Learning Method CONCLUSIONS AND RECOMMENDATIONS
136
No Aspect
Score Note
3 Grammar
1 Frequent inadequate andor inaccurate use of basic language
structure. 2
Producing constant errors frequently that 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.
3 Speech is frequently hesitant; can manage to continue and
complete the idea. 4
Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words.
5 Speech is almost fluent, effortless and smooth, but perceptibly
non-native in speech and evenness.
5. Polite-
ness 1
Showing uncooperative and irresponsible attitude, less interaction and respect for others, not giving any respond.
2 Occasionally showing cooperation and respect for others,
sometimes giving the respond. 3
Showing cooperation and respect for others, always giving the respond, but it requires motivation from the teacher.
4 Demonstrating respect most of the time, having good
interaction with the other students. 5
Always showing respect for others both to the teacher and classmates and responsibility; can work well with everyone.
6 Enthu-
siasm 1
Consistently showing little or no effort; passive all the time. 2
Not putting forth an effort to be able to speak well; passive most of the time.
3 Occasionally showing the effort to be able to speak well and
having acceptable demonstration of willingness to perform to the best of hisher ability.
4 Having good demonstration of willingness to perform to the
best of hisher ability; occasionally working at a challenging level.
5 Having excellent demonstration of willingness to perform to
the best of hisher ability; almost working at a challenging level.
Taken from: Sample Assessment Tools, page 4 and 30; A Collection of Performance Task and Rubrics: Foreign Languages, page 39; Brown 2004, pp.
172-173; Hughes 1989, pp. 111-112 , elaborated by the researcher