Qualitative Evaluation Insights Obtained from the Development of the Students’ English Speaking Skills Acquired at University of Bengkulu

Demonstrated in construction, deconstruction and reconstruction of the evaluation model in educational curriculum pertaining to students’ studies, it can be seen clearly in the evaluation experiences implemented at University of Bengkulu that students’ speaking skills have captured the critical attentions of a good many educational researchers. The concern shown for those students acquired at University of Bengkulu has reminded this researcher of the great necessity for her to take a good look at the static and dynamic status of the unsatisfactory performance of those students based on the analytical findings of this research article Improving English Students’ Speaking Skills through an Action Learning Strategy. To get close to the validity and reliability of the data collected from the participants analyzed in this article, this essay will make an objective and authentic comment on the entire analytical practices and processes of the researchers who have adopted the action learning strategy to make a qualitative analysis of those students’ speaking skills to absorb and to accumulate rich conducive qualitative evaluation experience from the qualitative evaluation virtues dwelled upon in the research background of this article, the true qualitative evaluation values in its problem statement, the qualitative evaluation implications in its evaluation model and the qualitative evaluation insights in its analytical practices respectively. Indebted to the critical insights carried in the action research evaluation model to be applied in this essay, it can be summarized that what has been obtained from this research article has turned out to be valid and reliable for the specific situations of those Indonesian students and the concretization of the action learning strategies to be applied into the learning practices and learning experiences of distinctive and diverse students to help them to improve their learning ability in combination with the particular educational context in which they have been particularized.