The Dimension of the Rubric Table 12.

65 instructor used the rubric in the class, the researcher ensured that the instructors have understood how to use the rubric and asked them whether they had questions or not. The instructors asked the researcher not to came into the class because the instructors afraid that the performance of the members would be decrease if they had one new people in the class and felt more nervous. The researcher agreed that and then waited out of the class until the class was over. After that the researcher conducted an interview with the insructors. Based on the interview, both of the instructors stated that the rubric was easy to use and helpful to evaluate the members‟ performance. There were no significant problem appeared in the design and the use of the rubric. However, when the researcher asked about the possibility to use the rubric to every speaking tasks, the instructors still were not sure about that because it needed more trial. The instructors themselves used different tasks though the members were from the same level. The first instructor used the simulation activity by asking the members to make a conversation in pair with selected topic, while the second one used the prepared talks activity by asking the members to present a product in front of the class then had a question and answer session. After the try-out, the researcher then wrote the final draft of the rubric based on the result of the interview with the instructors. The final draft can be seen on appendix. 66

B. Discussion

As a product-based research, the aim of this research is to develop effective and appropriate product. The result of this research is the appropriate speaking rubric for english course. This research took place at Jogja English on September 2014 to Januari 2015. In order to develop an appropriate product, a need analysis were conducted to know the teachers‟ need. The need analysis was conducted on September 2014 by distributing questionnaires to 7 teachers. It was developed to in vestigate the teachers‟ necessities, lacks and wants in assessing students‟ speaking. The result of the questionnaire is considered as the basis for designing a rubric to assess students‟ speaking skill. Based on the result of the need analysis, most of the instructors stated that speaking is one of the skill that uneasy to assess and subjectivity was another problem they faced in scoring. The next step after analyzing the teachers‟ need was designing the first draft of the rubric. There are four aspects that included in the rubric; accuracy, fluency, interaction and range of language. Each of the aspects has 5 level of score. 1 is for the worst and 5 is for the best skill the students‟ show. After the rubric was designed, it is, then evaluated by the experts by giving some notes and suggestion. Most of the correction was about the content of the descriptors.