Reseach Title: IMPROVING STUDENTS IMMITATIVE SPEAKING SKILLS THROUGH

DICTOCOMP TECHNIQUE IN ELEMENTARY SCHOOL

BLUE PRINT
Blueprint of Interview Guide about Problems Encountered by Students

Aspect Indicator Code

Interactions Provides feedback on speaking
skills.
Ability the students’ Able to provide accurate response
and solution in the context
imitation speaking.
Students’ problems They often lack focus in following
learning in class
Profiency the students Can to communicate well with
friends or teacher using formal and
polite language in clasroom or
outside class situastion.

INTERVIEW QUESTION:
1. How do students overcome problems in imitating teacher speech which may confuse
them?

2. What are the specific difficulties for students in facing the challenges of effective
imitation language?

3. How do students evaluate sentences written in notes whether they are in accordance with
what the teacher said or not?

4. What are the benefits for students in learning imitation language in elementary school to
develop their grammar and vocabulary?

5. How is the connectivity of imitation language for students in elementary school?

6. What is the purpose of imitation language for elementary school children?

7. What is the role of students in participating in imitation language learning in class, do

they feel confused?
8. What are the obstacles for students in speaking English in following lessons in class?

9. What do you think about the pronunciation of words in speaking English by students in
class, are there still mistakes?

10. What should you do when you see that the child's speaking procedure is still irregular?

11. What solutions do you provide to students so that they are fluent in speaking English?

12. Do children feel very uncomfortable when asked to express something in English?

Blue Print
Blue Print Observations
Ordinal scale
Aspect Indicator Description (Excellent,
Verry Good,
Good, Pretty
Good).
Students’ Students’ ability to Their ability to improve
Understanding understand the give and express a paragraph or
instruction. sentences in a story in their
own words.
Students’ Activity Students’ can show The ability to show
progress in speaking students’ speaking practice
towards connectivity to the teacher to be
in class. corrected for language
suitability.
Pronounciation and Students’ problem in The ability to solve
Accuraccy conveying problem in detail with
pronounciation and various difficulties in
accuracy maximized pronouncation and
in terms of language accuracy so as to provide
and sentences. the right delivery to the
writer.
Speaking Fluency Students’ engage in Students ability to find
 speaking skills in difficulties in honing
class to hone their speaking skills and
fluency. students can posisitions
themselves as a speakers’

OBSERVATION:
Objectives Observations
The purpose of observation is to see students' understanding in arranging words into original
sentences into a story for elementary school children.
Subject Observation
Student an elementary school are able to minimize or find the right vocabulary and grammar
in the story being read and can repeat it themselves when speak in front the class.
Indicator Observation
These indicators will be used to assess students' pronunciation in speaking or telling stories.
Student Evaluation and Understanding:
1. Students' ability to use good and correct grammar when speaking.
2. Students' ability to apply or use language and be able to give meaning to the vocabulary
arranged in the story.
3. The ability to remember and convey grammar in the context of the story when asked to
rewrite.
Application of vocabulary and grammar in rewriting a story with your own words.
4. Implementation in arranging a word or sentence in a story using your own language.
5. The use of the right simple present in arranging a story that has been read by the teacher
and students can write down important points.
6. Students' ability to neutralize errors in the use of grammar.
Student involvement and activeness in speaking activities in class.
7. Actively involved in providing responses on how to speak well.
8. Student activeness in asking for the right steps to speak and not offending others.
Ordinal Scale
 Excelent
 Verry Good
 Good
 Pretty Good
Observatios Questions:
Read the statement carefully. If you agree the statementvput a checkmark ( ) and If you
disagree the statement put a checkmark (X) in the four column, include (verry good,
excellent, good, and pretty good).
N Question Verry Excellent Good Pretty
o Good Good
1. How enthusiastic are students in
learning imitation language

2. How motivated are students in

learning imitation language in
speaking.
3. Do students always follow the
learning well in class.
4. Do students find it difficult to
express their opinions in
English.
5. How students in giving
responses to peers in speaking.
6. How has the development of
children's speaking practice
been, has there been any
progress.
7. How do students produce new
words or sentences in English
when speaking.
8. Do students feel tired when
learning English in elementary
education.
 Blue Print
Blue Print Pre-Test
No Aspek that Basic competencies Indikator Cognitive Question Number
are Levels form the
measured question
1. Vocabullary Able to identify the use Students’ can clarify C1 Multiphle 1
of incomplate difficult and irreguler choiche
vocabullary in speaking sentences in speaking so
so that they can later they know their mistakes.
persuade the writer.
2. Grammar Able to identify Student can overcome C2 Multiphle 2 and 4
grammar accuratly in difficult in a proper and choiche
original sentences. competent way of
speaking.
3. Pronounciat Able to collaborate Students’ are able to C2 Multiple 3
ion pronounciation with describe pronounciation choiche
sentences in grammar consistently in speaking
and active vocabullary so that they can convey an
the provisions in impression to the write.
speaking.
4. Speaking Their ability to develop They may encounter C3 Multiple 5 and 6
Skills passive voice in difficult vocabullary and choiche
sentences into a grammar that makes them
paragraph so that when feel confused.
they speak their sound is
really good.
5. Imitation Students’ succes in Students’ can provide a C3 Multiple 7
Vocabullary correcting vocabullary logical review of choiche
usage and learning more imitating vocabullary in
about sentences or arranging words into
imitation language. sentences when spoken.
6. Talk abaout Able to provide valid Students’ can perfect C3 Multiple 8
reason reasons that are in ideas or concepts choiche
accordance with regarding aspect of
statements abaout imitation speech very
artificial language precisely.
chronologicallay
7. Tell an Able to show Students’ can use the C2 Multiple 9
experiences experiences in detail so correct language structure choiche
that they can their in craeting a story about
 present in a louder voice an personal experiences
in front of the class. and the teacher gives
marks for the students’
fluency in speaking.
8. Express an Able to practically Students’ can collect C3 Multiple 10
opinion design sentences and preferances regarding choice
words in a comparative standart and non-standart
opinion sentences in composing
an opinion so that it can
be tested their speaker.

Pre-test Questions:
1. Which vocabulary is correct to use in showing adjectives?
a. Permitte
b. Missions
c. Permissions
d. Permitted

2. Which sentence has the correct grammar?

a. went i go to school
b. The teacher will be done
c. The student then finnaly the task
d. Nadi believe an school for tomorrow

3. Which sentence is pronounced correctly?

a. I like to play with my friends
b. I like play with my friend
c. I like playing with my friend
d. I like to play with my friends

4. Which sentence is correct?

a. She going to the store.
b. She goes to the store.
c. She gone to the store.
d. She going to store.

5. What is the correct way to introduce yourself?

a. I am my name is John.
b. My name is John.
c. Is John my name.
d. I John am my name.

6. Which is the most appropriate answer when someone asks, "What do you do after school?"
a. I usually go home and study.
b. I don't like school.
c. I have lunch with my friends every day.
d. I am doing homework right now.

7. What is another term for “imitating” someone’s pronunciation in English practice?

a. Translating
b. Mimicking
c. Ignoring
d. Creating

8. What is the correct way to say why you like a subject in school?
a. I like because it is interesting.
b. In may opinion, because it is like interesting.
c. Because speaking and imitate it is verry interesting
d. Artificial language interesting because I like it
9. Which sentence is correct to tell a past experience?
a. I went to the beach last weekend.
b. I went to the beach last weekend.
c. I going to the beach last weekend.
d. I was go to the beach last weekend.

10. How to express your opinion correctly?

a. I agree, because imitation speaking is not so common in the independent curriculum.
b. In my opinion, this imitation language when speaking is very effective to use in learning.
c. I feel that this imitation language is very efficient.
d. Maybe, imitation language can be used as a reference for learning to speak for students.