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After it was evaluated, the researcher, then, made some revisions based on the notes given. Then, the researcher distributed a questionaire to the expert
related to the final draft of the rubric before it was tried-out. The average score of the rubric from the expert was 81 which means the rubric was ready to be
applied. The try-out of the rubric was done to the 2 teachers of Jogja English. Each
of them were teaching 1 class consisted of 9 and 10 students. To know the teachers‟ response of the rubric, the researcher conducted an interview consisted
of some questions related to the experience of the teachers in applying the rubric. All the teachers said that the rubric was quite easy to use, minimize subjectivity,
easy to undestand and applicable yet still needed more trial to ensure that it can be applied to every speaking tasks.
From the result of the discussion of this research, it can be concluded that this rubric is useful, effective and suitable in assessing members‟ transactional and
interpersonal speaking performance with the activity or tasks such as simulation, prepared talks and question and answer.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The conclusion of the study consists of three aspects. They are the product, the result, and the research problem. Each aspect is explained as follow:
1. The Steps in Designing the Rubric
This study aims at designing a rubric to asess students‟ speaking skill in English courses. The development of this Pop Up book is adapted from the RD
theory by Walter Dick and Lou Caregin Gall, Gall and Borg 2003:570. The development consists of eight steps i.e. conducting a need analysis, formulating
instructional design, designing, producing, assessing, revising, implementing, and evaluating media. But here in this research, the researcher only conducted the
research until the revising step. 2.
Product
The product of this research is a rubric consisting 4 aspects of speaking namely accuracy, fluency, interaction and range of language. Each aspects has 5
level of score and descriptions of students‟ speaking performance for each score.
3. Result
a. Expert judgment results
From the assessments of the expert, it is concluded that the rubric is good and applicable to be used to assess students‟ speaking performance. Here is the
recapitulation of the average score given by the expert:
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Table 5.1. Recapitulation of the average score given by the expert Aspects
Score
Dimension 80
Descriptor 80
Overall Rubric 84
Fairness 80
Total 324
Average 81
b. Try-Out result
In the implementation stage, the teachers‟ responses indicate that the rubric
is good and helps them in in asessing students‟ speaking performance especially
in transactional and interpersonal speaking performance. It is supported with the data resulted from the interview.
B. Suggestions
Based on the conclusion that has been previously explained, some suggestion can be directed toward the English teachers and the other researchers.
The suggestions are as follow:
1. Suggestions for the English Course Teachers
Since the rubric is useful in helping the teachers in asessing the students‟ speaking skill, it is advisable for the teachers to use that designed rubric. It is also
advisable to use such a kind of rubric to assess another skills in English such as writing, listening and reading. Furthermore, the teacher should understand the
content of the rubric before using it. Then, it is expected that it can stimulate the English teachers in asessing students‟ skill better and fairer.
