Assessment is an activity that can not be separated from education and teaching activities in general. All educational activities carried out should always be followed or accompanied by assessment activities. Given the educational and teaching activities is a process, the process of achieving a predetermined goal, then the assessment should be also a process. Assessment can be defined as a process to measure the level of achievement. This understanding is in accordance with the opinion Nurgiyantoro Burhan Tuckman in the mean assessment as a process to determine (test) whether an activity, process activity, the output of a program has been consistent with the objectives or criteria have been determined (2001:5).
Article 25 (4) Government Regulation No. 19 of 2005 on National Education Standards explained that the competency includes the attitudes, knowledge, and skills. This means that learning and assessment should develop learners' competencies related to the affective domain (attitudes), cognitive (knowledge), and psychomotor (skills). In Indonesian lesson, components or elements of language are assessed include the things that becomes the scope of language teaching. The scope includes the teaching of language competence, language skills, and literature.
Linguistic competence related to the knowledge of the language system, the structure, and vocabulary. Language skills are divided into two groups, namely the ability to understand (comprehension) and use (production), each is receptive and productive. According to Harris in Nurgiyantoro Burhan receptive skills is a process of decoding, the process of trying to understand what others are spoken. In contrast, the productive capacity is a process of encoding, communicating business process ideas, thoughts, or feelings through linguistic forms (2001:167).
To assess the ability or achievement of language learning purposes known various kinds of linguistic tests which are discrete ie the first test or only emphasize one aspect of language concerned at a time (2001:169). Both are integrative measures of students' ability to use various aspects of language or some language skills. Third, a pragmatic approach to test skills (skills) language to measure how well students use the language elements in the context of real communication, and the fourth, communicative test is a more pragmatic test emphasis on assertiveness and clarity of the context, clarity is firmly between the tests with aspects of language and the situation in communicating factual conditions.
As has been discussed by previous groups of assessment in affective and cognitive domains, then in the discussion paper we will discuss the assessment of psychomotor domains.
B. Assessment of psychomotor
Associated with psychomotor, Bloom (1979) argues that the psychomotor domain of learning outcomes associated with the achievement of the skills that involve the manipulation of muscles and physical strength. Singer (1972) adds that the subjects related to the psychomotor are more subject-oriented in the movement and stresses on the physical reactions and hand skills. Skill itself shows a level of expertise in a task or a set of specific tasks.
According to Mardapi (2003), psychomotor skills there are six stages, namely: a reflex movement, basic movements, perceptual abilities, physical movement, skilled movements, and communication nondiskursif. Reflex is a motor response or movement without realizing that arise when the baby is born. Basic movement is a movement that leads to complex special skills. Perceptual ability is a combination of cognitive and motor skills or movement. Physical ability is the ability to develop skilled movements. Skilled movement is the movement that requires learn, such as skills in sports. Nondiskursif communication is the ability to communicate by using movement.
Butler (1972) divide the psychomotor learning outcomes into three, namely: specific responding, motor chaining, using rule. At the specific level of responding students can respond to things that are physical in nature, (which can be heard, seen, or touched), or a single character skills, such as holding the racquet, holding the bed for table tennis. In chaining motorcycle learners are able to combine more than two basic skills to be a combination of skills, such as hitting the ball, sawing, using calipers, etc.. At this level learners using the rule was able to use his experience to perform complex skills, such as how to properly hit the ball so that with the same energy better results.
Dave (1967) in his explanation saying that psychomotor learning outcomes can be categorized into five stages: imitation, manipulation, precision, articulation, and naturalization. Imitation is the ability to do simple activities and exactly as seen or noticed before. For example, a learner can repeat the pronunciation of a word after the teacher said earlier. Manipulation is the ability to do simple activities that had never seen, but based on the guidelines or instructions only. For example, a learner can write to interpret images in a composition based only on the instructions of teachers or the theory of reading.
As explained above some experts, psychomotor domain is everything associated with muscle activity, physical, or the movements of limbs. The output results are psikomotoris learning is skill-specific movement skills acquired after learning events. Definition of "motor skills" that should always associated with "motion" or performance skills appropriate to the field of study is taught. Therefore, the "motion" of the muscle as a result of studying literature, of course, will vary as a result of muscle movement study sports field, for example.
Assessment of learning test results must also psikomotoris done with test equipment that tests of the act. Assessment carried out by observation. Psychomotor tests, although such literary remains there is an element of cognitive and attitude since the main-task levels are recited, reading poetry, short stories, plays (all of which mimic the motion and pantomimic), a dramatization (which forms more real: the stage play), and others - other. To make observations, we first need to determine which aspects of the assessment criteria assessed at the same time. The aspects which are assessed for some of the above examples such as understanding, appreciation, intonation, expression, fairness, and so on. Such assessment criteria were used the lowest 40 and highest 100.
Assessment of aspects of these actions requires us to act and be careful of each type of student performance. Because of complex nature, as well as on the affective domain, psychomotor domain of assessment should be done in the process, both when teaching is still going on. Assessment should not be done specifically, in the sense that the test run, but can be kesewaktuan and anytime. This assessment will better reflect students' performance and attitude really.
C. Psychomotor learning
According to Ebel (1972), there are close links between the objectives to be achieved, learning methods, and evaluation to be conducted. Because there are differences in emphasis of psychomotor learning objectives and the cognitive learning strategies are also different. According to Mills (1977), learning skills will be effective when carried out by using the principle of learning by doing (learning by doing). Leighbody (1968) explains that the skills trained through practice over and over again will become a habit or automatically performed.
Meanwhile, Goetz (1981) in his research report that the practice done repeatedly will give a very big influence on pemahiran skills. Further, the study reported that repetition alone is not enough to produce high learning achievement, but required the relevant feedback that serves to establish the habit. Once developed the habit is never dead or missing.
In the meantime, Gagne (1977) argues that the conditions that can optimize the results of the skills learned there are two kinds, namely internal and external conditions. For internal conditions can be done by (a) bear in mind that part of the skills already learned, and (b) reminding the procedures or steps that have dominated the movement.
Meanwhile, external conditions can be done by (a) verbal instruction, (b) image, (c) demonstrations, (d) practice, and (e) feedback. In the train psychomotor skills or motor skills there are several steps that must be done so that learning can produce optimal results. Mills (1977) explained that the steps in the teaching practice is (a) determine the objectives in the form of action, (b) to analyze in detail the skills and succession, (c) demonstrate skills accompanied by a brief explanation by giving attention to key points including key competencies needed to finish the job and the parts that were difficult, (d) provide opportunities for learners to try to practice with the supervision and guidance, (e) provides an assessment of business students.
Edwardes (1981) explains that the practice of the learning process involves three stages, namely (a) presentation of educators, (b) learners practice activities, and (c) assessment of learners' work. Teachers should explain to students the key competencies needed to complete certain tasks. Key competencies are the main skills that a person must possess in order assignment or job can be solved by correct and optimal results.
D. Psychomotor Learning Assessment Results
There are some experts who explain how to assess the psychomotor learning outcomes. Ryan (1980) explains that the skills learned can be measured through (1) direct observation and assessment of learners' behavior during the last practice of the learning process, (2) after following the learning, namely by giving the students a test to measure knowledge, skills, and attitudes, (3) some time after learning is complete, and later in the work environment.
Meanwhile Leighbody (1968) argues that the assessment of psychomotor learning outcomes include: (1) the ability to use tools and work attitudes, (2) the ability to analyze and formulate a work order processing, (3) the speed of the task, (4) the ability to read pictures and or symbols, (5) harmony with the expected shape or size has been determined.
E. Pragmatic test
The test is a pragmatic approach to test skills (skills) language to measure how well students use the language elements in the context of real communication (Oller, in Nurgiyantoro Burhan, 2001:177). Pragmatic test as a test language to productive capacity: the ability to speak and write. Activities spoke a language producing activities and communicate ideas and thoughts verbally. Elements of language and mind are two elements which can not be separated in speaking activities. To speak well, should be actively controlled structure and vocabulary are concerned that the language will be used as a container to hold the mind to be expressed, in addition to the sound of the language system. Problems and the provision of language fluency and clarity of mind is often diteskan (votes) in the activities of speaking.
Prinsipial activities are no different writing speaking activities, events and produce language to communicate thoughts in writing. Test writing skills will revolve around the language used accuracy and clarity of thought expressed.
Here are some examples of language tests that are pragmatic namely:
1. Dictation
Dictation is one way that is often done to measure students' language abilities. If the sequence of words and phrases that dictated the form of discourse (prose, dialogue, or a form of activity other language) speaking a natural life, and if presented with a reasonable speed as well as people communicate so requires students to use memory skills. With dictation, students are required to be able to understand the meaning of something that is heard and then write to both overcome the constraints of time.
Dictated not only about linguistic context, but also involves ekstralinguistik context. Linguistic context is a form of language as a verbal symbol with all its aspects, was ekstralinguistik context is a "world", "something" that is outside of language, "something" is to convey through language tool.
Dictation requires active mental activity and creative. Oller in Nurgiyantoro Burhan said that the dictation as a language test are in accordance with the criteria for construct validity because a) reflects the theoretical basis of language tests, b) correlated positively with tests other similar language, and c) errors in dictation related to the error - students made mistakes in the actual use of language (2001:180).
The procedure generated dictation can be varied, with techniques that form the standard dictation, dictation part, dictation with voice disorders, dictation, composition, and production of verbal imitation (Oller in Nurgiyantoro Burhan, 2001:180). In the standard dictation, students were asked to write a discourse which was read directly or through a recording at normal speed. Dictation with a slow read, short (eg one word or syllable of each word) is not natural. In the dictation part, read like the standard dictation, but there are certain words are omitted. Student task is to write the words that eliminated them.
Dictation with voice disorders are accompanied by voice dictation other deliberately designed to interfere with voice dictation. Dictation composition (dictation, composition, abbreviated: dicto-comp), is the standard dictation (prose or dialogue) that asks students to listen to him, and when finished, write it back in the form of composition. Prosedurer in imitation of oral production (elicited imitation) is essentially no different from dictation, composition, only the students were asked to retell orally. In dictation, composition and production of imitation oral assessment is not exactly verbatim. More accurate assessment conducted as in assessing productivity capabilities, written and oral.
2. Talk
Speaking skills test should be more attention because it best reflects one's language proficiency (Oller in Nurgiyantoro Burhan, 2001:181). Speaking skills test (oral expression) that is pragmatic example of the interpretation of the image stacks (a series of images that make up the story) orally, interview, either structured or unstructured.
3. Understanding Paraphrase
A brief discourse presented to students, oral or written, and then students were asked to choose one of several alternative paraphrase provided the most appropriate meaning to the discourse. Examples of comprehension tests hearing in the Indonesian language as follows:
Stimuli are exposed
- Pram is dating at 10.00 ahead of Zan, but an hour late than answers in a sheet Zul tasks
(a) the first dating Pram
(b) Zul dating after Zan
(c) * Zul dating before Zan
(d) Zan dating before Pram
4. Answer Question
This task of comprehension tests hearing (oral). A question posed by means of hearing (which was played stimuli), and followed by several alernatif written answers contained in the task sheet. Contonya following:
Stimuli are exposed
- Mahalkah required textbook that? Answers in the task sheet
(a) With my friends
(b) * Your money is certainly sufficient
(c) A few hours ago
(d) There was such a beautiful shape
The question posed can also be based on the discourse of dialogue that was played previously. Here's an example:
Stimuli are exposed
(1) The first voice (male):
- Hello, Tin, how are you?
- How long will we see racks, yes?
(2) the second voice (female):
- Good! Actually I'm still happy at home. But nearly lectures began.
(3) The third voice (female)
- When two of the brothers was met. Answers in the task sheet
(a) At the time the lecture is going on.
(b) * By the lectures will berlansung.
(c) By the course was nearly finished.
(d) At the time the lecture has ended.
5. Cloze Technique (Cloze Technique, Cloze Procedure, Cloze Test)
Cloze term comes from the perception that psychology is a process gestal "closing" something that is not complete. In the cloze technique deliberately provided space in a discourse by eliminating certain words the umpteenth (to-n: the 5th, 6th, or 7th). The task of students in these tests is to fill in the back the words that eliminated them. To fill again the words correctly, students master the required language and grammatical system must be able to understand the discourse.
For the purpose of measuring the students' language skills, preparation techniques should be chosen discourse cloze is "forcing" students to understand the discourse. The nature of discourse redundansinya (overflow) high so easily recognized, not just selected because it only requires discourse memory abilities as well as complement the visual patterns above. Technical discourse is only known by certain groups only, high redudansinya nature, so also not well used.
Following the example of a cloze technique:
In a country there is an old empress, was king of the country had long passed away. Empress's ... ... .. (1) a very pretty putrid ... .... (2). Princess had been engaged to ... .... (3) the child king distant country ... ... ... (4) until the time will be married, the daughter of ... .... (5) be prepared to go to the country ... ... (6).
The word omitted: (1) has, (2) appearance, (3) a, (4) after, (5) that, (6) fiancee.
F. Closing
From the above explanation can be summarized that in the assessment of psychomotor learning outcomes or skills should include the preparation, process, and products. Assessment can be done during the process of learners during practice, or after the process in a way to test the learners.
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