This study was aimed at describing the development of the instrument of the intercultural-based English speaking model for students in higher education. It was viewed from the validity, reliability, and difficulty index. This study used procedural development through the 4-D model that consists of four phases; defining, designing, developing, and disseminating. The study was prepared with 25 opened-ended questions and indicators. Thus, it was submitted to two group experts (ELT and language assessment experts) to validate the instrument aiming to meet the content validity and inter-rater reliability. The questionnaire was employed. The next stage was administered an empirical test to various private universities having an English department in West Nusa Tengara, Indonesia by stratified purposive sampling. The data were analyzed by applying content validity formula, Agreement Kappa, Person's correlation, Cronbach's alpha, and difficulty index. The result of content validity was 0.695, Cronbach's alpha was 0.756, Person correlation was around 0.40 into 0.60, and inter-rater reliability was 1.00. In addition, the difficulty index of the instrument items was around 20 into 90. It can be concluded that the instrument of intercultural-based English speaking assessment was able to be applied in the teaching of speaking.
Pronunciation plays important roles in making the intelligibility of a speech. In pronunciation, speech and gesture production are interrelated and coordinated. Not all language learners can pronounce English words well. Learners make errors while speaking English. It make them not confident to pronounce other English words. Therefore, this study aims to identify students’ segmental aspects of pronunciation errors in classroom setting. This study is categorized as qualitative study to understand phenomena using data such as interviews, observations, and documents reviews to identify and interpret specific characteristics of the material to learn human behavior. The population of this research is the sixth-semester students of English department at Mandalika University of Education, Mataram-Indoneisa. This research used purposive sampling method that engaged of 6 students as the sample of the data. The students divided by 2 criteria: Gender and pronunciation level. To make the data valid, all the students has passed 3 stages of pronunciation level. The result of this study indicated that all the subjects are difficult in pronounced consonant /f/ sounds and still need improvisation in a short vowel sound because the student’s errors are divided into 3 categories; psycholinguistic, sociolinguistics, and Epistemic sources. Furthermore, this study proves that “man smart, woman smarter.
Abstract-Writing is one of the language skills belongs to the productive skill. It is the most difficult skill because it is much more complex than the others. This is true since writing as thinking process where the learners must obtain ideas and manage ideas. Therefore, writing skill needs a special learning model for students. One of the approaches which are considered suitable to be implemented in teaching writing especially for teaching genre is genre-based language learning. Genre-based language learning is proposed to enable the learners to write a language linguistically accurate and socially appropriate. English teachers realize that writing is an important skill that foreign language learners need to develop. It is generally agreed that writing is the most difficult skill to master for foreign or second-language learners. There are four stages of teaching English using genre-based language learning; Building Knowledge of Field (BKOF), Modeling of Text (MOT), and Joint Construction of Text (JCOT), and Independent Construction of Text (ICOT).
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