D. Population and Sample 1. Population of the Research
2. Sample of the Research
Sample is a part of population. In this research, the sample was obtained from population by using purposive sampling technique in one class. According to Sugiyono (2011) Purposive sampling is a data collection technique with certain considerations. Therefore, the researcher chose the science class because their interest in English lesson was higher than the social class (based on the interview with the teacher). The total of sample in this research consisted of 15 students from XI Science.
E. Technique of Collecting Data
In this research, the researcher used test to collect the data (pre-test and post-test). Brown (2003) mention that test means a method of measuring of a person’s
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ability, knowledge or performance in given domain. The type of the test is oral presentation test to measure students’ speaking skill. In this research, the researcher will use some technique in collecting the data as follows:
1. Test
In this research, the researcher used a test to measure the students’
speaking skill. The test divided into two tests, they are pre-test and post-test in order to get the data required in this research, the researcher used the procedures that can be seen in the following:
a. Pre-test
The pre-test is carried out in order to know the ability of the students before giving the treatment in which the students introduce themselves in front of the class. Then, the researcher asked the students to record themselves with the same material for assessment in the pre-test.
Creswell (2012) states that a pre-test provides a measure of some attributes or characteristics that you asses in an experiment before they receive the treatment.
b. Treatment
The treatment conducted after the pre-test. The researcher taught the students how to introduce themselves correctly by showing them Youtube videos, with an infocus in front of the class.
c. Post-test
A post-test is a measure on some attributes or characteristics that is assessed for participants in an experiment after a treatment (Creswell, 2012).
After showing them the Youtube videos, the researcher asked them again to record themselves for assessment in post-test. The researcher gave the recordings to two raters to assess students’ speaking skill. The researcher used several components based on the assessment system on the lesson plan (based on curriculum 13) carried out by the English teacher in assessing students' speaking skills at MA Yasmi Duri, they are: vocabulary, grammar, fluency, pronunciation, and comprehension. The researcher used this components in assessing the students’ speaking skill. They have typical scale where each component has a set of qualities (level) to be rated and a series of possible rating. It can be seen as follows :
Table III. 3
Components of Speaking Skill a. Fluency
Score Requirement
5 Has complete fluency in the language such that his speech is fully
accepted byeducated native speakers 4
Able to use the language fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the range of this experience with a high degree of fluency
3 Can discuss the particular interest of competence with reasonable
ease. Rarely has to grope for words 2
Can handle with confidence but not with facility most social situations, including introductions and casual conversations about current events, as well as work, family and autobiographical information
1 No specific fluency description refer to other four language areas
for an implied level of fluency)
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b. Vocabulary
Score Requirement
5
Speech on all levels is fully accepted by educated native speakers in all its features including breadth of vocabulary and idioms, colloquialisms, and pertinentcultural references
4
Can understand and participate in any conversation within the range of his experience with a high degree of precision of vocabulary
3
Able to speak the language with sufficient vocabulary to participate effectively in most formal and informal conversations on practical, social and professional topics. Vocabulary is broad enough that be rarely has to grope for a word
2 Has speaking vocabulary sufficient to express him simply with
some circumlocutions
1 Speaking vocabulary inadequate to express anything but the most
elementary needs c. Grammar
Score Requirement
5 Equivalent to that of an educated native speaker
4 Able to use the language accurately on all levels normally
pertinent to professional needs. Errors in grammar are quite rare 3
Control of grammar is good, able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical, social, and professional topics.
2 Can usually handle elementary constructions quite accurately but
does not have thorough or confident control of the grammar 1
Errors in grammar are frequent, but the speaker can be understood by a native speaker used to dealing with foreigners attempting to speak his language
d. Comprehension
Score Requirement
5 Appears to understand everything without difficulty
4 Understand nearly everything at normal speed although
occasionally repetition may be necessary
3 Understand most of what is said at slower than normal speed
without repetition.
2 Has great difficulty following what is said. Can comprehend only
“social conversation” spoken slowly and with frequent repetitions 1
Within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase.
e. Pronunciation
Score Requirement
5 Equivalent to and fully accepted by educated native speakers
4 Errors in pronunciation are quite rare
3 Errors never interfere with understanding and rarely disturb the native speaker. An accent may be obviously foreign..
2 An accent is intelligible though often quite faulty
1
Errors in pronunciation are frequent but can be understood by a native speaker used to dealing with foreigners attempting to speak his language
The speaking result evaluated by concerning five components and each component have score and level. Each component have 20 for the highest score, so each component will be multiplied by 4 and total of all components is 100. The components and specification of the test is as follows:
Table III. 4
The Specification of the Test
No Speaking Skill Highest Score
1 Fluency 20
2 Pronunciation 20
3 Grammar 20
4 Vocabulary 20
5 Comprehension 20
Total 100
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2. Validity
In this research, the oral test gave to the students in order to find out their speaking ability. Content validity used in constructing the instrument of the test. According to Cohen et.al (2008) To demonstrate this form of validity the instrument must show that it fairly and comprehensively covers the domain or items that it purports to cover. The purpose of conducting the test is to find out students’ speaking skill, thus the students have to speak English within 1-2 minutes based on the topic to be discussed. The lesson plan and the syllabus of the school is the guidance in assessing the score of the pre-test and post-test, and also the treatment held for 2 meetings.
3. Reliability
According to Brown (2003), reliability is has be done with accuracy measurement. The supporting idea above, Cohen et al. (2008) state that Reliability is essentially a synonym for consistency and replicability over time, over instruments and over groups of respondents. It is concerned with precision and accuracy. In this research, the researcher used inter-rater reliability to find out reliability of the test. In this research, there were two raters who take the score of students’ speaking ability. The inter-rater reliability is a measure of reliability used to assess the degree to which different judges or raters agree in their assessment decision.