47
No Aspect
Score Criteria
3 Speech is frequently hesitant; can manage to continue and
complete the idea. 4
Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words.
5 Speech is almost fluent, effortless and smooth, but
perceptibly non-native in speech and evenness.
5. Politeness
1 Showing uncooperative and irresponsible attitude, less
interaction and respect for others, not giving any respond. 2
Occasionally showing cooperation and respect for others, sometimes giving the respond.
3 Showing cooperation and respect for others, always giving
the respond, but it requires motivation from the teacher. 4
Demonstrating respect most of the time, having good interaction with the other students.
5 Always showing respect for others both to the teacher and
classmates and responsibility; can work well with everyone.
6 Enthu-
siasm 1
Consistently showing little or no effort; passive all the time. 2
Not putting forth an effort to be able to speak well; passive most of the time.
3 Occasionally showing the effort to be able to speak well and
having acceptable demonstration of willingness to perform to the best of hisher ability.
4 Having good demonstration of willingness to perform to the
best of hisher ability; occasionally working at a challenging level.
5 Having excellent demonstration of willingness to perform to
the best of hisher ability; almost working at a challenging level.
Modified from: Sample Assessment Tools, page 4 and 30; A Collection of Performance Task and Rubrics: Foreign Languages, page 39; Brown 2004, pp. 172-173; Hughes
1989, pp. 111-112
E. Data Analysis Technique
Merriam 2009 states that “data analysis is the process of making sense out of data, which involves consolidating, reducing, and interpreting what people
have said and what the researcher has seen and read…It is the process of making meaning” p. 176. The data gathered before the implementation and during the
implementation were analyzed to find out whether or not cue cards used in the teaching and learning activity could effectively and efficiently improve the
students ’ speaking skill. The instruments that the researcher used to gather the
48 data were field notes, interview, observation checklist, questionnaire and speaking
test. Data gathered from questionnaire and speaking test were included in quantitative data while data gathered from field notes, interview and observation
checklist were included in qualitative data. The data gathered from the questionnaires were analyzed quantitatively and
qualitatively. The closed-ended questions were analyzed quantitatively and presented in the form of numbers and percentage. The open-ended questions were
analyzed qualitatively and presented in the form of short descriptions. Since the closed-ended questions in the questionnaire used Likert scale, the researcher
analyzed the students’ answers by using the formula which was defined by Hoel 1971, p. 16 and Vaus 2002, pp. 193-195. The formula is presented as follows.
Note: n
: the number of the students who choose the option. Σn
: means the total number of the students
There were 10 items of closed-ended questions. The students had to put check on the item which showed their responses. Each response had different
points : “Strongly agree” had 4 points, “agree” had 3 points, “disagree” had 2
points, and “strongly disagree” had 1 point. As a result, the lowest point of each student was 10, while the highest point was 40. The mean score between 10 and
40 was 25. Hence, if the mean score equals to or is less than 25, it causes a negative perception. The formula is clarified as follows.
