CHAPTER III RESEARCH METHOD
C. Technique and Instrument of Data Collection
Group Pre-test Treatment Post-test
Experimental class O1 X O2
Control class O3 - O4
O1 & O3 = Two groups which are observed by pre-test to know their English speaking skill at the beginning.
O2 = Students’ English speaking skill after following the lesson through time token arends method.
O4 = Students’ English speaking skill of control group which is not given the lesson through time token arends method.
X = Treatment. The first group as an experimental group is given treatment, namely learning through time token arends method. The second group is control group, a learning that doesn’t use time token arends method. The influence
teaching and learning by time token arends method is O2 – O4.
In testing oral ability, the researcher used scoring rubric of Arthur Hughes.
It was done to measure and evaluate the speaking skill of students. In this scoring rubric, there are five language proficiencies which are evaluated. They are accent, grammar, vocabulary, fluency, and comprehension. Each language proficiency has six-point scale. Each scale has the description and score which represents students’ speaking skill. To make clear, the researcher put the description of the six-point scale below:
a. Accent
(1) Pronunciation frequently unintelligible
(2) Frequent gross errors and a very heavy accent make understanding difficult, require frequent repletion.
(3) “foreign accent” requires concentrated listening and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary.
(4) Marked “foreign accent” and occasional mispronunciation that to do not interfere with misunderstanding.
(5) No conspicuous mispronunciations, but would not be taken for a native speaker.
(6) Native pronunciation, with no trace of “foreign accent”.
b. Grammar
(1) Grammar almost entirely inaccurate except in stock phrases.
(2) Constant errors showing control of very few major patterns and frequently preventing communication
(3) Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.
(4) Occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding.
(5) Few errors, with no patterns of failure.
(6) No more than two errors during the interview.
c. Vocabulary
(1) Vocabulary inadequate for even the simplest conversation.
(2) Vocabulary limited to basic personal and survival areas (time, food,
transportation, family, etc).
(3) Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common profesional and social topics.
(4) Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non-technical subject with some circumlocutions.
(5) Professional vocabulary broad and precise; general vocabulary adaquate to cope with complex practical problems and varied social situations.
(6) Vocabulary apparently as accurate and extensive as that of an educated native speaker.
d. Fluency
(1) Speech is so halting and fragmentary that conversation is virtually impossible.
(2) Speech is very slow and uneven except for short or routine sentences.
(3) Speech is frequently hesitant and jerky; sentences may be felt uncompleted.
(4) Speech is occasionaly hesitant, with some unevennes caused by rephrasing and groping for words.
(5) Speech is effortless and smooth, but perceptively non-native in speed and evennes.
(6) Speech on all professional and general topics as effortless and smooth as a native speaker’s.
e. Comprehension
(1) Understands too little for the simplest type of conversation.
(2) Understands only slow, very simple speech on common social and touristic topics; requires constant repetition and rephrasing.
(3) Understands careful, somewhat simplified speech when engaged in a dialogue, but may require considerable repetition and rephrasing.
(4) Understands quite well normal educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing.
(5) Understands everything in normal educated conversation except for very colloquial or low-frequency items, or exceptionally rapid or slurred speech.
(6) Understands everything in both formal and colloquial speech to be expected of an educated native speaker.
When time token arends method was implemented in the class, the students came forward to describe a word inside the coupon orally. Then, the researcher matching or comparing between the students’ speaking skill in the class and the description of each six-point scale have mentioned. Afterward, from the first to the sixth scales, the researcher just filled one scale in each language proficiency.
For instance, the scale of student’s accent is one, the scale of student’s grammar is four, and so on. After filling the scales in evaluation sheet, the researcher changed those scales into a score based on the weighting table. The weighting table as follow:
Table 3.1 Weighting Table
Language Proficiency
1 2 3 4 5 6 (A)
Accent 0 1 2 2 3 4
Grammar 6 12 18 24 30 36
Vocabulary 4 8 12 16 20 24
Fluency 2 4 6 8 10 12
Comprehension 4 8 12 15 19 23
Total
The researcher changed the scales of each language proficiency which had been filled in evaluation sheet into a score based on the weighting table above.
Here, the researcher got five scores which represented the language proficiency of the students. Afterward, the researcher totaled those five scores to get actual score.
Then, the researcher determined the actual score of the students into rating on a scale 0 – 4+. The researcher determined the actual score of the students based on the conversion table. The conversion table is as follow:
Table 3. 2 Conversion Table
Score Rating Score Rating Score Rating
16-25 0+ 43-52 2 73-82 3+
26-32 1 53-62 2+ 83-92 4
33-42 1+ 63-72 3 93-99 4+
The ratings in the conversion table have function to represent the students’
score. The purpose is to classify the students’ English speaking skill based on their score. Thus, the researcher easily know the students’ English speaking skill by looking at the conversion table.