JOURNAL ANALYSIS
Paraphrase I
Thalayak Orade (2012) did her research at a secondary school in Udon Thani,
Thailand. He conducted the research entitled: “Developing Speaking
Skills Using Three Communicative Activities (Discussion, Problem-Solving, and
Role-Playing).” The purpose of Thalayak’s research were to learn and contrast
speaking skills of students, and to learn students’ attitude towards in
teaching of English speaking. To find out both of objectives of study the
researcher used three communicative activities (discussion, problem-solving,
and role-playing).
This research used the sample and population consisted of 49 students at a secondary school in Udon Thani,
Thailand, classified by high, medium, and low according to their abilities of
English speaking proficiency level. In the introduction of study
researcher said that “English teaching and learning have the goal of focusing
students so that they are able to use English for communication and as a tool
for furthering their studies. In the
process of teaching and learning, the four language skills (listening,
speaking, reading, and writing) are simultaneously performed.” This means,
learners execute that skills to increase their knowledge ability, like speaking
performance that cannot be apart in daily communication. She is a Vietnamese,
and he assumed that, in process teaching and learning of foreign language speak
is the most necessary lesson skill for basic of students as the English students,
certaintly speaking very hard to learn. “Normally, learners in an EFL context
do not use the language in authentic situations. They possess inability in
communicating appropriately and correctly.”
Researcher used both of qualitative and quantitative
method in gathering the data. Data collecting through lesson plans, a test of
English speaking ability was used as pretest and post-test, an attitude
questionnaire, students’ Learning Log, a semi-structured interview, and teacher journal. The data was gathered, the
study done in the authentic classroom. Pretest used as a test of English
speaking skill of students.three communicative activities used in speaking
class with 49 students. And then, the researcher asked the students’ perception
about the using of three communicative activies that did in speaking class. And
many others the way to collect the data by researcher. Because the researcher
used both of methods, he used differents way to explain his data in analized
the data. The questionnaire analized by SPSS and the others data was drawn from
result of the research. From finding of the research, using of three
communicative approach (discussion, problem-solving, and role-playing), the
students more able in speaking skills. This was showed in pre-test students get
the score 60.80 and post-test 85.63.
In brief, the approach that researcher used can
apply in teaching and learning process to help students increase their speaking
proficiency. Some recomendations for the teachers Thalayak presented “Teacher
should construct a variation of English speaking activities which motivate the
students to learn. Communicative activities such as discussion, problem solving,
and role-playing can be effected used in the language classroom in Thai context.”
Paraphrase II
Ni Putu Dwi Verayanti Utami is an Indonesian
researcher, she did her research entitled: “Speaking Performance of The Students in SMPN I Kuta Utara.” Some keywords
tha she used rubric, speaking, testing. The keywords use are to easy the researcher in the study. In the
introduction of the study, there are many opinion of expert about rubric. For
example, “As a tool in testing students’ performance, rubrics can teach
as well as evaluate. In student-centered approach to assessment, rubrics have
potential to help students develop a ‘vision of success’ as well as ‘make
dependable judgment about the quality of their own work’. That is what Stiggins
(2001) states. Stiggins also adds that using rubrics in testing students’
performance is able to clarify the standards of quality performance and to
guide ongoing feedback about progress towards those standards. That is
supported by Black and William (1998), Shepard (2000), Brookhart (2003), and
Wiggins (1998).”
She expressed that,
rubrics are the one way to convey the expectations for an assessment, and
providing the focused of feedback during teaching process. In this study,
researcher explain rubrics as a tool to grade in speaking
test including what type of rubrics that is the most appropriate, and what
criteria of language features in speaking that should be scored deeply.
Researcher decided that, the aim of her study were to investigate the using of
rubrics in assessing speaking and the reason of teacher used rubrics in scoring
of speaking competence. The research was conducted in 2nd grade SMPN 1 Kuta
Utara.
This research involves five students of 2nd grade as
samples of the research. As technique of collecting data, the researcher use
observation. She observed students of Literacy class, they told about their
experiences to develope vocabulary lesson and acquisition. Some participants of
the research state that, they can concentrate on speaking as they wishes.
Althouhg, the teachers have their own standard and criteria in scoring the
students. The data was collected from the observation and scoring of students.
The researcher used mix methods, and she analyzed the data by using score and
combination with description of descriptive paragraph. Because the title of the
research was Speaking Performance of
The Students in SMPN I Kuta Utara, the term explained only about speaking
skill, defenition of rubrics, components of rubrics, and types of rubrics.
The reseacher providing
some result and suggestion for the eaducators. Such as, for the using of
rubrics in speaking scoring the guiders should evaluate the tasking learning
first. This is aim for exploring or knowing the students ability to get the
best achievment. As the conclusion, rubrics become one way to avoid difficulties
in testing speaking skill of students. Because there many types of rubrics, the
teachers can apply all the types but the analytic rubrics decided as the best
one. Analityc rubrics existed with detail information all criteria in speaking
that includes vocabulary, grammar, semantics, and phonology.
Paraphrase III
This
research was conducted entitle “Teaching and Assessing Speaking Performance
through Analytic Scoring Approach” by
Luu Trong Tuan (2012) a student at University for Natural Resources and
Environment, Ho Chi Minh City, Vietnam. His
research focuses on investigating psycological factors to find out the
solutions to overcome speaking problem. Some keywords that resercher used were
speaking, analytic scoring approach,
holistic scoring approach, EFL. The
aim of the study “was to examine if the analytic scoring approach in
teaching and assessment would be more effective for improving students’
speaking performance. The research also explored the students’ attitude towards
the implementation of analytic scoring approach in speaking teaching and
assessment.” There are some
source that researcher used to support his explanation, it showed in background
of study and literature review.
He used quantitative method, pre-test, post-test, and
questionnaire method to collect the data. Researcher took two groups of students
for the subject of speaking course in their previous semester. In his treatment, he was inviting a female
educator to teach students in two groups to avoid the bias of researcher, that
she was 6 years in experiencing in teaching and learning. Questionnaire used
for exploring students attitude about using analytic scoring method in process
of learning. He find that, students
in the analytic group enchanced their speaking performance better than students
in the holistic group during the process of analytic teaching and assessment,
it showed in summaries of research. As his conclusion, holistic scoring
approach in teaching and assessing speaking skill not only have some benefit
for the students speaking performance but also the weakness for the students’ process
in learning styles.
Source:
Dradee, T. (2012). Developing Speaking Skills Using Three Communicative Activities
(discussion, problem solving, and role playing) International Journal of
Social Science and Humanity, 533-535
Luu Trong Tuan. (2012). Teaching and Assessing Speaking Performance
through Analytic Scoring Approach.
Theory and Practice in
Language Studies, Vol. 2, No. 4, pp. 673-679,
Ni Putu Dwi Verayanti Utami. Speaking
Performance of The Students in Smpn i Kuta
Utara
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