Name : Febrianty Putri Auliya

NPM : 162122016

Class : 5A

CRITICAL ANALYSIS

The article titled “The types of speaking assessment tasks used by Korean Junior Secondary
school English teachers” by Kim Hyun Sook showed me broader view about the English speaking
assessment. The author presented the preview from Asian country which actually could make me
relate much considering the similarity of culture and adaptation to English.
The article was conducted in 2003 and took the research in Korean Junior Secondary Schools.
It talked about the English speaking assessment in Korean Junior Secondary School. The research
aimed to identify the types of English speaking assessment administration and the perception of the
teachers towards the assessment which could bring up the difficulties in the practice of the
assessment. The participants of the study are ten English teachers (two males and eight females) in
Busan Junior Secondary Schools range from the age of 24-43 with the majority of 30s. Their teaching
experience was varied starting from one to twenty years.
This article separated the ideas and called it as chapter. It doesn’t mean that Kim Hyun Jook
was the only one who did it, but the delivery of the ideas was easy to understand. The word selection
decision, the context, and how it separated but connectedly delivered is something that I’m grateful
for. It also contained the comprehensive explanation and literature as a source of the study. From the
background until result and conclusions, the researcher arranged a readable article. As Arrom., et
al (2018) said, article should “gives information on what was done, why it was done, how it
was done, the result of what was done, and the significance of what was done.”, and this
article did it. Since the researcher added so many literature reviews which supported the
research, it gave us more resource to read the whole articles of those citations and paraphrase
and may also help us for our own research project in the future.
Kim Hyun Jook, as a researcher, has achieved the goal to found out the types of
English speaking assessment administration and also to investigate the teachers’ perception
towards the assessment itself. She also realized that the constraints still dominating the
practice of the assessment. In the process of finding out the aim of the research, she managed
the observation focused and well managed. A plenty of supporting articles didn’t make her
out of track from what she intended to be inspect. Furthermore, as what I mentioned before
that the researcher made the article readable, means that not only people with broad
knowledge or only experts could read it, but I, as a commoner was able to read and
understand almost all the context she delivered. It caused by the clear and well-writing ability
that she had. The article was also informative.
To conclude, the article provided the information about the English speaking
assessment administration that could be a reflection for us in implementing the method of the
assessment since the researcher also mentioned the drawback of the implementation in
Korean Junior Secondary School. Speaking wasn’t only memorizing and test. It is more than
that. Authentic context are needed in the speaking lesson to make student possibly use it in
the communication context and real communication situation. As an intended English teacher,
we need to create a note on this thing, the problem that hasn’t been fixed in such a long time.
Be creative, create an authentic materials, make them speak not only in tight pattern but
natural and casually, and most important, show them how to do by do it yourself first. Try to
speak English in the class activity.