45 In conducting the interview, the researcher prepared a list of questions as the
interview guide. Semi-structured focus group interviews were conducted in the end of every cycle. The participants of the semi-structured interview were chosen
randomly. There were two focus group interviews in every cycle in which there were 5-6 students in each group.
e. Speaking Test
Speaking test was conducted to measure the students’ speaking ability after
the implementation of cue cards. The speaking test was conducted at the end of every cycle of this research. To conduct the speaking test, the students were given
the communication cards. The students performed a conversation using the cues provided on the cue cards. While the students were performing in front of the
class, the researcher conducted the assessment. According to Brown 2004, p. 157 three are some aspects that could be assessed in speaking skills. Those
aspects were grammar, vocabulary, comprehension, fluency, pronunciation and task.
Based on the 2013 Curriculum, there were two aspects which should be measured in the speaking tests. They were cognitive aspect and affective aspect.
In this research, the cognitive aspect consisted of the understanding of the task, pronunciation, grammar, and fluency. Meanwhile, the affective aspect consisted
of politeness and enthusiasm. To measure those aspects, the researcher used a rubric which had been modified from many sources.
There were six aspects measured in speaking activities. The first aspect was students’ understanding on task. It included how far the students understood and
46 completed the task. The second aspect was pronunciation. It included how the
students pronounced the English words. The third aspect was grammar. It included how the students produced the expressions in the correct form. The
fourth aspect was fluency. It included the students’ speed in delivering the speech.
The fifth and sixth aspects were politeness and enthusiasm. Those characteristics included the students’ attitude in having communication with other people. Each
aspect was labeled by score one up to five. Each score had own criteria. The criteria of each score could be seen below.
Table 3.1 The Rubric for Speaking Tests No
Aspect Score
Criteria
1 Task
1 Minimal attempt to complete the task andor responses
frequently inappropriate. 2
Partial completion of the task yet needs help in handling any complication or difficulties.
3 Partial completion of the task, responses mostly appropriate
yet undeveloped. 4
Completion of the task responses appropriately and adequately developed.
5 Completion of the task perfectly, responds with elaboration.
2 Pronun-
ciation 1
Frequent errors, little or no communication. 2
Some mispronunciations and a very heavy accent make understanding difficult, require frequent repetition.
3 Mispronunciations do not interfere with understanding,
show the “foreign accent” 4
Errors in pronunciation are quite rare. 5
No conspicuous mispronunciations.
3 Grammar
1 Frequent inadequate andor inaccurate use of basic language
structure. 2
Producing constant errors frequently shows uncontrolled of using major patterns.
3 Producing constant errors that cause misunderstanding.
4 Producing some errors but it can be understood.
5 Control of grammar is good. Few errors, with no pattern of
failure.
4 Fluency
1 Speech is so halting with long pauses andor incomplete
thoughts. 2
Speech is very slow andor with frequent pauses, few and no incomplete thoughts for short or routine sentences.
