The Use of Performance Assessment to Improve the Students' Speaking Kill English at the Second Grade of Madrasah Tsanawiyah Mathla'ul Anwar Baros Rangkas Bitung

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The research attempts to answer the questions : 1) How do teachers assess speaking?, 2) What factors are influenced the assessment of speaking? 3) What are the advantages of the performance assessment toward the students speaking ability ? The teacher choose the activity or task choose for the speaking assessment. Dialogs or conversation are the most frequently given task. But in this case the teachers try to give the new task for students, that is performance assessment. The teacher give task to students to demonstrate their work in front of the class. The criteria made to assess students‟ performance are pronunciation, fluency, grammar, vocabulary, an comprehension. The factors that influenced the assessment of speaking are : 1) The accuracy of speech, pronunciation of the sound to be precise, duration and appropriate tone, 2) Selection of words or diction to be clear, precise, and varied so a to provoke understanding listeners, 3) Speakers targeting accuracy, the use of the phrase or sentence facilitate the effectiveness of speaking factors include ; speech, grammar, vocabulary. The respondents are three English teachers, a class of students consists of fourty students of grade 2. The data were obtained by using several techniques : including observations, survey or using questionnaires, and interviews for the validity of data. The study found that all of the English teachers in this school always implemented summative speaking test since it was the school‟s program. But, the third class teacher rarely conducted formative speaking assessment since the limited time available was prepare mainly for final test (UN). Interestingly in the opposite, teachers of the first and second level frequently assess her students‟ speaking skill. Both teachers and students feel that speaking assessment is beneficial. Students can display what they know and what they have learned in the class. They can practice speaking English and they feel selfconfident. They agree that English is spoken for the sake of the language nd as the means to convey opinion and ideas as well. The findings of this study are expected to give some significant contributions to the teaching learning activity in this school. And if possible as a model recommanded that can be used by teachers of English in Rangkasbitung.