Development and Assessment of an Interculture-based Instrument Model in the Teaching of Speaking Skills

Aprianoto · Haerazi

32 citations0/0 files storedUniversal Journal of Educational Research

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EFL/ESL Teaching and Learning English Language Learning and Teaching Health Education and Validation

Abstract

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.

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2020Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities 2022Promoting Intercultural Competences and Communication Skills through English Textbooks within Multilingual Education 2022Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness 2022Teaching English Using Two Stay Two Stray in Improving Students' English Speaking Skills Integrated with Foreign Language Anxiety

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