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OPERATIONAL keys of the scalesthe first scale in the instrument is titled communicative level of activities. The scale is divided into five degrees of communicativeness (1) Poorly Communicative (2) Limitedly Communicative (3) Moderately Communicative (4) Fairly high communicative and (5) Highly communicative.Highly communicative activities which lie at the top of the scale refer to free activities which incorporate both listening and speaking skill. Such uncontrolled tasks of role-play (relatively free acting out of specific roles and functions), taking part in games (e.g. board and dice games making words), activity involving specified problem which requires cooperation to solve it, acting in planned drama of paly, skit, story, ect, stimulation or excitement of activities based on real – life actions and experience, authentic interviews where students are directed to get information from each other, free discussion, debate or group discussion or propos which refers to a conversation or speech by teacher, students or visitors or real life topics.Fairly-high communicative activities are graded as 4 out of 5 on the scale. They refer to semi controlled activities which also incorporate both of listening and speaking skills. This category includes question answer, referencial, activities which prompt responses by referential questions, cued narrative/dialogue where student produce narrative or dialogue that follow cues from miming, cards, pictures, ect, narration/exposition which refer to a presentation of story or an explanation derived from prior stimulus and brainstorming (i.e. free undirected contribution by students and teacher on a given topic).Moderately communicative activities lie in the middle of scale. They refer to controlled oral/aural activities which include warm up using songs, jokes and games, role play demonstration (i.e. brief illustration of content) dialogue /narrative recitation (i.e. reading a prepared text) reading direcly and aloud from the text, question answer display when students respond to the teacher’s question, drill activities such as repetition and substitution with little meaning attached; and meaningful drill when students respond with meaningful choices as in reference to different information.Low communicative activities incorporate semi controlled aural activities. This type of activities is related to the listening skill and includes story telling (i.e. a lengthy presentation of a story), information transfer, e.gg student fill out a diagram while listening to description, and wrap-up when a teacher or a student produces summary items.Kegiatan komunikatif sangat rendah, yang terletak di bagian bawah skala, merujuk kepada dikontrol aural kegiatan yang avoke keterampilan mendengarkan dan tidak disertai dengan ucapan-ucapan verbal oleh peserta didik. Kategori ini berisi tugas organisasi (1), seperti kelas petunjuk dan aturan; (2) konten penjelasan tugas: yaitu tata bahasa, fonologi, leksikal, dll; (3) pengaturan tugas: seperti berfokus pada topik; (4) dialog/narasi presentasi tugas; misalnya mendengarkan untuk pasif penerimaan; dan akhirnya, (5) dikte tugas: dimana siswa menuliskan secara lisan disajikan teks. Dalam kedua skala instrumen disebut tingkat kefasihan lisan yang dipromosikan oleh kegiatan komunikatif. Skala ini mengasumsikan bahwa kegiatan sangat komunikatif dapat membantu para peserta mencapai tingkat tinggi kefasihan dan kegiatan buruk komunikatif menyebabkan miskin kefasihan oleh peserta didik. Itu si jelas bahwa kunci untuk mencapai kelancaran kegiatan gratis atau sangat komunikatif dan penghalang untuk mencapai kefasihan Mahasiswa adalah terlalu banyak kontrol oleh guru di kelas. Bangsa (1991) juga menekankan peran kegiatan kurang terkontrol dalam mempromosikan kefasihan. Oleh karena itu, sangat komunikatif kegiatan menyebabkan didik tingkat tinggi oral kefasihan dan sebaliknya.
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