BENGKEL PENDEDAHAN SKEMA PEMARKAHAN MUET

2010

MUET SPEAKING27 MEI 2010

LATEST DEVELOPMENT

Assessment Criteria & Evaluation Methods: No latest development No change since 2008/2009

Today’s Presentation

Own deduction of the tasks, assessment criteria and evaluation methods.

Based on experience, observation & insights: Speaking examiner for 6 years, since 2001. MUET teacher for 5 years.

Also based on: MUET training given by JPN Kedah. M. Ed research.

Today’s Presentation

Topics covered: The MUET Speaking Test. Some Important Considerations. What examiners look at (My perspective). Some things to be aware of. Conclusion. Question-answer session.

MUET Speaking Test

TASK A (Individual Presentation) 2 minute preparation 2 minute presentation per candidate

TASK B (Group Discussion) 2 minute presentation 10 minute group discussion

MUET Speaking Test

Deals with serious/academic issues of local community, society at large, national & international.

Requires good group cooperation/ teamwork other than personal/individual effort.

Rapport among group members is helpful.

Some Important Considerations

MUET’s orientation – more inclined towards EAP (English for Academic Purposes) as compared to English for Communicative Purposes (Form 1 – Form 5 Syllabus)

Concerns of EAP: Content/facts/information Form/format/conventions Discourse/language for academic use Critical/mature thinking

Some Important Considerations

The scope of MUET Syllabus covers/discusses issues of the local community,

society at large, national & international issues. range of topics: education, culture, economy,

patriotism, health, social issues, etc.

MUET is English Competency Test for all ages (Minimum: 18; maximum: ??). Implications:

Questions/tasks must be challenging enough for 18 year olds as well as for a 50 year old candidate

Some Important Considerations

Factors influencing students’ performance and/or results: the examiner – experience, understanding,

interpretation of the tasks & assessment criteria.

the student - knowledge, maturity, confidence, understanding of tasks, answering strategies, etc.

the tasks/exam – type of question, the other candidates, exam procedures, etc.

What Examiners Look At

Task fulfillment Language Communicative Ability Group Discussion

Task Fulfillment Are there points? How many? Are the points valid? Are they mature? Are they

relevant/related to the task? Do they support the argument? Does the speaker develop the points? How well

developed are they? Are there explanations, elaborations, examples, etc?

Are the points appropriately linked? Does the candidate use linkers?

Does the candidate link the issue to another level/issue?

Is the presentation clear and easy to follow? Does the speaker explain point by point?

Is the candidate addressing all aspects of the task?

Language

Are there grammar errors? Are they many? Is meaning impaired? Word choice – is it apt? Are there ambiguities? Is word choice appropriate for an academic

presentation/discussion? Vocabulary – is it appropriate? Correctly used or not?

Is it extensive? Are the points appropriately linked? Does the

speaker use linkers? Does he/she use linkers correctly?

Is the presentation clear and easy to follow language-wise?

Is there any error in pronunciation?

Communicative Abilities

Is the speaker fluent? Does he/she pause for a long time? Does he/she pause many times while

speaking? Are there a lot of fillers used? Does he/she struggle for words? Are there many false starts? Does he/she appear confident? Does he/she have eye-contact with

others?

Communicative Abilities for Group Discussion

Does the candidate take part actively in the discussion? Does she show interest in the discussion?

Does he/she dominate the discussion? Does he/she wait for others to speak, or to finish

speaking before he/she speaks? Is he/she aware of the point of discussion? Is he/she aware of the flow of the discussion? Does he/she show respect to the other members &

their views? Is he/she emotional during the discussion? Does he/she present his/her views clearly? Does he/she accepts disagreement rationally?

Potential Band 6 Candidates

Usually have: Near native competency. Almost perfect presentation/performance

in all terms. Good teamwork among candidates. Highly confident. Highly eloquent. Highly responsive. Highly adaptive to the exchange of ideas.

Be aware of these…

Response must be relevant to the task. If totally irrelevant – will be awarded Band 1.

Candidate must talk on his/her given option. If talk on other/all viewpoints – will be marked 2 bands down for Task Fulfillment. (Language and Comm. Ability will be marked accordingly).

If candidate presents only 1 point, it must be elaborated well.

Candidate must not let examiners make own assumptions/deduction of the points he/she delivers – must state the intended point.

In short

Speaker’s speech/response must contain points. The points must be well-developed. The response must be relevant to the task. The response must be mature. The presentation must be clear and easy to

follow in terms of organisation. Language used must be clear, direct, not long-

winded and academic (avoid jargons, slangs, Manglish/Singlish, non-standard English )

No/Reduce errors in grammar and pronunciation

In short

In terms of behaviour: Be alert, confident, concentrate. Respect other candidates and their views Help each other. Control emotions – do not display anger,

agitation, defensive attitude, excessive enjoyment.

Respond quickly (but appropriately) to others’ views

Questions, anyone?

THANK YOU

MUET MID-YEAR 2007Situation

There is a need to organise campaigns to develop civic consciousness among Malaysians. A local daily newspaper has invited the public to put forward ideas on some types of campaigns that can be carried out.

Task ACandidate A: You recommend having a Courtesy Campaign.

Why?Candidate B: You recommend having a Caring Society

Campaign. Why?Candidate C: You recommend having a Keep Our

Neighbourhood Clean Campaign. Why?Candidate D: You recommend having a Love Our Public

Amenities Campaign. Why?

Answer Format

Each point presented must be developed.Thus, each point must have: Topic sentence Description Explanation Elaboration Examples Concluding sentence / Conclusion

Sample Answer

Question: Who/Which party should be blamed for the abandonment of babies in Malaysia?

I think the parents should be blamed because they do not have enough knowledge. They do not have enough religious knowledge so they do not control their children if the teenagers involve themselves in sexual relationships. They also do not teach their children about religion. When their children have unwanted pregnancies or unwanted babies, they do not teach their children what to do but they scold their children and punish them.

Sample Answer

Question: Who/Which party should be blamed for the abandonment of babies in Malaysia?

I agree parents should be blamed because now many families are broken. Some families have family problems and do not talk to each other. When family members don’t talk to each other, teenagers find someone else to talk to. Then their relationship become close and they become involve in sexual way. Because of this, they have unwanted pregnancy and then unwanted baby.

Analysis of Topics

Mid Year 2009 End 2009

1. Organ donation2. Patriotism (to our country)3. Why shopping complexes are

popular4. Managing family income5. Foreign workers6. Life-long learning7. Why Malaysians buy imported

products.8. Benefits of working overseas

1. Reputation of a family2. Reducing water consumption3. Qualities of a team leader4. Saving money on foodstuff5. Improving peace and harmony

among Malaysians.6. Actions that should be taken

for young people who break the law.

7. Options available for fit and healthy elderly people.

8. Why young Malaysians are considered lucky.

9. Keeping our tradition alive10.What influences the reputation

of a university.

Analysis of Topics

Mid Year 2010 End 2010

1. Influence on a person’s character

2. If you were the Prime Minister, what would be a great achievement to leave behind?

3. Teenagers’ expectations of their parents.

4. Attending interviews.

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