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When the first cycle the researcher did not get the intended result, she improves or revises the planning for the second cycle based on the reflection of
the first cycle. If after the second cycle the researcher obtains the intended result, the second cycle is ended with a conclusion.
B. Subject of The Research
The research was conducted on April-May 2014. In this study, the subject of the research was the grade VIII students of SMP N 1 Nusawungu in
academic year 20132014. There were seven classes of grade VIII, they were class VIII A, VIII B, VIII C, VIII D, VIII E, VIII F, and VIII G. The research
was conducted in class VIII A. This class was chosen because based on the previous observation, the students in this class had some problems in learning
English. One of the problems dealt with speaking skills.
C. Setting of the Research
The research was conducted in SMP N 1 Nusawungu which is located in jl.Sukarelawan no.10 Nusawungu. The school has 21 classrooms, 1 teacher
room, 1 headmaster room, 1 administration room, 12 restrooms, 3 laboratories, 1 library, 1 student cooperation, 1 health room, 1 mosque, 2 canteens, and 1
consulting room.
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D. Instrument of the Research
The instruments used in this research were tests, observation checklist, interview guideline, questionnaires, and camera. The following table showed
the instruments of the research and the types of data collected.
Table 3.1: Instrument of The Research No.
Instrument Data
1. Tests
Test results score 2.
Observation checklist Field notes
3. Interview guideline
Interview transcript 4.
Camera Photographic datapictures
5. Scoring rubric
Score
The students’ performance tests would be scored by using a speaking rubric obtained from Foreign Language Program of Studies, Fairfax County
Public School
www.fcps.eduisworldlanguagespalsdocumentsLevel1AnalyticSpeaking.pd f.. It was a speaking rubric test consisting of six aspects. They were task
completion, comprehensibility, fluency, pronunciation, vocabulary, and language control. Each aspect was scored 1 to 4 in which in every score had
different indicator: the score higher, the indicator would be more complicated and vice versa. Then, the researcher will be determined whether there was any
improvement on the students speaking ability or not based on the mean of the tests. For detail, it can be seen in the table of scoring rubric as follows:
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Table 3.2: Analytic Speaking Rubric by Foreign Language Program of Studies, Fairfax County Public School.
Scoring Aspects Score
Task Completion
Comprehensi bility
Fluency Pronunciat
ion Vocabula
ry Language
Control
Minimal completion of
the task andor responses
frequently inappropriate
Responses barely
comprehensible Speech
halting and uneven with
long pauses andor
incomplete thoughts
Frequently interferes
with communicat
ion Inadequate
andor inaccurate
use of vocabulary
Inadequate andor
inaccurate use of
basic language
structures
1
Partial completion of
the task; responses
mostly appropriate yet
undeveloped Responses
mostly comprehensible,
requiring interpretation on
the part of the listener.
Speech choppy
andor slow with
frequent pauses;
few or no incomplete
thoughts Occasionall
y interferes with
communicat ion
Somewhat inadequate
andor inaccurate
use of vocabulary
Emerging use of
basic language
structures
2
Completion of the task;
responses appropriate
and adequately developed
Responses comprehensible,
requiring minimal
interpretation on the part of the
listener Some
hesitation but
manages to continue
and complete
thoughts Does not
interfere with
communicat ion
Adequate and
accurate use of
vocabulary Emerging
control of basic
language structures
3
Superior completion of
the task; responses
appropriate and with
elaboration Responses
readily comprehensible,
requiring no interpretation on
the part of the listener
Speech continuous
with few pauses or
stumbling Enhances
communicat ion.
Rich use of vocabulary
Control of basic
language structures
4
