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2006: 149. The explanation of the rating scale was elaborated in the part of scoring system.
3.7 Scoring System
In giving scores to the students’ conversation, the rating scale that was used was Students Oral Language Observation Matrix from The English
Language Learners Knowledge Base 2004 which was quoted by Linse 2006: 149. The rating scales were as follows:
Table 3.1 Students Oral Language Observation Matrix The English Language Learners Knowledge Base, 2004
Components Score Characteristics
Pronunciation 5
4
3
2
1 Pronunciation and intonation approximate that of a
native speaker. Always intelligible, although the listener is
conscious of a definite accent and occasional inappropriate intonation patterns.
Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to
misunderstanding. Very hard to understand because of pronunciation
problems. Must frequently repeat in order to make himherself understood.
Pronunciation problems so severe as to make speech virtually unintelligible.
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Grammar 5
4
3
2
1 Grammar and word order approximate that of a
native speaker. Occasionally makes grammatical andor word-order
errors that do not obscure meaning. Makes frequent errors of grammar and word order
that occasionally obscure meaning. Grammar and word order errors make
comprehension difficult. Must often rephrase andor restrict himherself to basic patterns.
Errors in grammar and word order so severe as to make speech virtually unintelligible.
Vocabulary 5
4
3
2
1 Use of vocabulary and idioms approximate that of a
native speaker. Student occasionally uses inappropriate terms
andor must rephrase ideas because of lexical inadequacies.
Students frequently uses wrong words, conversation somewhat limited because of
inadequate vocabulary. Misuse of words and very limited vocabulary,
comprehension quite difficult. Vocabulary limitations so extreme as to make
conversation virtually impossible.
Fluency 5
4 Speech in everyday conversation and classroom
discussions fluent and effortless; approximating that of a native speaker.
Speech in everyday conversation and classroom discussions generally fluent, with occasional lapses
while the student searches for the correct manner of expression.
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3
2
1 Speech in everyday conversation and classroom
discussions frequently disrupted by the student’s search for the correct manner of expression.
Usually hesitant; often forced into silence by language limitations.
Speech so halting and fragmentary as to make conversation virtually impossible.
Comprehension 5
4
3
2
1 Understands everyday conversation and normal
classroom discussions. Understands nearly everything at normal speech.
Although occasional repetition may be necessary. Understands most of what is said at slower-than-
normal speed with repetitions. Has great difficulty following what is said. Can
comprehend only social conversation spoken slowly and with frequent repetitions.
Cannot be said to understand even simple conversational.
The writer chose this rating scale because it could be used for assessing young learners both ESL and EFL learners. There were five components;
pronunciation, grammar, vocabulary, fluency, and comprehension. The score was rated from 1 to 5. There were 5 five items and each was scored 5, so the
maximum score was 25.
3.8 Procedures of the Research
