HOW
DO DESIGN THE TEST OR INSTRUMENT RESEARCH
1. The goal of the research
Improving
student’s speaking skill through using English film
2. The variable of the research
Student’s
speaking skill
3. Theoretical framework
A.
SPEAKING
a.
Definition
of speaking
According
to Oxford dictionary, the definition of speaking is to make the use of language
in ordinary, not singing, voice, to state view, wishes, etc or act as a
spokesman for.
Theodore
Huebener stated that speech is the essence of the language and speech is
basically communicated by sound. That is why speaking in a second or foreign
language has often been viewed as the most demanding skill.
b.
The
types of speaking activity
There
are many ways to get the student’s practice the knowledge of language. They are:
1) Communication
games
Speaking
activities by using games is often useful way to encourage student’s practice
speaking because games are implying fun. Communication games activity can
involve practice of oral strategies such as describing, predicting, simplifying,
and asking for feedback.
2) Simulation/role-play
Role
play is an excellent way to stimulate students in the classroom. In role play,
students can have the opportunity to use their knowledge of vocabulary,
narration, speech acts, discourse fillers, and turn taking, pause and so forth.
Students also are usually given some information about a role so that the
students can prepare before the role play activity.
3) Discussion
Discussion
is maybe the most commonly used in oral skill activity. Typically, the students
are given a topic from reading or pictures and then the students are asked into
pairs or group to discuss a related a topic in order to find out the solution
and response. For example, describing pictures, determining picture
differences, and solving a problem.
4) Retelling
the story
Retelling
a story in foreign language is a very demanding task. The demands of retelling
story after listening and understanding should not be underestimated: language
needed a word, sentence and discourse levels must be found and produced,
5) Conversation
One
speaking ability which is particularly suited in order to become a competent
speaker in English is conversation. One way to approach this activity is to
assign students to find a native speaker or near native speaker. The role a
native speaker is asked all of the questions and the non-native speaker
(students) are merely respond the native speaker said.
c.
Elements
of speaking
There
are five components are generally recognized in analysis of speech progress:
a) Pronunciation
According
to Martin Hewings, “pronunciation is a feature in speech.” That includes many
components of speech which are combined together to form the pronunciation of
language such as sounds, syllables, words, and intonation.
b) Grammar
In
defining grammar, H. Douglas Brown states that, “grammar is a system of rules
governing the conventional arrangement and relationship of words in a
sentence.” In order to speak well, especially in formal situation, the learners
have to master grammar.
c) Vocabulary
Vocabulary
is defined as the “words” in foreign language. Words are perceived as the
building blocks upon which knowledge of a second language can be built.
However, a new item of vocabulary may be more than a single word.
d) Fluency
This
refers to the ability to talk with normal levels or continuity, rate and effort
and to link ideas and language together to form coherent, connected speech. The
key indicators of fluency are speech rate and speech continuity.
e) Comprehension
Comprehension
can make people get the information they want. It is defined as the ability to
understand something by a reasonable comprehension of the subject or as the
knowledge of what situation is really like.
B.
FILM
a.
Definition
of film
Lonergan
notes that film is photographic process, involving the effects of light and
chemical on sensitive paper.
Robert
Lado states that the video movie or the motion pictures is an theory at least
the most powerful of visual aids; it combines pictures with movement, color,
and sound.
b.
The
strengths and weaknesses of the film
1. The
strengths of the film
·
Films are the comfortable, familiar
medium to contemporary students that can keep their interest in the theories
and concepts under discussion.
·
Films are also an economical substitute
for field trips and other real world visits.
·
Students can hone their analytical
skills by analyzing film scenes using the theories and concepts they are
studying.
·
Films offer both cognitive and affective
experiences.
2. The
weaknesses of the film
·
The films sometimes can cause teacher
and students alike to lose sight of instructional objectives.
·
The subtitle of the film also may
distract learner’s attention.
·
Using film scenes in class takes time
away from other classroom activities.
c.
The
approaches of using films in teaching speaking
I.
Short sequence approach
Present
scene by scene or a single scene from different parts of film.
II.
Whole film approach
Present
all of the entire movie features and studied as a whole. Showing as a whole of
movie enhances student’s motivation.
d.
Integrative
activities
·
Pre-viewingè
to prepare learners and teacher introduces and discusses the glossary of key
words, difficult expression, etc.
·
Viewingè time to
watching film and discuss it
·
Post-viewingè
student’s activities after watching the film such as retelling the story,
findings, pools and interview, etc.
4. Kisi-Kisi instrument
|
Variable
|
Sub variable
|
Indicator
|
No. items
|
|
Student’s
speaking skill
|
Pronunciation
|
Having good
pronunciation
|
1
|
|
Grammar
|
Having good
grammar
|
2
|
|
|
Vocabulary
|
Having much
vocabulary
|
3
|
|
|
Fluency
|
Speaking
fluency
|
4
|
|
|
Comprehension
|
Having good
comprehension
|
5
|
5. Instrument items (speaking test)
PRONUNCIATION
|
Score
|
Note
|
|
5 (80-100)
|
Has few traces of foreign accent
|
|
4 (68-79)
|
Always intelligible, through one is conscious of a
definite accent
|
|
3 (56-67)
|
Pronunciation problems necessity concentrated
listening and occasionally leads to misunderstanding
|
|
2 (25-55)
|
Very hard to understand because of pronunciation
problem must frequently be asked to repeat
|
|
1 (below 25)
|
Pronunciation problems to severe as to make speech
virtually
|
GRAMMAR
|
Score
|
Note
|
|
5 (80-100)
|
Makes few (if any) noticeable errors of grammar or
word order
|
|
4 (68-79)
|
Occasionally makes grammatical or word order,
which do not; however, obscure meaning
|
|
3 (56-67)
|
Makes frequent errors of grammar and word order
which occasionally obscure meaning
|
|
2 (25-55)
|
Grammar and word orders make comprehension
difficult, most often word order as severe as to make speech virtually intelligible
|
|
1 (below 25)
|
Rephrase sentences and or restrict to basic
pattern errors in grammar
|
VOCABULARY
|
Score
|
Note
|
|
5 (80-100)
|
Use of vocabulary and idioms is virtually that of
native speaker
|
|
4 (68-79)
|
Sometimes uses inappropriate terms and or must rephrase
ideas because of lexical inadequacies
|
|
3 (56-67)
|
Frequently uses wrong words; conversation somewhat
limited because of inadequate vocabulary
|
|
2 (25-55)
|
Misuse of words and very limited vocabulary make
comprehension quite difficult
|
|
1 (below 25)
|
Vocabulary limitation so extra as to make
conversation virtually impossible
|
FLUENCY
|
Score
|
Note
|
|
5 (80-100)
|
Speech as fluent and effortless as that a native
speaker
|
|
4 (68-79)
|
Speed of speech seems to be slightly affected by
language limitation.
|
|
3 (56-67)
|
Speed and fluency are rather strongly affected by
language limitation
|
|
2 (25-55)
|
Usually hesitant; often forced into silence by
language limitation
|
|
1 (below 25)
|
Speech is so halting and fragmentary as to make
conversation virtually impossible
|
COMPREHENSION
|
Score
|
Note
|
|
5 (80-100)
|
Appears to understand everything in that
difficulty
|
|
4 (68-79)
|
Understand nearly everything at normal speed,
although occasional repetition may be necessary
|
|
3 (56-67)
|
Understand most of what is said at slower-than-normal
speed with repetition
|
|
2 (25-55)
|
Has great difficulty following what is said or
comprehend only “social comprehension” spoken slowly and with frequent
repetition
|
|
1 (below 25)
|
Can’t be said to understand even simple
conversational English
|
