B. Eliciting grammar
3.5. The Validity and Reliability of The Test
In conducting the research, collecting the data is very important. The accuracy of the result of research mostly depends on how accurate the uses instrument is. Before research is carried out the instrument for the data collection should be prepared well. The writer would use an oral test (speaking) as an instrument. On the test, the students will test by asking them to make and retelling the short story based on the topic given in group by using their own words in front of the class.
There are two important characteristics that every measuring instrument should process.
They are validity and reliability. Validity and reliability are qualities that are essential to the effectiveness of any data gathering procedure.
3.5.1. The Validity of The Test
According to Arikunto (2013) states that validity is a degree that display the degree of validity of an instrument and instrument may be stated valid if it can degree what is preferred.
There are some types of validity namely, content, criterion and, construct validity. This research will be applied construct validity which is concerned with the extent to which a test measured specific trait or construct. The term construct will be used to refer to something that is not itself directly measurable but which is explained observable effects.
3.5.2. The Reliability of the Test Formula would be applied:
Reliability is something that may be quite reliable if the instrument may be used as a tool to measured and accumulate data at exceptional locations and instances and nonetheless display similar or not a lot specific effects. In additional, according to (Arikunto, 2013)
If you give the equal test to the same student or match students on two different situation, the test should have similar results. It is one of out that will be given before doing the research. To get the reliability of the test, the Pearson Product Moment.
= N (∑ ) − (∑ ) (∑ )
( ∑ 2 − (∑ )2 ( ∑ 2 − (∑ )2)
Notes:
r = The coefficient of reliability N = Number of students
∑x = The total of the score I
∑y = The total of the score Il
The value of coefficient correlation is categorized in the following Criteria:
0.00-0.20 = the reliability is negligible 0.21 -0.40 = the reliability is low
0.41-0.60 = the reliability is moderate 0.61 -0.80 = the reliability is substantial 0.81- shove = the reliability is very high
0.82 = the reliability is substantial the reliability is very high 3.5. Scoring of The Test
To know the score of the test from the experimental and control group, the researcher uses the criteria. The early history of testing speaking focused almost exclusively on the development of rating scales, or rubrics, for the test (Fulcher, 2014). Therefore the proficiency description of FSI is used to score the test.
Table 3.5 FSI (Foreign Service Institute) Weighting Table
Profiency Description
1 2 3 4 5 6
Accent 0 1 2 2 3 4
Grammar 6 12 18 24 20 36
Vocabulary 2 8 12 16 20 24
Fluency 2 4 6 8 10 12
Comprehension 4 8 12 15 19 23
Total
a. accent
1. pronunciation frequently unintelligible. (0)
2. frequent gross errors and a very heavy accent make understanding difficult, requires frequent repetition. (1)
3. foreign accent requires concentrated listening and mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary (2)
4. marked foreign accent’ and occasional mispronunciations with do not interface with understanding. (2)
5. no conspicuous mispronunciations, but would not be taken for a native speaker (3) 6. native pronunciations, with no trace of foreign accent. (4)
b. grammar
1. grammar almost entirely inaccurate except in stock phrases. (6)
2. constant errors showing control of very view in major patterns and frequently preventing communication. (12)
3 Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. (18)
4. occasional errors showing imperfect of some patterns but no weakness than causes misunderstanding. (24)
5. Few errors, with no patterns of failure. (30) 6. No more than two errors during the interview. (36) c. Vocabulary
1. Vocabulary inadequate for even the simplest conversation. (2)
2. vocabulary limited to basic personal and survival areas (time, food. transportation, family, etc.). (8)
3. Choices of words sometimes inaccurate, limitation of vocabulary, prevent discussion of some common professional and social topics. (12)
4. Professional vocabulary adequate to discuss special interest, general vocabulary permits discussion of any non-technical subject with some circumlocutions. (16) 5. Vocabulary apparently as accurate and extensive as that of an educated 3 native speaker. (24)
d. Fluency
1. speech is so halting and fragmentary that conversation is virtually impossible. (2) 2. speech is very low and uneven expect for short or routine sentences. (4)
3. speech is frequently hesitant and jerky, sentences may be left uncompleted. (16)
4. speech is occasionally hesitant with some unevenness caused by rephrasing and grouping for word. (8)
5. speech is effortless and smooth, but perceptibly non-native in speed and evenness. (10)
6. speech on all professional and general topics is an effortless and as smooth as a native speaker’s. (12)
e. comprehension
1. understands too little for the simplest type of conversation. (4)
2. understand and only slow very simple speech on common social and touristic topics: requires constant repetition and rephrasing. (8)
3. understands careful, somewhat simplified speech directed to him, with considerable repetition and rephrasing. (12)
4. understand quite well normal educated speech directed to him, but requires occasional repetition and rephrasing. (15)
5. understands everything in normal educated conversation expect for very colloquial for low frequency items, or exceptionally rapid or slurred speech. (19)
6. understands everything in both formal and colloquial speech to be expected of and educated native speaker. (23)