REVIEW OF RELATED LITERATURE
3.7 Technique of Data Analysis
After the reseracher collecting the data, then the data was analysed by qualitative analysis. This qualitative analysis was analysed by interpretation first to find the result of the students‟ speaking ability. After analysing the students‟
speaking test, eventually the researcher displayed the diffrent between the students in dormitory and the members of LIBAM in speaking ability with counting how many students have the good and low ability in speaking by looking the criteria of speaking test. Those criterias were accuracy, fluency, comprehensibility.
3.7.1 Data Reduction
The data obtained from the field is quite a lot, it is necessary to note carefully and in detail. For that we need to make data analysis through data reduction.
reducing the data can be interpreted as the process of selection, simplification, and the transformation of the data to the field. This activity involves synthesizing the information Obtained from the source of the data into a coherent description. The researcher chooses, eliminates, and summarizes the data. Thus the reduced data will provide a clearer picture, and facilitate researchers to conduct further data collection.
3.7.2 Data Display
The researcher needs to display the data in order to give description about the result of the research. The display, as stated by Huberman and Miles, helps the writer to see the patterns; as first text makes sense of the display and suggests new analytic moves in the displayed data; a revised or extended display points to new relationships and explanations, leading to more differentiated and integrated text, and so on‟. The researcher describes all the data obtained from observation, and documentation. It is the way how to collect the research data and it helps the researcher to do the research.
3.7.3 Conclusion Verification
The last step, the researcher is drawing conclusion and verifying about the research based on observation and interpretation. Preliminary conclusion expressed still provisional, and will change if no strong evidence supporting the next phase of data collection. But if the conclusions put forward in the early stages, supported by evidence of valid and consistent when researchers returned to the field to collect data, the conclusions put forward a credible conclusion.
27
3.7.4 The Criteria of Speaking Scores
After all of the data collected, the next step was the presentation of data based on the result obtained from test result related to the title. In anlyzing the students‟
speaking ability, the researcher used the standard of speaking score criteria which proposed by Heaton.29
3.2 Scoring of the students‟ answer to give a score on speaking, the researcher used the following table.
Score Accuracy Fluency comprehensibility
6.
Prononciation is only very; slightly influenced by the mother tongue two or three meenor grammatical and lexical errors.
Speak without too great an effort with a fairly wide range of
expression . searches for words occasionally but only one or two unnatural pouses.
Easy for the listener to understand the speaker‟s intention and general
meaning. Very few interruptions or clarification required.
5
Pronunciation is slightly influenced by the mother tongue. A few minor grammatical and lexical errors but most
utterances are correct.
Has to make an effort at times to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses.
The speaker‟s intention and general meaning are fairly clear. A few interruptions by the sake of clarification are necessary.
4
Pronunciation is still moderately influenced by the mother tongue but no serious phonological errors. A few
grammatical and lexical errors but only one or two major errors causing confusion.
Although he has to make an effort and search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly.
Occasionally fragmentary but succeds in conveying the general meaning.
Fair range of expression.
Most of what the speaker‟s says is easy to follow. His attention is always clear but several interruption are neseccary to help him to convey the message or to seek clarification.
3
Pronciation is influenced by the mother tongue but only a few serious
Has to make an effort for much of the time.
Often has to search
The listener can understand a lot of what is said, but
29J.B Heaton, Writng English Language Test (New York, United States of America:
Longman inc, 2001), p. 100.
phonological errors.
Several grammatical and lexical errors, some of which cause confusion.
desired menaing.
Rather halting delivery and fragmentary, range of expression often limited.
the must
constantly seek clarification. Can not understand many of the speaker‟s more complex and longer sentences
2
Pronuciation seriously influenced by the mother tongue with errors causing breakdown in communication. Many basic grammatical and lexical errors.
Long pauses while he searches for the desired meaning frequently fragmentary and halting delivery. Almost gives up making the effort at times. Limited range of expression.
Only small bits (usually short sentences and phrases) can be understood-and then with
considerable effort by someone who is used to listening to the speaker.
1
Serious pronunciation errors as well as many basic grammatical and lexical errors. No evidence of having mastered any of the language skills and areas practiced in the course.
Full of long and unnatural pauses. Very halting and fragmentary delivery. At times gives up making the effort.
Very limited range of expression.
Hardly anything of what is said can be understood. Even when the listener makes freat effort or interrupts, the speaker is unable to clarify anything the seems to have said.
29
3.7.5 Classifying the students score into five classification as follow30: Table 3.3 classification of the students‟ scores
No Scale Classification
1 80-100 Very good
2 66-79 Good
3 56-65 Enough
4 40-55 Poor
5 30-39 Very poor
Based on calculating analysis above, the way of researcher how to analize the speaking ability between students of dormitory and the members of LIBAM IAIN Parepare how far the ability of them. After that the researcher has classify of the classification such as high, moderate and low level of speaking ability.
30SuharsimiArikunto, Dasar Dasar Evaluasi Pendidikan (Jakarta, Bumiaksara, 2005), p. 245.