4 Reflection
On the ninth meeting I took post-test 3 to evaluate in order to know the improvement of the cycle 2 up to cycle 3. In the last post-test students asked
to make introduction perfectly, so all information collected was required. It measured how far speaking ability until the last treatment. Therefore, I
could formulate the suggested step of using “High Town” Card Game in developing the students’ speaking ability.
Questionnaire was also distributed on the last meeting after the students did the post-test 3. Questionnaire of this research was used to obtain more
information on students interest, the advantages of the media, students’ achievement, the relevancy and the sustainability in the use of “High Town”
Card Game as media in learning English.
1.13 Method of Analyzing the Data
This research was done after getting the empirical data required for this research. The methods of analyzing the data were described as follows:
3.5.1 Transcribing the Students’ Speaking Test
The first step in analyzing the data obtained was by transcribing the students’ speaking test of the pre-test, post-test 1, post-test 2 till post-test 3. The
spoken data were transcribed as authentically as possible, this means the transcription includes silence and there are some strange voices produced by the
speaker, such as: aa......, ehmmm....., ehh.
3.5.2 Scoring the Students’ Productions
After transcribing the speech, I scored the speech produced by the students. I analyzed in order to measure the improvement and only concerned on grammar,
vocabulary, pronunciation, fluency, and comprehension. In assessing the students’ speaking ability, the criterion of assessment was considered from oral proficiency
scoring categories proposed by Brown 2004:172-173. The criterion is as follows:
Table 3.2. Oral Proficiency Scoring Categories
Score Pronunciation Grammar
Vocabulary Fluency Comprehension
1 Errors in
pronunciation are frequent but can
be understood Errors in
grammar are frequent
Speaking vocabulary
inadequate to express anything
No specific description
Can understand simple questions and
statements with slowed speech and
repetition
2 Accent is
intelligible though often quite faulty
Accent usually the construction,
but does not confident
control of the grammar
Has speaking vocabulary
sufficient to express the idea
Can handle with confidence but not
including casual conservations
Can get the gist of most conservations
of non-technical subjects
3 Errors never
interfere with understanding
Control of grammar is good
and able to speak with
sufficient structural
accuracy Vocabulary is
broad enough that rarely has to
grope for a world Can discuss
particular interest of competence with
reasonable words Comprehension is
quite complete at a normal rate of
speech
4 Errors in
pronunciation are quite rare
Errors in grammar are
quite rare and able to speak
accurately Can understand
and participate in any conversation.
Can participate in any conversation
within the range of the experience with
a high degree of fluency
Can understand any conversation within
the range of the express
5 Equivalent to
and fully accepted by
educated native speaker
Equivalent to that of an
educated native speaker
Speech on all levels is fully
accepted by educated native
speakers Has complete
fluency in the language.
Equivalent to that of an educated native
speaker
3.5.3 Analyzing the Students’ Observation Checklist
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