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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