Subject of The Research Setting of the Research

51 Table 3.2: Analytic Speaking Rubric by Foreign Language Program of Studies, Fairfax County Public School. Scoring Aspects Score Task Completion Comprehensi bility Fluency Pronunciat ion Vocabula ry Language Control Minimal completion of the task andor responses frequently inappropriate Responses barely comprehensible Speech halting and uneven with long pauses andor incomplete thoughts Frequently interferes with communicat ion Inadequate andor inaccurate use of vocabulary Inadequate andor inaccurate use of basic language structures 1 Partial completion of the task; responses mostly appropriate yet undeveloped Responses mostly comprehensible, requiring interpretation on the part of the listener. Speech choppy andor slow with frequent pauses; few or no incomplete thoughts Occasionall y interferes with communicat ion Somewhat inadequate andor inaccurate use of vocabulary Emerging use of basic language structures 2 Completion of the task; responses appropriate and adequately developed Responses comprehensible, requiring minimal interpretation on the part of the listener Some hesitation but manages to continue and complete thoughts Does not interfere with communicat ion Adequate and accurate use of vocabulary Emerging control of basic language structures 3 Superior completion of the task; responses appropriate and with elaboration Responses readily comprehensible, requiring no interpretation on the part of the listener Speech continuous with few pauses or stumbling Enhances communicat ion. Rich use of vocabulary Control of basic language structures 4 52

E. Data Collection

The data of the research were qualitative and quantitative. The qualitative data was obtained by observing the English teaching-learning process in the classroom and interviewing the English teacher and the students. The researcher observed the process and the problems related to the teaching and learning process in speaking and wrote them down in field notes. In addition, the interview was conducted to obtain the data about the problems related to the English teaching and learning process in the class and the quality of the students’ speaking ability. The data was gathered from the interview in the form of interview transcripts. From the observation and interview transcripts, the researcher concluded the successful and unsuccessful result of the action. The quantitative data was obtained through speaking scores. The students’ speaking performances were used to measure their speaking improvement. Here, the researcher worked collaboratively with the English teacher to assess the students’ speaking ability.

F. Data Validity and Data Reliability of the Research 1. Data Validity

There are five criteria of validating research data that must be achieved as Anderson et.al. 1994 in Burns 1999: 161-162. They are presented as follows: