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The assessment of speaking ability was based on the
Hughes speech test rubric (Hughes, 1983). Five rubric
components were evaluated in the assessment: 1)
grammar, 2) vocabulary, 3) fluency, 4)
understanding, and 5) pronunciation. Each indicator
has 6 levels of proficiency. The final student
assessment grade included soft skills, hard skills and
processes.
Table 1. Assessment
Assessment of soft skills
Assessment of hard skills
The listening ability
reflected from the ability
to speak
3 RESULTS AND DISCUSSION
From the results of the analysis of the implementation
of the ordinary method in the first cycle through
presentation and discussion of topics in the first
meeting until before the midterm examination, it
appears that in the presentation students generally use
existing text/information without using citations,
paraphrasing or summarizing. This means students
rely on plagiarism for their presentations.
Here's one student's powerpoint example of this:
Slide 1: Hamka's Dedication
After that, he was appointed Rector of the Islamic
University, Jakarta and Professor Mustopo
University, Jakarta. From 1951 to 1960, he served
as High Civil Religion by the Minister of Religious
Affairs of Indonesia but resigned when Sukarno
told him to choose between being public servants
or the political spite of the Indonesian Muslim
Shura Council (Masyumi). Buya Hamka is a
figure of self-taught in many areas of science such
as philosophy, literature, history, sociology and
politics, both Islam and the West. With Arabic
language proficiency is high, he can study the
scholars and the Middle East such as Zaki
Mubarak, Jurji Zaidan, Abbas al-Aqqad, Mustafa
al-Manfaluti, and Hussain Haikal. Through the
Arabic language as well, he examines the work of
French scholar, English and German, he is also
familiar with famous figures such as HOS
Tjokroaminoto Jakarta, Raden Mas
Soerjopranoto, Haji Fachrudin, AR Sutan
Mansur, and Ki Bagus Hadikusumo while honed
his talent to become an expert speech reliably.
The results of this method was that students were not
thinking about, formulating, re-reading, concluding,
learning the meaning of difficult words or
summarizing, and this affected the power point
display, understanding, vocabulary mastery,
pronunciation, presentation method, and activity. The
student's powerpoint contained long paragraphs
rather than main points to be discussed, like the
example of the slide given above.
This affected the understanding of students who
did presentations. Because everything was copied, the
students did not read carefully, which meant they did
not to have a frame or organize the ideas to be
conveyed. Because students' lacked understanding
and organization, and had a slideshow with long
paragraphs, then students chose to avoid risk while
presenting by simply reading out the words on the
slides. The student did not face the participants during
the presentation but the slides and had their back to
the participants.
Students also used a limited vocabulary because
they did not try to find out what the new words meant.
Many of the new words readout were mispronounced
because they had not been learned even though
almost all students have a smartphone that has a
dictionary that provides pronunciation. Because of
the limitations of the students' understanding, lack of
vocabulary, and lack of reading, they were less active
in asking questions, giving answers, and
commenting. The results of the student exam are also
less satisfactory than desired with most scoring a B-.
The findings obtained from research from the
second cycle after the first cycle evaluation process in
the second half of the semester were that using
National Geographic Youtube, screen shoot pictures,
and information gap, most students understood more
about the historical events discussed during that time.
They could watch and hear YouTube with visuals or
images and this helped them understand the meaning
of the material.
Pronunciation of new vocabulary used by students
was more accurate because before the presentation
students must watch and listen to the video
repeatedly. They needed to have observed the
pronunciation of the vocabulary they heard and could
watch how often they liked.
ICED-QA 2018 - International Conference On Education Development And Quality Assurance
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