The students start to reconstruct the text based on their notes while writing down the passage. They collaborate with the members of their group in
reconstructing the text.
4 Analysis and correction The students start to analyze and correct their notes. The teacher asks the
student from each group as the representation to come in front of the class. The student writes down the reconstruction of the text in the blackboard. The
teacher starts to analyze the text by comparing students’ writing in the blackboard. By doing so, the teacher also gives the explanation about the use,
the meaning, and the form of simple past tense. Then, the teacher shows the original text and the students start to have the correction of their text
reconstruction. The teacher asks the students to form a dialogue with their partner about their daily communication. Thus, the students reflect on the way
grammar works in context and reinforce their function relationship.
4. The Characteristics of first grade students of SMK
As we know that the vocational students are very different with senior high school students in common. They are supposed to work after they graduate.
Learning a language, especially English, should be meaningful. It should have a commercial purpose which enables the students to communicate properly while
proposing the job or making an application letter. Or in other words, their ability in mastering some grammatical points should be put into communicative context.
Based on KTSP Kurikulum Tingkat Satuan Pendidikan, the aspects of teaching English are divided into three levels as follows:
ü Basic communication for novice level ü Basic communication for elementary level
ü Basic communication for intermediate level
5. The Rubrics
Blaz 2001:23 states that “A rubric is the most commonly used method for scoring, evaluating, and grading a performance assessment”. There are two
types of rubrics: holistic and analytical. Blaz 2001:27 also comments that: A holistic rubric evaluates the overall performance and rates it
in a qualitative manner. An analytical rubric breaks down the performance into the different levels of behavior expected,
assigning each a point value which can be weighted if desired, and which are totaled for a quantitative measure.
Therefore, in measuring students’ competency in the spoken test, the researcher used an analytical rubric. The researcher also employed the weighting table to
score the students’ competency in the spoken test. The weighting table as follows:
Table 8. The Weighting Table Hughe s 1989:113
WEIGHTING TABLE
AREA\ LEVEL I
II III
IV V
Grammar
4 8
12 16
20
Vocabulary 3
6 9
12 15
Comprehension
2 4
6 8
10
Fluency
2 4
6 8
10
Pronunciation 1
2 3
4 5
TOTAL PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
There are some proficiency descriptions in weighting the score for each level and area as follows:
LEVEL
AREA: GRAMMAR I.
inadequate and inaccurate use of grammar; constant errors showing lack of control of few major patterns; preventing communication
II. frequent errors showing lack of control of some major patterns; causing
misunderstanding III.
occasional error showing good control of some patterns; still understandable
IV. few errors; no mistakes with the pattern; understandable
V. rich use of grammar with no more than two errors
LEVEL
AREA: VOCABULARY I.
inadequate and inaccurate use of vocabulary; even for the simplest conversation
II. limited vocabulary to basic personal time, food, family.
III. inaccurate choice of words to discuss social topic.
IV. adequate use of general vocabulary to cope with social situation
V. rich use of vocabulary; attempts to be elaborated
LEVEL
AREA: COMPREHENSION I.
responses barely comprehensible II.
responses mostly comprehensible; constant repetition and rephrasing; requiring interpretation by the listener
III. responses mostly comprehensible; occasional repetition and rephrasing;
requiring interpretation by the listener IV.
responses comprehensible; requiring minimal interpretation V.
responses readily comprehensible
LEVEL
AREA: FLUENCY I.
speech halting and uneven; long pauses; incomplete thoughts II.
speech is very slow and uneven; frequent pauses; few or no incomplete thoughts
III. speech is frequently hesitant but manages to continue; complete thoughts
IV. speech is effortless and smooth; complete thoughts
V. speech continuous with little stumbling
LEVEL
AREA: PRONUNCIATION I.
pronunciation frequently intelligible II.
frequent errors; little or no communication PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
III. few mispronunciation; occasional problems with communication
IV. few mispronunciation; no interfere with communication
V. no mispronunciation; communication with ease
Blaz 2001: 39 Hughes 1989: 111-112
6. The Previous Research
