Research Design RESEARCH METHOD

second cycle. To collect all the data, the researcher utilized a camera and a recorder to record the students’ performances in the teaching and learning process. Table 3.1 Scoring Rubric adopted from New York State LOTE Assessment ASPECTS SCORE 1 2 3 4 5 PRONUNCIATION No attempt Most utterances contain errors. Many utterances are incomprehen sible. Little communicati on. Many errors that interfere with compreh ensibility . Frequent errors that confuse listeners and require guessing at meaning. Comprehensible , generally correct. Occasional error. Phonetically correct. Almost error- free. Awareness of accent. Genuine effort to sound like native speaker. SYNTAX GRAMMAR No attempt or repeats cue. Most structures incorrect. Constant use of infinitive; no conjugation. Listener understands only because past experience. Many errors agreeme nt, verb forms. Errors impede communi cation. Frequent errors. Selfcorrect s on some. Two or fewer syntax errors. Minor errors that do not impede communication. No grammatical errors. Speaker self- corrects without hesitation. FLUENCY No attempt. May repeat cue. Constant searching for vocabulary, verb tense. Dies not complete utterances. Frequent hesitatio ns, searches for words. Overly translates questions before response. Repeat question word before response. Eventuall y responds. Halting, hesitating. Visibly translating before responding . Can rephrase and respond. Occasional hesitation, searching for words. Speaker can self-correct and respond to cues. Smooth flow. Quick, continuous flow. Natural pauses. VOCABULARY No attempt. Totally Does not complete responses. Inadequa te vocabula Vocabular y is just adequate to Good, appropriate vocabulary. Very good; wide range. Uses ASPECTS SCORE 1 2 3 4 5 irrelevan t answer. Responses one or two words in length. Vocabulary repeated. ry or incorrect use of lexical items. Commun ication difficult. respond. No attempt to vary expression s. Basic. Generally good response. appropriate and new words and expressions. Interesting response.

E. Data Collection Techniques

The data collected were qualitative and were supported by quantitative data. By giving the description of the situation in the teaching and learning process, the qualitative data were gained. Meanwhile, from the score of the students’ performances in the end of the cycles, the quantitative data were also taken. It was conducted to find out the improvement of the speaking ability of the students. In gaining the data, the researcher collected the data by using some data collection techniques as follows: 1. Observation According to Burns 1999:80, observation is a mainstay of action research. It enables researchers to document and reflect systematically upon classroom interactions and events, as they actually occur rather than as we think they occur. it refers to using procedures that ensure that the information collected provides a sound basis for answering research questions and supporting the interpretations that are reached. 2. Interviews McKay 2008:51 proposes that interviews can be used as a way to find out more about learners’ opinion and attitudes about various aspects of language