammar 6 12 18 24 30
Vocabulary 4 8 12 16 20
Fluency 2 4 6 8 10
Comprehension 4 8 12 16 20
Total Scores 18 32 54 72 90
Conversion Table
Total Score Level
0 18 E
19 32 D
33 54 C
55 - 72 B
73 - 90 A

Speaking Proficiency Scale
(Oller)
1. Able to satisfy routine travel needs and minimum courtesy requirements. Can ask and answer
question on topics very familiar to him; within the scope of his very limited language experience
can understand simple questions and statements
2. Able to satisfy routine social demands and limited work requirements. Can handle with
confidence but not with facility most social situations including introductions and casual
conversations about current events, as well as work, family, and autobiographical information
3. Able to speak the language with sufficient structural accuracy and vocabulary to participate
effectively in most formal and informal conversations on practical, social and professional
topics. Can discuss particular interests and special fields of competence with reasonable ease;
comprehension is quite complete for a normal rate of speech; vocabulary is broad enough that he
rarely has to grope for a word; accent may be obviously foreign; control of grammar good; errors
never interfere with understanding and rarely disturb the native speaker.
4. Able to use the language fluently and accurately on all levels normally pertinent to
professionals needs. Can understand and participate in any conversation within his range of
experience with a high degree of fluency and precision of vocabulary; would rarely be taken for
a native speaker, but can respond appropriately even in unfamiliar situations; errors of
pronunciation and grammar quite rare; can handle informal interpreting from and into the
language.
5. Speaking proficiency equivalent to that of an educated native speaker. Has complete fluency
in the language such that his speech on all levels is fully accepted by educated native speakers in
all of its features, including breadth of vocabulary and idiom, colloquialisms, and pertinent
cultural references.
Rating on Scale
a. Accent
1. Pronunciation frequently unintelligible.
2. Frequent gross errors and a very heavy accent make understanding difficult, require frequent
repetition.
3. Foreign accent requires concentrated listening and mispronunciation lead to occasional
misunderstanding and apparent errors in grammar or vocabulary.
4. Marked foreign accent and occasional mispronunciations which do not interfere with
understanding.
5. No conspicuous mispronunciations, but would not be taken for a native speaker.
6. Native pronunciation, which no trace of foreign accent.
b. Grammar
1. Grammar almost entirely inaccurate except in stock phrases.
2. Constant errors showing control of very few major patterns and frequently preventing
communication.
3. Frequent errors showing some major patterns uncontrolled and causing occasional irritation
and misunderstanding.
4. Occasional errors showing imperfect control of some patterns but no weakness that causing
misunderstanding.
5. Few errors, with no patterns of failure.
6. No more than two errors during the interview.
c. Vocabulary
1. Vocabulary inadequate for even the simplest conversation.
2. Vocabulary limited to basic personal and survival areas (time, food, transportation, family,
etc.)
3. Choice of words sometimes inaccurate, limitation of vocabulary prevent discussion of some
common professional and social topics
4. Professional vocabulary adequate to discuss special interest; general vocabulary permits
discussion of any non-technical subject with some circumlocutions.
5. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex
practical problems and varied social situation.
6. Vocabulary apparently as accurate and extensive as that of an educated native speaker
d. Fluency
1. Speech is so halting and fragmentary that conversation is virtually impossible.
2. Speech is very slowly and uneven except for short or routine sentences.
3. Speech is frequently hesitant and jerky; sentences may be left uncompleted.
4. Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for
words.
5. Speech is effortless and smooth, but perceptibly non-native in speed and evenness.
6. Speech is on all professional and general topics as effortless and smooth as a native speakers.
e. Comprehension
1. Understand too little for the simplest type of conversation.
2. Understands only slow, very simple speech on common social and touristic topic; requires
constant repetition and rephrasing.
3. Understand careful, somewhat simplified speech directed to him, with considerable repetition
and rephrasing.
4. Understands quite well normal educated speech directed to him, but requires occasional
repetition and rephrasing.
5. Understands everything in normal educated conversation except for every colloquial or low-
frequency items, or exceptionally rapid or slurred speech.
6. Understands everything in both formal and colloquial speech to be expected of an educated
native speaker.




Category
Needs
Improvement
1 pts
Satisfactory
2 pts
Good
3 pts
Excellent
4 pts
Grammar Needs
Improvement

Student was
difficult to
understand and
had a hard time
communicating
their ideas and
responses
because of
grammar
mistakes.
Satisfactory

Student was able
to express their
ideas and
responses
adequately but
often displayed
inconsistencies
with their
sentence
structure and
tenses.
Good

Student was able
to express their
ideas and
responses fairly
well but makes
mistakes with
their tenses,
however is able
to correct
themselves.
Excellent

Student was able
to express their
ideas and
responses with
ease in proper
sentence
structure and
tenses.
Pronunciation Needs
Improvement
Satisfactory

Good

Excellent


Student was
difficult to
understand, quiet
in speaking,
unclear in
pronunciation.
Student was
slightly unclear
with
pronunciation at
times, but
generally is fair.
Pronunciation
was good and did
not interfere with
communication
Pronunciation
was very clear
and easy to
understand.
Vocabulary Needs
Improvement

Student had
inadequate
vocabulary
words to express
his/her ideas
properly, which
hindered the
students in
responding.
Satisfactory

Student was able
to use broad
vocabulary
words but was
lacking, making
him/her
repetitive and
cannot expand on
his/her ideas.
Good

Student utilized
the words
learned in class,
in an accurate
manner for the
situation given.
Excellent

Rich, precise and
impressive usage
of vocabulary
words learned in
and beyond of
class.
Fluency Needs
Improvement

Speech is very
slow, stumbling,
nervous, and
uncertain with
response, except
for short or
memorized
expressions.
Difficult for a
listener to
understand
Satisfactory

Speech is slow
and often
hesitant and
irregular.
Sentences may
be left
uncompleted, but
the student is
able to continue.
Good

Speech is mostly
smooth but with
some hesitation
and unevenness
caused primarily
by rephrasing
and groping for
words.
Excellent

Speech is
effortless and
smooth with
speed that comes
close to that of a
native speaker.
Adapted from: http://www.rcampus.com/rubricshowc.cfm?sp=true&code=L47B46

No Name
Category
Total
Grammar Pronunciation Vocabulary Fluency
1
2
3
4
5


Maximum score= 100
Minimum score= 25
Students score=

Note:
85-100 = Very good
70-84 = Good
55-69 = Okay
54-25 = Poor
Adapted from: http://pondokspeaking.wordpress.com/evaluasi/rubrik-penilaian/



















REFERENCES
http://pondokspeaking.wordpress.com/evaluasi/rubrik-penilaian/ accessed 11 September 2014
http://www.rcampus.com/rubricshowc.cfm?sp=true&code=L47B46 accessed 11 September 2014
http://pakpuguh.wordpress.com/2011/08/15/recount-text/ accessed 13 September 2014





















Attachment
Recount Text
1. Definition of Recount
Recount is a text which retells events or experiences in the past. Its purpose is either to
inform or to entertain the audience. There is no complication among the participants and that
differentiates from narrative
2. Generic Structure of Recount
Orientation : Introducing the participants, place and time
Events : Describing series of event that happened in the past
Reorientation : It is optional. Stating personal comment of the writer to the story
3. Language Feature of Recount
Introducing personal participant; I, my group, etc
Using chronological connection; then, first, etc
Using linking verb; was, were, saw, heard, etc
Using action verb; look, go, change, etc
Using simple past tense

4. Example and structures of the text

Our trip to the Blue Mountain
Orientation
On Friday we went to the Blue Mountains. We stayed at David
and Dellas house. It has a big garden with lots of colourful
flowers and a tennis court.
Events
On Saturday we saw the Three Sisters and went on the scenic
railway. It was scary. Then, Mummy and I went shopping with
Della. We went to some antique shops and I tried on some old
hats.
On Sunday we went on the Scenic Skyway and it rocked. We saw
cockatoos having a shower.
Reorientation In the afternoon we went home.


Source: http://pakpuguh.wordpress.com/2011/08/15/recount-text/