PREFACE

Firstly, we express our deep gratitude to Almighty God for providing everything

that we required in completing this paper.

Secondly, we are highly indebted to our lecturer for her encouragement as well as

for providing necessary information regarding this paper. I would not have been possibly

completed the paper entitled“Integrated Approach to Language Testing” without her support.

Regardless of the imperfection contained in this paper, we hope this paper will be

useful for those who are interested to know about this material.

Palangka Raya, October 12th 2019

Writers
 CHAPTER I

INTRODUCTION

1.1 Background

Evaluation is the process of making judgments based on criteria and evidence. In

human life, evaluation is a part of the daily activities. Whether we realize it or not, people

often evaluate themselves, others and the environment. The same applies to the world of

education.

The success of the teaching and learning process in class can be seen from the extent

of mastery of the competencies that have been mastered by all students in the class. Basically

student learning outcomes can be expressed in three aspects, commonly referred to as domains

or domains, namely cognitive, affective, and psychomotor. Thus, to determine the extent of

mastery of the competences that have been mastered by all students in the class, one of subsets

of evaluation is used a tool used to determine whether or not a standard competence has been

learned by students in each learning. It is called as test. This is in line with the opinion of

experts who say that the test is a procedure used to find out or measure something in an

atmosphere, by means and rules that have been determined.

In regard to language learning, test is a method of measuring a person`s ability,

knowledge, or performance of a language in a given domain based on the theories related to

evaluation. In conducting a test, a teacher should follow a systematic procedure such as

planning the test, usually in the form of table of specification or test specification, constructing

test items properly, trying the items out to guarantee the test`s reliability, administering the test,

scoring the test objectively, and evaluating the quality of the test. Test is conducted to measure

the students` ability, knowledge, and performance. In other words, it is used to measure
students` abilities or competencies. Of course, it is impossible for the teachers to measure all

of the students` abilities. They measure only samples of many possible abilities.

Moreover, the view of language determines and underlies how language learning is

conducted and the language learning that is held determines the language test conducted. In

other words, the approach to language determines the approach to language learning, and the

approach to language learning determines the approach in administering the test. In the study

of languages, there are various perspectives and elements that are considered important by

different experts or different stages of scientific development. These different perspectives can

be identified and traced to various branches of language studies, including language tests, in

the form of (1) Traditional Approaches, (2) Discrete Approach, (3) Integrated Approach, (4)

Pragmatic Approach, and (5) Communicative Approach.

In this paper, writers narrow the focus down to one of approaches that is more in line

with real needs where the abilities and elements of language in general are not treated

separately, which is integrated approach. More specifically, this paper will discuss the

definition of integrated approach to language test, characteristics of integrated approach, forms

of integrated testing, strength and weaknesses of integrated approach to language testing.

CHAPTER II
 INTRODUCTION

2.1 Definition of Integrated Approach

What is integrated approach to language testing teaching? An integrated approach is

based on the unitary trait hypothesis, which states that language is indivisible. This approach

involves the testing of language in context and is thus concerned primarily with meaning and

the total communicative effect of discourse. This approach states that communicative

competence is so global that it requires the integration of all linguistic abilities. According to

Oller (1983), integrated tests put language skills back together and integrated tests attempt to

assess a learner’s capacity to use many bits all at the same time. In other words, the test is

unified set of interacting abilities that cannot be tested separatedly. This emphasizes the

simultaneous testing on the testee’s multiple linguistic competences from various perspectives.

2.2 Characteristics of Integrated Approach

 This approach involves the testing of language context and is thus concerned

primarily with meaning and the total communicative effect of discourse.

 Integrated tests are concerned with a global view of proficiency.

 Integrated testing involves functional language but not the use of functional language.

 The use of cloze tests, dictation, oral interviews, translation and essay writing are

included in many integrated tests.

2.3 Forms of Integrated Testing

A. Dictation

Dictation is a familiar language-teaching technique that evolved into a testing

technique. Essentially, learners listen to a passage of 100 to 150 words read aloud by an

administrator (or audiotape) and write what they hear, using correct spelling. The listening

portion usually has three stages: an oral reading without pauses, long pauses between every
 phrase (to give the learner time to write down what is heard); and, third, reading at normal

speed to give test-takers a chance to check what they wrote. This dictation test is classified as

an integrative test because it tests test-taker listening ability, ability to decode in writing, and

therefore, their ability of writing skills and at the same times their ability in receptive

phonology.

The example of dictation test can be seen as below:

Direction: The tester dictates a passage below; then the test-taker should write them
down.
Unexpected Meeting
Last month, my friend and I went home from campus. The day was very hot, so we
decided to stop at a cafe. We ordered lemon iced tea and some snacks to enjoy.
While we enjoyed our snacks, I saw a girl wearing a blue surgical mask entered the cafe.
I thought she had the same age as me. The girl sat near our table, but she ignored us. When the
girl took off her mask, I was very surprised. I recognized the girl. She was Nova, my childhood
friend who had moved to another town. I met her last time when I was eight years old. Nova had
grown up to be beautiful girl, but she did not change much. Soon, I decided to approach and greet
her. When I called her name, nova was wondered. Then I told her that I was her childhood friend.
Nova fell silent for a moment. When she finally recognized me, she yelled and hugged me.
Later, Nova asked my friend and me to join together in her table. We talked about
everything, and we laughed together. She also told us that she has moved to this town again since
three months ago. I was very happy because I met her again after a long time, and we promised
that we will always keep in touch.

B. Cloze Test

A cloze test is a way of testing comprehension by removing words (usually every 5th

word or so) from a passage or sentence and then asking the reader/learner to supply the missing

elements. For this reason, it is also sometimes referred to as a gap-fill exercise.

The educational background of this test is from the theory of ‘closure’ in

the Gestalt school of psychology, which says that the brain sees things as a whole unit and will

naturally and easily fill in missing elements (Walter 1974). It means that when information is
missing, a person will use their past experiences or background knowledge in combination with

critical thinking and reasoning skills to fill in the gaps.

In other words, this type of test requires the ability to supply appropriate words in

blanks with a number of abilities that lie at the bean of competence in a language namely

knowledge of vocabulary, grammatical structure, discourse structure, reading skills and

strategies, and an internalized “expectancy” grammar (enabling to predict an item that will

come next in a sequence). Thus, the cloze test will examine the understanding of the integration

of some skills and language components in the English language.

The example of cloze test can be seen as below:

Directions:
In the following passage there are blanks each of which has been numbered. These numbers are
printed below the passage and against each five words are suggested, one of which fills the
blanks appropriately. Find out the appropriate word in each case.

Around the world, forests are being __(1)__ at a rate of about thirteen million hectares a year
and deforestation accounts for an estimated 17% - 20% of all global emissions. In addition,
forests and other terrestrial carbon sinks play a __(2)__ role in preventing runaway climate
change, soaking up a full 2.6 Gt of atmospheric carbon every year. The destruction of forests,
therefore, not only emits carbon-a staggering 1.6 Gt a year, which severely __(3)__forests
capacity to absorb emissions from other sources-but also drastically __(4)__the amount of
forested land available to act as a carbon sink in the future.

1. A. ended B. destroyed C. Extinct D. killed E. Wasted

2. A. tough B. important C. Vital D. biggest E. Effective

3. A. affects B. diminishes C. Increases D. Alternates E. Impairs

4. A. plagues B. develops C. reduces D. shortens E. influences

In order to answer the cloze test provided below, students need to have the integrated

proficiency in some skills of English language, namely: (1) the comprehension ability of the
text, (2) ability to construct the appropriate sentences, (3) ability to establish and guess

meaning, (4) of grammar, and (5) lexical knowledge.

C. Oral interview

Oral interview is another prime form of an integrated approach in language test

procedure. In the implementation of oral interview, the test-taker is required to listen accurately

to the interviewer’s questions and to respond to the questions appropriately orally. Through

oral interview, interviewer can evaluate the skill of test taker to listen and speak all at once. In

other words, the interviewer determines the test taker’s ability to process complex message that

is actively received from listening to the questions raised by interviewer into the test-taker’s

response in answering the answer orally. Moreover, the interviewee/test -taker is guided to

engage in a variety of tasks such as describing, narrating, and hypothesizing.

In regard to question-and-answer session of oral interview, the questions given by the

interviewer can vary from simple questions to complex questions, considering language test-

taker’s educational level, for example:

1) "What is this object called in English?" (for the beginners)

2) "What are the steps governments should take, if any, to stem the rate of

deforestation in tropical countries?" (for the advanced)

Based on the examples above, the first question is intensive in its purpose; it is a display

question intended to elicit a predetermined correct response. Meanwhile, the second question

is at the responsive level. This type of question tends to be genuine referential question in which

the test-taker is given more opportunity to·produce meaningful language in response.

D. Translation
 Critical study of translation’s elicitation technique is that it is a technique which, at

the time of writing, exactly in a monolingual class whose teacher also speaks the learners'

mother tongue, the translation of a 'bit' of language to or from the target language can give very

quick and reliable information on what the testee does or does not know, particularly when it

involves entire units of meaning (phrases, sentences) within a known context. Translation items

are also relatively easy to compose - even improvise, in either speech or writing.

An implementation and also an example of this type of test can be included in a

situation where the testee (students) is asked to translate expressions, sentences or entire

passages to or from the target language.

E. Essay Writing

Critical study of essay writing’s elicitation technique is that this type is a good test

of general writing abilities. According to William Wersama, “Essay test is a test that requires

the student to structure a rather long written response up to several paragraphs.” In other words,

the essay test refers to any written test that requires the examinee to write a sentence, a

paragraph or longer passages. The distinctive feature of essay writing type test is “the freedom

of response” so that the required response may vary in length. It requires the pupil to select,

relate, and present ideas in their own words. The answers provide a clue to nature and quality

of the pupil’s thought process. In other words, the answer of the pupil reveals the structure,

dynamics and functioning of pupil’s mental life.

For the implementation of this type of test, it could be categorized into two types, namely:

a. Restricted Response Questions (Controlled Response)

 It usually limits both the content and the response the content is usually restricted by

the scope of the topic to be discussed. Because the restricted response question is more

structured it is most useful for measuring learning outcomes requiring the interpretation

and application of date in a specific area.

For example:

1) Write the life sketch of mahatma Gandhi in 100 words.

2) State any five definition of education.

b. Extended Response Questions (Uncontrolled Response)

Teachers in such a way so as to give students the maximum possible freedom to

determine the nature and scope of question and in a way he would give response of

course being related topic The student may be select the points they think is most

important, pertinent and relevant to his points and arrangement and organize the

answers in whichever way he wishes. This enables the teacher to judge the student’s

abilities to organize, integrate, interpret the material and express themselves in their

own words.

For example:

1) Describe at length the defects of the present day examination system in the state

of Maharashtra. Suggest ways and means of improving the examination system.

2) Describe the character of hamlet.

3) Global warming is the next step to disaster. Explain.

2.4 Strength and Weaknesses of Integrated Approach

A. Strength of Integrated Approach

 The approach to meaning and the total communicative effect of discourse will be very

useful for students in testing.

  This approach can view students’ proficiency with a global view.

 A model cloze test used in this approach measures the reader’s ability to decode

“interrupted” or “mutilated” messages by making the most acceptable substitutions from

all the contextual clues available.

 Dictation, another type using this approach, was regarded solely as a means of measuring

students’ skills of listening comprehension.

B. Weakness of Integrated Approach to Language Testing

 The integrated approach to language testing cannot be used specifically to measure one

aspect of language in depth, for example phonology, morphology, syntax, or vocabulary;

or one of four skills of language, such as reading, writing, speaking, or listening

thoroughly so that the test taker's weaknesses in particular aspect/skill of language seem

to be neglected and considered unproblematic as long as the result is referring to the

context appropriately. In fact, measuring the skills based on students' particular necessity,

such as writing, speaking, listening, or reading only can contribute to confirm the extent

of test taker's mastery on certain skills of language.

 It is challenging to create clear, meaningful, comprehensive rubrics & level descriptors.

CHAPTER III

CONCLUSION