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Comprehension is quite complete for a normal rate of speech. 3
Can understand any conversation within the range of his experience. 4
Equivalent to that of an educated native speaker. 5
d. Fluency
COMPETENCY SCORE
No specific fluency description. Refer to other four language areas for implied level of fluently
1 Can handle with confidence but not with facility most social situations
including introductions and casual conversations about current events as well as work, family and autobiographical information.
2 Can discuss particular interests of competence with reasonable ease.
He rarely has to grope for words. 3
Able to use the language fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the
range of his experience with a high degree of fluently. 4
Has completed fluently in the language such that his speech is fully accepted by educated native speakers.
5
e. Pronunciation
COMPETENCY SCORE
Errors in pronunciation are frequent but can be understood by a native speaker used to dealing with foreigners attempting to speak his
language 1
Accent, though often quite faulty, is intelligible. 2
Errors never interfere with understanding and rarely disturb the native speaker. Accent may be obviously foreign.
3 Errors in pronunciation are quite rare.
4 Equivalent to and fully accepted by educated native speakers.
5
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f. Task
COMPETENCY SCORE
Can ask and answer the questions on topics very familiar to him. Able to satisfy routine travel needs and minimum courtesy requirements.
Should be able to order a simple meal, ask for shelter or lodging, ask and give simple directions, make purchases and tell time
1 Able to satisfy routine social demands and work requirements, needing
help in handling any complication or difficulties. 2
Participate effectively in most formal and informal conversation on practical, social and professional topics.
3 Would rarely be taken for a native speaker but can respond
appropriately even in unfamiliar situations. Can handle informal interpreting from and into language.
4 Speaking proficiency equivalent to that of an educated native speaker.
5
In this observation, the observer use three 3 the criteria of assessment of speaking test namely: pronunciation, grammar, and vocabulary, because that is as
the observer’s focus observation.
f.
Revising the plan Based on the weaknesses of the activities that have been carried out using
paired storytelling in teaching speaking, the teacher and the writer revise the plan for the next cycle. It takes two cycles to overcome students’ problem in speaking
proficiency.
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E. Technique for Collecting Data
The techniques for collecting data used in this research are observational and non observational techniques. The following are the detail explanation of each
technique: 1. Observational techniques
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. The term observation is being used here in the sense of taking regular and conscious notice of
classroom actions and occurrences which are particularly relevant to the issues or topics being investigated. Burns 1999: 79 Observational approach is
followed by a more specific focus on various techniques for data collection, these include:
a. Notes: description and accounts of observer events, including non-verbal information, physical settings, group structures, interactions between
participants. b. Diariesjournals: regular dated accounts of teachinglearning plans,
activities and events, including personal philosophies, feelings, reactions, reflections, explanation.
c. Recordings: audio or video recordings providing objective records of classroom interactions.
