USING PICTURE-CUED ASSESSMENT TO ASSESS STUDENTS' SPEAKING SKILLS: A CASE STUDY

Abstrak

This study investigated the use of picture-cued assessment in assessing students’ speaking skills at the eighth grade of an Islamic junior high school (MTs). The research aimed to explore how picture-cued assessment was implemented in the classroom and how it influenced students’ speaking performance. This study employed a qualitative case study design involving one English teacher and one class consisting of 20 students. The data were collected through classroom observations, interviews, and students’ speaking assessment documentation. The findings revealed that picture-cued assessment helped students generate ideas more easily, increased their confidence in speaking, and encouraged active participation during speaking activities. The teacher also found that pictures could stimulate students’ vocabulary and improve their fluency in oral communication. However, some students still faced difficulties related to pronunciation and grammatical accuracy. Overall, picture-cued assessment was considered an effective and engaging strategy for assessing students’ speaking skills in the EFL classroom.