D. The Technique of Data Collecting
The most important thing in this research is collecting the data that can determine the result of the research. Some techniques will be use in collecting
data in this research are:
1. Pre-test
The writer gives the pre-test to the students. The pre-test is in oral test form. The test consists of 10 questions and used interview technique. The
writer gives a lot of questions to the number of students individually and the students have to respond the questions.
2. Post-test
The last step, the writer gives the post-test after the treatment had been done by teaching speaking by using role play. The realization of the post-test
is same with the pre-test. There is important question about the instrument of the test “Does the test that
used is valid or not? To know how it is valid, the writer asking people who use it such as from the advisor and the teacher to recheck the validity and what they
think of the content and design of the test. Their opinions are important because they have a lot of experiences with the test.
E. The Instrument of the Study
The oral test was divided into pre-test and post-test, the writer gives pre-test in the first meeting and post-test in the last meeting. The witer has designed the
items for speaking test and used the individually interaction. Because the test is oral test, the writer was divided the score into five criteria based on the scoring
procedure of oral by David P. Harris, which are the scores of pronunciation,
grammar, vocabulary, fluency and comprehension. The scoring procedure of oral by David P. Harris as followed:
1
Table 3.1 Five Components of Grading Speaking Scale
Rated Qualities Behavioral Statements
Points
Pronunciation
Has few traces of foreign acccent.
Always intelligible, though one is
conscious of definite accent.
Pronunciation problems
necessitate concerntrated listening and occasionally lead to to
misunderstanding.
Very hard to understaand because of pronunciation problems. Must
frequently be asked to repeat.
Pronunciation problems to severe as to make speech virtually
unintelligible. 5
4
3
2
1
Grammar
Makes few if any noticeable
errors of grammar or word order.
Occasionally makes
grammaticaal; andor word order errors which do not, however,
obscure meaning.
Makes frequent error of grammar and
word order
which occasionally obscure meaning.
Grammar and word order error
5
4
3
2
1
David P. Harris, Testing English as A Seecond Language, Bombay: Tata McGraw-Hill Publishing Company Ltd, 1977, p. 84.
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