research. They are as follows: diaries, profiles, document analysis, tape or video recording and transcription, use an outside observer, interviewing, running
commentary, shadow study, questionnaire, inventories, triangulation, and analytic memos.”
In this research, the writer gathered the data by using several instruments; they were tests, questionnaires, observation checklist and a recorder.
3.3.1 Tests
In order to know the effectiveness of teaching speaking conventionally, the writer gave a pre-test at the prior of teaching learning process before using paper folding
activity. Therefore, in order to evaluate the effectiveness of using paper folding activity, the writer gave a test namely the achievement test. The achievement test
is to determine whether course objectives have been met with an appropriate knowledge and skills acquired by the end of a period of instruction. This test was
given at the end of the teaching learning process after using paper folding activity, as a post-test. The test was done twice at the end of cycle 1 and cycle 2.
3.3.2 Scoring Technique
In this study, the writer used the direct test that measured five elements of speaking; they were pronunciation, grammar, vocabulary, fluency and
comprehension. In assessing the students‟ speaking ability, the writer referred to the rating scale modeled by curriculum 2004 which adopted by Testing English as
a Second Language, Harris D. P. as cited in Afiati 2008: 38. She used this criterion of assessment because it is easy and simple to use.
Table 3.1 Criterion of the Assessment
Comprehension 5
4
3
2
1 Appear to understand everything without
difficulty. Understand nearly everything at normal
speed, although occasional repetition may be necessary.
Understand most of what is said at slower than normal speed with repetition.
Has great difficulty following what is said can comprehend only social spoken slowly
and with frequent repetition. Can not be said to understand even simple
conversation in English. Fluency
5 4
3
2
1 Speech is fluent and effortless.
Speed of speech seems slightly affected by language problems.
Speed and fluency seem strongly affected by language problems.
Usually hesitant, often force into silence by language problems.
Speech is so halting and fragmentary as to make the conversation impossible.
Pronunciation 5
Has few of foreign accent.
4
3
2
1 Always intelligible, though one is conscious
of a definite accent. Pronunciation
problems necessitate
concentrated listening and occasionally lead to misunderstanding.
Very hard to understand because of pronunciation problems, must frequently be
asked to be repeated. Pronunciation problems are severe.
3.3.3 Questionnaire
