Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
and fact role play
8th meeting Post-Test
October 31th
3.4. Data Collection
To collect the data, this study used:
3.4.1. Speaking Test
Pre-test is the test which is done to find out the students’ speaking
ability before giving treatment. Post-test is conducted to find out the students’ speaking ability after the treatment and to investigate whether the
role-play effective in improving their speaking skill.
3.4.2. Interview
Interview is to ask the students about their opinion toward implementation of Role-Play in their class. The researcher conducted a
face to face interview to the respondents. The advantages of interview are 1 enable the interviewer can clarify any obscure informations and 2
allow them to ask the respondents to expand on answers that are particularly important or revealing Fraenkel Wallen: 1990.
Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.4.3. Questionnaire
One of questionnaire type is attitude scale. All students were given several statements of preferences and they were asked to give response by
giving checklist in the range given. The ranges scales of the questionnaire were strongly agree, agree undecided, disagree, and strong disagree. The
researcher used questionnaire because it can be mailed or given to large numbers of people at the same time, Fraenkel Wallen: 1990.
3.4.4. Scoring System
According to Harmer 2001, speaking is divided into two main categories, accuracy and fluency as explained in the previous chapter. This
is t he criteria of scoring system to measure the fluency of students’
speaking skill which is used in speaking test pre-test and post-test. The oral English rating scale is proposed by Haris 1969, cited in Reni
Rhamdiani, 2008 as follow:
Table 3.3
Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The Oral English Rating Scale
SCORE CRITERIA
PR O
N O
U N
C IA
TION 5
Has few traces of foreign accent. 4
Always intelligible, though one is conscious of a definite accent.
3 Pronounciation problems necessitate concentrated listening
and occasionally lead to misunderstanding.
2 Very hard to understand because of pronounciation problems.
Must frequently be asked to repeat.
1 Pronounciation problems so severe as to make speech virtually
unintelligible.
G R
A MM
A R
5 Makes few if any noticeable errors of grammar of word
order.
4 Occasionally makes grammatical and or word-order errors
which do not, however, obscure meaning.
3 Makes frequent errors of grammar and word order which
occasionally obscure meaning.
2 Grammar and word order errors make comprehension difficult.
Must often rephrase sentences and or restrict himself to basic patterns.
1 Errors in grammar and word order so severe as to make speech
virtually unintelligible.
V O
C A
B U
LA R
Y 5
Use of vocabulary and idiom is virtually that of a native speaker.
4 Sometimes uses inappropriate terms and or must rephrase
ideas because of lexical inadequacies.
3 Frequently uses the wrong words, conversation somewhat
limited because of inadequate vocabulary.
2 Misuse of words and very limited vocabulary make
comprehension quite difficult. 1
Vocabulary limitations so extreme as to make conversation
Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu virtually imposible.
FL U
EN C
Y 5
Speech as fluent and effortless as that of a native speaker. 4
Speed of speech seems 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
limitations.
1 Speech is so halting and fragmentary as to make conversation
virtually imposible.
C O
MPR EH
EN SION
5 Appears to understand everything without difficulty.
4 Understans nearly everything at normal speed, although
occasional repetition may be necessary.
3 Understands most of what is said at slower-that-normal speed
with repetations.
2 Has great difficulty following what is said. Can comprehend
onnly “social conversation” spoken slowly and with frequent repetations.
1 Cannot be said to understand even simple conversational
English.
3.5. Data Analysis
