It done for the students in the control class and experimental class in order to find out the students’ speaking ability before the treatment.
5. Conducting the treatment The researcher was given the treatment in three times for the experimental
class. In treatment, the researcher as the teachertaught the students by using Acting from a Script in the experimental class. Meanwhile, in the control
class, the teacher taught the students by using discussion technique that has been taught by the teacher there.
6. Doing the post-test to get the data The researcherwas conductedthe pot-test after the treatments. By giving the
post-test, the researcher knew the students improve their speaking ability or not. The test includes an oral test.
7. Analyzing the result of post test In analyzing the result of post test, the researcher go to compare the result of
posttest between experimental and control class to see whether the posttest’s score of experimental class is higher than control class.
H. Criteria for Evaluating Students’ Speaking Ability
There are rubric criteria of speaking scales. They are grammar, vocabulary,
English rating sheet that re proposed by Harris.
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Table shows the five criteria of the rating sheet score:
Table 2 The rating sheet score
No Criteria
Rating score
Comments 1
Pronunciation 5
Has few trances of foreign accent
4 Always intelligible, though one is conscicous of a
definite accent.
3 Pronunciation problems necessitate concentrated
listening and occasionally lead to missunderstanding.
2 Very hard to understand because a pronunciation
problems, must frequently be asked to repeat.
1 Pronunciation problems so serve as to make speech
virtually unintelligible.
2 Grammar
5 Make few if any noticeable errors of grammar or
word order.
4 Occasionally makes grammatical andor word-order
errors which do not, however, obsurce meaning. 3
Makes frequent errors of grammar and word order which occasionally obsurce meaning.
2 Grammar
and word-order
errors make
comprehension difficult. Must often rephrase sentence andor restrict himself to basic pattern.
1 Errors in grammar and word order so servere as to
make speech virtually unintelligible.
3 Vocabulary
5 Use of vocabulary and idioms is virtually that of
native speaker 4
Sometime use in appropriate terms and or must rephrase ideas because of lexical in adequacies.
3 Frequently use the wrong words, conversation
somewhat limited because of lexical in adequacies. 2
Misuse of words and very limited vocabulary make comprehension quite difficult.
4 Fluency
5 Speech as fluent and effortless as that of a native
speaker. 4
Speed of speech seem to be slightly affected by language problems.
3 Speed and fluency are rather strongly affected by
language problems.
2 Usually hesitant; often forced into silence by
language limitation.
1 Speech is so halting and fragmentary as to make
conversation virtually impossible.
5 Comprehension
5 Appears to understand everything without difficulty
4 Understand nearly everithing at normal speed,
although occasional repetition may be necessary. 3
Understand most of what is said at slower-than- normal speed with repetition.
1 Cannot be said to understand even simple
conversation English.
Source: David P. Harris, Testing English as a Second Language, New York, Rev. Ed. Mc.Grew-Hil,Inc.,2004,p.81
Criteria for score: 5 = Excellent
4 = Very Good 3 = Good
2 = Average 1 = Poor
Maximal score = 100 Obtained score
Students’ score = X 100.
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I. Validity
Fraenkel and wallen say that validity refers to appropriateness, meaningfulness,
selecting an instrument for use. It means that the test must have good validity, so that the test can measure the aspects which would be measured. In this research, the
researcher used content and construct validity. 1 Content validity
Best and Khan States content validity refers to the degree to which the test actually measures, or is specifically related to, the traits for which it was
designed. Content validity is based upon careful examination of course textbooks, syllabi, objectives, and the judgments, of subject matter
specialist.
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It means that the content validity is based on the material, and the material is agreement with the objective of learning.
In this case of this research, the instrument of the test has agreement with the objective of learning in the school which it was based on the syllabus because
the test was to measure the students’ speaking ability at the seventh grade of junior high school. To make sure the researcher consulted the instrument had
of the test to the English teacher at MtsAl-Hikmah. It was done to make sure that the instrument was valid. The teacher said the instrument was valid and
agreed with the researcher to conduct the instrument to the students.
2 Construct Validity Construct validity focuses on the kind of the test that is used to measure the
ability. In the word, the test can measure what needs to be measured especially in speaking skill. Best and Khan State “construct validity is the
degree to which scores on a test can be accounted for by the explanatory construct of a sound theory
In this research, the researcher administrated an oral test who’s the scoring covered five aspects of speaking that were adapted from Harris and they are
grammar vocabulary, comprehension, fluency and pronunciation. The researcher consulted the instrument of the test to the English teacher in
January 2017 at MTs Al-Hikmah Bandar Lampung named Muslim S.Pd to make sure whether the instrument had been valid or not. As the result, the
teacher said the instrument of the data was valid. See Appendix 6
J. Reliability
