CHAPTER I INTRODUCTION INTRODUCTION
B. Suggestion
Based on the result of the research, the researcher would like to gave some suggestions, as follows:
1. The students are expected to be more active in learning English therefore the students can understand and comprehend the material which teacher has given and increase their knowledge especially in speaking so that the students’ speaking performance and listening ability will increase.
2. It would be better for the English teacher to use small group work as a technique to train the students’ speaking performance and use to decrease the students’ anxiety before the students do speaking performance because the benefit of the small group work can increase the students’
speaking performance.
3. The Headmaster is suggested to support the English Learning process by preparing the facilitation and instrument completely.
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4. The English teacher is supposed to give more motivation to the students in order to the students can be more excite in English learning since many students regard that English is difficult subject to learn. Based on the observation of the class, the students will be more active after the teacher gave motivation and positive stimulus to the students that English is not difficult subject.
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BILIOGRAPHY
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David P.Haris.Testing English as a Second Language. New Delhi : India Offset Press1974.
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Mark Doel &Timothy B. Kelly, Groups & Group Work ,New York: Palgrave Macmillan,2014.
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INSTRUMENT PRE TEST OF SPEAKING PERFORMANCE
A. In the Pre Test, the researcher gives the topic of “Introducing Others” to perform.
DIRECTION:
Students are given the topic of “Introducing Others” by the teacher
The students ask to understand the topic.
The students ask to work together in the group.
Students are asked to perform about there a “Introducing Others” in front of class.
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SPEAKING PERFORMANCE OBSERVATION GUIDANCE
Aspect Category Indication
Fluency 4(exellent) Generally natural delivery, only occasional halting when searching for appropriate words/expressions.
3 (good) The student hesitates and repeats himself at times but can generally maintain a flow of speech
2(adequate) Speech is slow and hesitant. Maintain speech in passive manner and needs regular prompt.
1(bad) The students speak so little that no ‘fluent’
speech can be said to occur.
Pronunciation 4(exellent) Occasional errors of pronunciation in few inconsistencies of rhythm, intonation and pronunciation but comprehension are not impeded.
3(good) Rhythm intonation and pronounciation require more careful listening, some erros of pronounciation which may occasiaonally lead to incomprehension.
2(fair) Comprehension suffers due to frequent errors in rhythm, intonation and
pronunciation.
1(bad) Words are unintelligible.
Vocabulary 4(exellent) Effective use of vocabulary for the task with little inappropriacies.
3(good) For the most part, effective use of
vocabulary for the task of some examples o;f inappropriate.
2(fair) Limited use of vocabulary with frequent inappropriacies.
1(bad) Inappropriate and inadequate vocabulary.
Grammatical accuracy
4(exellent) Very few grammatical errors.
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3(good) Some errors in use of sentence structures and grammatical forms but these do not interfere with comprehension.
2(fair) Speech is broken and distorted by frequent errors.
1(bad) Unable to construct comprehensible sentences.
Interactional Strategies
4(exellent) Interacts effectively and readily participates and follows the discussion.
3(good) Use of interactive strategies is generally adequate but at times experience some difficulties in maintaining interaction consistently.
2(fair) Use of ineffective. Can seldom develop an interaction.
1 (bad) Unable to interact with another partner. 36
36 David P.Haris.Testing English as a Second Language. (New Delhi : India Offset Press1974), p.84
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