THE EFFECT OF POINT COUNTERPOINT STRATEGY ON STUDENTS’ SPEAKING ABILITY.PDF

       BERIKUT BEBERAPA PENJELASAN TENTANG JUDUL SKRIPSI THE EFFECT OF POINT COUNTERPOINT STRATEGY ON STUDENTS’ SPEAKING ABILITY.PDF SEBELUM MENUJU LINK DOWNLOADNYA

Point-Counterpoint strategy in students' speaking involves presenting and defending a particular viewpoint while also addressing opposing arguments. This approach enhances critical thinking and communication skills among students. Firstly, it encourages them to thoroughly research and understand their chosen perspective, promoting a deeper understanding of the subject matter. Additionally, engaging with counterarguments fosters intellectual flexibility, helping students recognize the complexity of issues.

Furthermore, the Point-Counterpoint strategy cultivates effective communication skills. Students learn to articulate their ideas clearly and persuasively, honing their public speaking abilities. This method challenges them to anticipate and respond to opposing viewpoints, enhancing their ability to engage in constructive debates. These skills are not only valuable academically but also in real-world situations where effective communication is crucial.

Moreover, the strategy promotes open-mindedness and empathy. By exploring opposing viewpoints, students gain a broader perspective and develop empathy for diverse opinions. This fosters a culture of respect for differing ideas and encourages a collaborative approach to problem-solving. In a world with diverse perspectives, this skill is invaluable for fostering positive social interactions and creating inclusive environments.

The Point-Counterpoint strategy is also beneficial for developing critical thinking skills. Students learn to analyze arguments, evaluate evidence, and make informed decisions. This intellectual rigor contributes to their overall cognitive development, preparing them for challenges in various academic and professional settings.

Furthermore, this strategy enhances students' research skills. To effectively present and counter arguments, students must delve into reputable sources, strengthening their ability to gather, evaluate, and synthesize information. This skill is transferable to other areas of their academic and personal lives, promoting a habit of rigorous research and inquiry.

Additionally, the Point-Counterpoint strategy encourages self-reflection. Students must critically assess their own beliefs and biases while defending their position. This reflective aspect of the strategy contributes to personal growth, as students become more aware of their own thought processes and develop a capacity for intellectual humility.

However, it's essential to consider potential challenges. Some students may struggle with articulating their thoughts or be hesitant to engage with opposing views. Teachers should provide a supportive environment, scaffolding the learning process and offering guidance to help students overcome these challenges.

In conclusion, the Point-Counterpoint strategy is a powerful tool for developing a range of skills in students. From communication and critical thinking to empathy and research abilities, this approach prepares students for the complexities of the modern world, equipping them to navigate diverse perspectives with confidence and understanding.

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THE EFFECT OF ELICITATION TECHNIQUE IN TEACHING SPEAKING SKILL BY USING GRAPHIC MEDIA.PDF

Elicitation techniques play a crucial role in enhancing the teaching of speaking skills. One effective method involves using open-ended questions to prompt students to express their thoughts and opinions. By posing questions that require more than a simple yes or no answer, educators encourage students to articulate their ideas, fostering verbal communication skills.

Additionally, picture prompts can be employed to stimulate conversation. Showing images related to a particular topic not only grabs students' attention but also provides a visual context that aids in generating spontaneous speech. This technique helps learners associate vocabulary with real-world scenarios, contributing to a more immersive language learning experience.

Role-playing exercises are another powerful elicitation tool. By assigning specific roles to students, teachers create a dynamic environment where learners must engage in dialogues, thereby practicing and refining their speaking abilities. This technique not only enhances linguistic skills but also promotes creativity and empathy as students step into different roles and perspectives.

Utilizing storytelling as an elicitation technique serves a dual purpose – it captivates students' interest while encouraging them to express themselves. Through narrative-based activities, students can share personal experiences, enhancing their storytelling skills and expanding their vocabulary in a meaningful context.

Peer discussions and group activities promote collaborative learning and provide opportunities for students to communicate with their peers. Elicitation through group interactions not only encourages speaking but also allows students to learn from each other's language usage, fostering a supportive and cooperative learning environment.

Incorporating games into language lessons can be a fun and effective way to elicit speech. Word games, charades, or language-based board games create an enjoyable atmosphere, motivating students to communicate while reinforcing vocabulary and grammar concepts.

The use of real-world materials, such as newspaper articles or video clips, can be instrumental in eliciting speaking skills. Analyzing authentic content encourages students to express opinions, discuss current events, and practice speaking in a manner that mirrors real-life communication.

Questionnaires and surveys are versatile tools for eliciting speech in a structured manner. By designing surveys related to specific topics, students are prompted to formulate questions and engage in meaningful conversations with their peers, developing both speaking and listening skills.

Interactive technology, such as language learning apps or online platforms, provides a contemporary approach to elicitation. These tools can simulate real-life conversations, allowing students to practice speaking in a digital environment, often with instant feedback to enhance their language proficiency.

Finally, feedback sessions are essential in the elicitation process. Constructive feedback from teachers and peers helps students recognize areas for improvement, reinforcing the learning process and motivating them to further develop their speaking skills

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THE EFFECT OF COMMUNICATIVE APPROACH BY USING POP-UP BOOK IN SPEAKING SKILL.PDF

THE EFFECT OF COMMUNICATIVE APPROACH BY USING POP-UP BOOK IN SPEAKING SKILL.PDF

5 PENDAPAT AHLI TENTANG COMMUNICATIVE APPROACH

David Nunan: Nunan, a prominent figure in language education, emphasizes the Communicative Approach as a learner-centered method that focuses on real communication and the development of functional language skills.

Hymes's Communicative Competence: Dell Hymes, while not directly associated with the Communicative Approach, contributed the concept of communicative competence, which underpins this approach. This involves not just knowing the grammar rules but also using language effectively in various social contexts.

Wilga Rivers: Rivers, a linguist and educator, has expressed support for the Communicative Approach, highlighting its effectiveness in promoting fluency and meaningful communication in language learning.

Michael Canale and Merrill Swain: These scholars expanded on Hymes's work, proposing the influential model of communicative competence. They identified grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as key components essential for effective communication.

Jeremy Harmer: As an advocate for communicative language teaching, Harmer emphasizes the importance of interactive and student-centered activities in language classrooms. He believes that language learning should be purposeful and engaging, aligning with the principles of the Communicative Approach.

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THE EFFECT OF APPLYING SCIENTIFIC APPROACH BY USING COOPERATIVE LEARNING STRATEGY ON STUDENTS’ ACHIEVEMENT IN SPEAKING.PDF

        Sebelum masuk ke link download dibawah artikel ini berikut penjelasan THE EFFECT OF APPLYING SCIENTIFIC APPROACH BY USING COOPERATIVE LEARNING STRATEGY ON STUDENTS’ ACHIEVEMENT IN SPEAKING.PDF. 

      Scientific approach adalah suatu metode berpikir dan bekerja yang sistematis dan terorganisir untuk mendekati dan memecahkan masalah ilmiah. Berikut adalah langkah-langkah scientific approach:

1. Pemilihan Masalah: Identifikasi masalah atau pertanyaan penelitian yang ingin dipecahkan.

2. Pengamatan: Amati fenomena atau objek yang terkait dengan masalah untuk mendapatkan pemahaman awal.

3. Hipotesis: Susun pernyataan yang bisa diuji untuk menjawab pertanyaan penelitian. Hipotesis harus spesifik dan dapat diuji.

4. Pengumpulan Data: Lakukan eksperimen atau observasi untuk mengumpulkan data yang mendukung atau menolak hipotesis.

5. Analisis Data: Proses evaluasi data dengan menggunakan metode statistik atau teknik analisis lainnya.

6. Kesimpulan Awal: Ambil kesimpulan berdasarkan data yang terkumpul dan analisis yang dilakukan.

7. Perulangan Eksperimen: Ulangi eksperimen untuk memastikan hasil yang konsisten dan dapat dipercaya.

8. Pembuatan Teori: Jika hasil eksperimen konsisten, buat teori yang menjelaskan fenomena tersebut.

9. Pengajuan Hasil: Sampaikan hasil penelitian melalui publikasi ilmiah atau presentasi.

10. Evaluasi dan Replikasi: Lakukan evaluasi terhadap penelitian dan dorong penelitian berikutnya untuk mengulangi atau memverifikasi temuan.

        Dengan mengikuti langkah-langkah tersebut, pendekatan ilmiah membantu memastikan bahwa penelitian dilakukan dengan metode yang terorganisir, kredibel, dan dapat diulang untuk mendukung perkembangan pengetahuan ilmiah

      Cooperative Learning Strategy (CLS) adalah pendekatan pembelajaran yang melibatkan kolaborasi antar siswa untuk mencapai tujuan pembelajaran bersama. Langkah-langkah CLS sangat penting untuk memastikan efektivitasnya.

1. Pemilihan Kelompok

Langkah pertama adalah pemilihan kelompok secara hati-hati. Siswa perlu ditempatkan dalam kelompok yang heterogen agar saling melengkapi kemampuan dan keahlian masing-masing.

2. Penjelasan Tujuan Pembelajaran

Siswa perlu memahami dengan jelas tujuan pembelajaran yang akan dicapai melalui CLS. Ini membantu mengarahkan fokus kolaborasi mereka.

3. Pembagian Peran

Setelah kelompok terbentuk, penting untuk mendefinisikan peran masing-masing anggota. Hal ini memastikan bahwa setiap siswa memiliki tanggung jawab dalam mencapai tujuan bersama.

4. Penjelasan Aturan Kelompok

Membuat aturan kelompok yang jelas dan transparan membantu menjaga keteraturan dan kedisiplinan selama proses pembelajaran.

5. Pemberian Tugas Kolaboratif

Memberikan tugas yang memerlukan kerja sama antar anggota kelompok merupakan langkah penting untuk merangsang interaksi positif dan kolaboratif.

6. Pemantauan dan Bimbingan Guru

Guru perlu aktif memantau setiap kelompok, memberikan bimbingan jika diperlukan, dan memberikan umpan balik untuk meningkatkan kualitas kolaborasi.

7. Refleksi Bersama

Setelah menyelesaikan tugas, waktu refleksi bersama sangat penting. Siswa dapat berbagi pengalaman, kesulitan, dan pembelajaran yang didapat selama proses kolaboratif.

8. Evaluasi Kinerja Kelompok

Memberikan evaluasi terhadap kinerja kelompok membantu siswa untuk memahami kelebihan dan kekurangan kolaborasi mereka, serta memotivasi perbaikan di masa depan.

9. Penilaian Individu dan Kelompok

Terakhir, penilaian dapat dilakukan secara individu dan kelompok. Hal ini memberikan gambaran yang jelas tentang kontribusi setiap siswa dan kualitas kerja sama dalam kelompoknya

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THE EFFECT OF APPLYING PODCAST AS MEDIA ON THE STUDENTS’ ACHIEVEMENT IN SPEAKING.PDF

THE EFFECT OF APPLYING PODCAST AS MEDIA ON THE STUDENTS’ ACHIEVEMENT IN SPEAKING.PDF

      Penelitian ini bertujuan untuk mengeksplorasi pengaruh penggunaan podcast sebagai media terhadap pencapaian siswa dalam berbicara. Podcast, sebagai bentuk media audio digital, dianggap sebagai alat yang potensial untuk meningkatkan keterampilan berbicara siswa. Pertama-tama, penggunaan podcast dapat meningkatkan pemahaman auditori siswa, membantu mereka menangkap nuansa intonasi dan pengucapan bahasa. Selain itu, keberagaman topik yang dapat diakses melalui podcast dapat memperkaya kosakata siswa dan memberikan konteks situasional yang lebih nyata.

      Penggunaan podcast juga dapat meningkatkan motivasi belajar siswa karena pendekatan yang lebih menarik dan kontemporer. Dalam konteks berbicara, siswa dapat terlibat secara aktif dengan konten podcast, meningkatkan kepercayaan diri mereka dalam menyampaikan pendapat dan argumen. Dengan mendengarkan variasi gaya berbicara melalui podcast, siswa juga dapat mengembangkan fleksibilitas berbahasa dan adaptabilitas komunikatif.

       Selanjutnya, penggunaan podcast dapat memfasilitasi pembelajaran mandiri. Siswa dapat mengakses materi podcast kapan saja dan di mana saja, memungkinkan mereka untuk belajar sesuai dengan ritme dan preferensi individu mereka. Dalam hal ini, podcast menciptakan kesempatan bagi siswa untuk lebih aktif terlibat dalam proses pembelajaran, yang dapat meningkatkan retensi informasi dan keterampilan berbicara mereka.

       Namun, penting untuk mencatat bahwa kesuksesan implementasi podcast sebagai media pembelajaran bergantung pada desain konten yang relevan dan berkualitas. Podcast yang kurang relevan atau kurang menarik dapat mengurangi efektivitasnya sebagai alat pembelajaran. Selain itu, peran guru tetap penting dalam mendukung penggunaan podcast dengan memberikan panduan, memfasilitasi diskusi, dan memberikan umpan balik konstruktif kepada siswa.

      Dalam keseluruhan, penggunaan podcast sebagai media pembelajaran dapat memberikan kontribusi positif terhadap pencapaian siswa dalam berbicara dengan meningkatkan keterampilan auditori, motivasi belajar, kepercayaan diri, dan pembelajaran mandiri. Implementasi yang tepat dan dukungan guru yang efektif menjadi kunci kesuksesan dalam memanfaatkan potensi podcast sebagai alat pembelajaran yang inovatif

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THE EFFECT OF GIVING BROCHURES AND PAMPHLETS ON STUDENTS SKILL IN SPEAKING AT SECOND YEAR STUDENT OF JUNIOR HIGH SCHOOL.PDF

THE EFFECT OF GIVING BROCHURES AND PAMPHLETS ON STUDENTS SKILL IN SPEAKING AT SECOND YEAR STUDENT OF JUNIOR HIGH SCHOOL.PDF

       Memberikan brosur dan pamflet kepada siswa tentang keterampilan berbicara merupakan langkah yang penting dalam pengembangan kemampuan komunikasi. Pertama-tama, brosur dapat memberikan informasi rinci mengenai berbagai program atau kursus yang ditawarkan untuk meningkatkan keterampilan berbicara. Hal ini memberikan gambaran kepada siswa tentang pilihan yang tersedia untuk mereka. Selain itu, pamflet dapat mencakup testimoni dari siswa yang telah mengikuti program tersebut, memberikan bukti nyata mengenai manfaatnya.

      Selain informasi tentang program, brosur juga dapat menyediakan tips praktis untuk meningkatkan kemampuan berbicara. Ini bisa mencakup saran mengenai bagaimana menyusun pidato, teknik membangun kepercayaan diri, dan cara mengatasi ketakutan berbicara di depan umum. Dengan memberikan panduan yang konkret, siswa dapat merasa lebih siap dan termotivasi untuk mengembangkan keterampilan berbicara mereka.

       Selanjutnya, brosur dapat mencakup informasi tentang peluang praktik berbicara, seperti klub debat atau pertemuan kelompok diskusi. Ini memberikan siswa kesempatan untuk mengaplikasikan keterampilan yang mereka pelajari dalam konteks nyata. Dengan cara ini, brosur dapat menjadi alat yang memfasilitasi partisipasi aktif siswa dalam kegiatan yang mendukung pengembangan kemampuan berbicara.

       Penting untuk mencakup jadwal acara atau workshop yang berfokus pada keterampilan berbicara dalam brosur. Dengan cara ini, siswa dapat merencanakan partisipasi mereka dan mengintegrasikan pembelajaran tersebut ke dalam rutinitas harian mereka. Jadwal ini juga dapat mencakup detail mengenai instruktur atau pembicara yang akan memfasilitasi kegiatan tersebut, memberikan siswa gambaran mengenai tingkat keahlian dan pengalaman yang akan mereka dapatkan.

       Terakhir, brosur dan pamflet juga dapat memuat informasi kontak untuk mendukung siswa yang ingin mendaftar atau memiliki pertanyaan lebih lanjut. Memberikan akses langsung ke sumber informasi memudahkan siswa dalam mengambil langkah pertama mereka menuju pengembangan keterampilan berbicara yang lebih baik. Dengan demikian, memberikan brosur dan pamflet dapat menjadi langkah awal yang efektif dalam membantu siswa meningkatkan kemampuan berbicara mereka

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THE EFFECT OF GUIDED NOTES CHORAL RESPONDING TO THE STUDENTS’ ACHIEVEMENT IN SPEAKING.PDF

THE EFFECT OF GUIDED NOTES CHORAL RESPONDING TO THE STUDENTS’ ACHIEVEMENT IN SPEAKING.PDF

       Berikut penjelasan dan langkah langkah Guided NOTES CHORAL RESPONDING speaking 

       Choral Responding adalah teknik pembelajaran yang melibatkan partisipasi kelompok dalam tanggapan lisan terhadap materi yang diajarkan. Berikut adalah langkah-langkah Guided NOTES Choral Responding:

1. Pertama, guru perlu menyajikan materi secara jelas dan terstruktur. Ini mencakup penjelasan konsep-konsep kunci yang akan dibahas dalam sesi Choral Responding.  
2. Kedua, bagi siswa menjadi kelompok kecil dan berikan setiap kelompok tanggung jawab tertentu terkait dengan topik yang diajarkan. Hal ini dapat mencakup poin-poin utama atau pertanyaan terfokus. 
3. Selanjutnya, berikan waktu kepada setiap kelompok untuk berdiskusi dan merumuskan tanggapan mereka terhadap materi. Pastikan setiap anggota kelompok berpartisipasi aktif dalam penyusunan tanggapan. 
4. Setelah itu, minta setiap kelompok untuk menyampaikan tanggapan mereka secara bergantian di depan kelas. Guru dapat memberikan umpan balik konstruktif dan memperjelas konsep-konsep yang mungkin belum dipahami dengan baik. 
5. Terakhir, fasilitasi sesi refleksi, di mana siswa dapat berbagi pengalaman mereka selama kegiatan Choral Responding. Hal ini membantu mengidentifikasi pemahaman yang telah dicapai dan memperbaiki area yang mungkin masih memerlukan pemahaman lebih lanjut.

       Dengan menerapkan langkah-langkah ini, guru dapat menciptakan lingkungan pembelajaran yang berfokus pada partisipasi aktif siswa dan memperkuat pemahaman mereka terhadap materi pelajaran

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THE IMPLEMENTATION OF POW-TEGA TECHNIQUE IN IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT.PDF

 THE IMPLEMENTATION OF POW-TEGA TECHNIQUE IN IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT.PDF

Berikut langkah langkah POW-TEGA TECHNIQUE

       Teknik POW-TEGA (Probing, Organizing, Work-Up, Tactics, Execution, Gain Advantage) adalah pendekatan yang komprehensif dalam penyelesaian masalah atau perencanaan strategis. Berikut adalah langkah-langkahnya dalam bahasa Indonesia:

       Probing (Pemeriksaan): Tahap awal POW-TEGA melibatkan pemeriksaan menyeluruh terhadap situasi atau masalah yang dihadapi. Ini mencakup identifikasi isu kunci, pemahaman konteks, dan pengumpulan informasi yang diperlukan.

       Organizing (Organisasi): Setelah informasi terkumpul, langkah berikutnya adalah menyusun dan mengorganisir data tersebut. Hal ini mencakup pemahaman terhadap hubungan antar unsur-unsur, penentuan prioritas, dan pengelompokan informasi yang relevan.

       Work-Up (Pengembangan): Tahap ini melibatkan pengembangan rencana atau strategi berdasarkan pemahaman yang sudah diperoleh. Pada bagian ini, diperlukan analisis mendalam terhadap opsi yang mungkin dan potensi dampaknya.

       Tactics (Taktik): Di sini, fokus beralih ke pelaksanaan rencana. Penentuan taktik spesifik untuk mencapai tujuan yang telah ditetapkan. Hal ini melibatkan pemikiran kreatif dan adaptasi terhadap perubahan situasi.

       Execution (Pelaksanaan): Pelaksanaan rencana dijalankan dengan teliti. Koordinasi antar tim dan pengelolaan sumber daya menjadi kunci pada tahap ini. Pemantauan terus-menerus terhadap kemajuan dan penyesuaian jika diperlukan.

      Gain Advantage (Mendapatkan Keuntungan): Setelah melaksanakan rencana, langkah selanjutnya adalah mengevaluasi hasilnya. Apakah tujuan telah tercapai? Apakah ada pelajaran yang dapat dipetik? Pada tahap ini, kesempatan untuk mendapatkan keuntungan lebih lanjut dapat diidentifikasi.

       Evaluate (Evaluasi): Evaluasi menyeluruh terhadap proses dan hasil merupakan bagian integral dari POW-TEGA. Ini melibatkan penilaian terhadap efektivitas taktik yang digunakan dan identifikasi area perbaikan untuk masa depan.

       Adapt (Adaptasi): Terakhir, POW-TEGA melibatkan kemampuan untuk beradaptasi dengan perubahan. Jika evaluasi menunjukkan kebutuhan perubahan atau penyesuaian, langkah-langkah ini diambil untuk memastikan bahwa pendekatan di masa mendatang lebih efektif.

        Dengan mengikuti langkah-langkah ini, POW-TEGA memberikan panduan yang komprehensif dalam menghadapi situasi kompleks dan memungkinkan penggunaan pengetahuan dan pemikiran strategis untuk mencapai tujuan dengan lebih efisien

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THE IMPLEMENTATION OF DRILL METHOD BY USING FLASHCARD LEARNING MEDIA TO ACHIEVE STUDENTS’ SPEAKING.PDF

THE IMPLEMENTATION OF DRILL METHOD BY USING FLASHCARD LEARNING MEDIA TO ACHIEVE STUDENTS’ SPEAKING.PDF

Introduction:

The incorporation of innovative teaching methods plays a pivotal role in fostering effective language acquisition. One such method gaining attention is the drill technique, coupled with the use of flashcard learning media. This literature review explores the implementation of this approach and its impact on students' speaking proficiency.

Historical Context of Drill Methods:

Drill methods have a longstanding history in language education, rooted in behaviorist principles. Traditional drills have often been criticized for their lack of engagement, prompting educators to seek more dynamic approaches. The integration of flashcard learning media aims to address these concerns, providing a visually stimulating and interactive platform for language practice.

Effectiveness of Flashcard Learning Media:

Studies highlight the effectiveness of flashcards in promoting vocabulary retention and recall. When applied to speaking skills, the visual reinforcement of words through flashcards can aid in the internalization of language patterns. The combination of drill methods and flashcards taps into both auditory and visual learning modalities, potentially amplifying the impact on students' speaking abilities.

Student Engagement and Motivation:

An essential aspect of any successful language learning strategy is the level of student engagement. The interactive nature of flashcard-based drills can enhance motivation by introducing an element of playfulness into the learning process. This heightened engagement may positively influence students' willingness to participate in speaking activities, fostering a more communicatively competent language learner.

Challenges and Considerations:

While the drill method with flashcard learning media shows promise, it is crucial to address potential challenges. Educators should consider individual learning preferences, potential over-reliance on memorization, and the need for varied speaking activities to ensure a comprehensive language learning experience. Striking a balance between repetition and diversity in teaching approaches remains a key consideration for optimizing the effectiveness of this method.

In conclusion, the integration of the drill method with flashcard learning media presents a multifaceted approach to enhancing students' speaking skills. As language educators continue to explore innovative methodologies, understanding the historical context, evaluating effectiveness, promoting engagement, and addressing challenges will contribute to a more nuanced and impactful language learning experience

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THE EFFECT OF EXAMPLE AND NON EXAMPLE METHOD ON THE STUDENTS’ SPEAKING ACHIEVEMENT.PDF

THE EFFECT OF EXAMPLE AND NON EXAMPLE METHOD ON THE STUDENTS’ SPEAKING ACHIEVEMENT.PDF

Introduction:

The study delves into the impact of two teaching methods, namely the example and non-example methods, on students' speaking achievement. This introduction provides context for the research and highlights the significance of exploring different instructional approaches in enhancing speaking skills.

Literature Review:

A comprehensive review of relevant literature is crucial to understand previous findings and theories related to language acquisition and teaching methods. This section examines studies that focus on the effectiveness of example and non-example methods in language education, providing a foundation for the current research.

Methodology:

This section outlines the research design, sample size, and data collection methods employed in the study. It discusses how the example and non-example methods were implemented, emphasizing the control variables and measures taken to ensure the validity and reliability of the research.

Results and Analysis:

The findings of the study are presented and analyzed, comparing the students' speaking achievements under the example and non-example methods. Statistical analyses may be included to support the conclusions drawn from the data, shedding light on the effectiveness of each teaching approach.

Conclusion:

The conclusion synthesizes the key findings and their implications for language instruction. It discusses the practical applications of the research, offering recommendations for educators and potential avenues for further investigation in the realm of language learning and teaching methodologies

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THE EFFECT OF THE APPLYING SELF AND PEER ASSESSMENT METHOD ON THE STUDENTS’ SPEAKING ABILITY.PDF

THE EFFECT OF THE APPLYING SELF AND PEER ASSESSMENT METHOD ON THE STUDENTS’ SPEAKING ABILITY.PDF

Introduction:

The chosen thesis title, "The Effect of Applying Self and Peer Assessment Method on Students' Speaking Ability," addresses a crucial aspect of language learning. Introducing self and peer assessment methods into education can have profound implications for enhancing students' speaking skills.

Rationale for Topic Selection:

The selection stems from the recognition of the importance of speaking proficiency in language acquisition. By investigating the impact of self and peer assessment, the thesis aims to contribute valuable insights to language educators, shedding light on effective pedagogical approaches.

Theoretical Framework:

The theoretical foundation might delve into relevant theories on language acquisition, assessment methods, and the role of self and peer evaluation in fostering a communicative and interactive language learning environment.

Methodology:

A detailed explanation of the research methodology, including the participants, research design, and data collection methods, will provide transparency and credibility to the study. This section is crucial for understanding how the research aims to answer the posed questions.

Expected Contribution and Implications:

Concluding the introduction, it's essential to highlight the expected contribution of the research to the field of language education. This may involve improved teaching strategies, enhanced student engagement, and the potential for broader applications of self and peer assessment in language learning.

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APPLYING PROBLEM BASED LEARNING STRATEGY TO MINIMIZE STUDENTS’ ANXIETY IN SPEAKING.PDF

 APPLYING PROBLEM BASED LEARNING STRATEGY TO MINIMIZE STUDENTS’ ANXIETY IN SPEAKING.PDF

        Skripsi dengan judul "APPLYING PROBLEM BASED LEARNING STRATEGY TO MINIMIZE STUDENTS’ ANXIETY IN SPEAKING" bertujuan untuk mengurangi kecemasan siswa dalam berbicara dengan menerapkan strategi pembelajaran berbasis masalah.

        Pertama, strategi pembelajaran berbasis masalah adalah metode yang menekankan pada pemecahan masalah melalui situasi dunia nyata. Dalam konteks pembelajaran berbicara, pendekatan ini dapat membantu siswa mengidentifikasi dan mengatasi tantangan yang mereka hadapi.

        Kedua, kecemasan siswa dalam berbicara seringkali menjadi hambatan utama dalam pembelajaran bahasa. Dengan menerapkan strategi pembelajaran berbasis masalah, diharapkan siswa dapat lebih terlibat secara aktif dalam proses pembelajaran, sehingga mengurangi ketegangan dan kecemasan saat berbicara.

        Ketiga, skripsi ini menganalisis dampak penerapan strategi tersebut terhadap tingkat kecemasan siswa. Melalui penelitian ini, diharapkan dapat teridentifikasi peningkatan signifikan dalam keterampilan berbicara siswa dan penurunan tingkat kecemasan mereka.

        Keempat, temuan dari penelitian ini memberikan kontribusi penting terhadap pemahaman kita tentang bagaimana penerapan strategi pembelajaran berbasis masalah dapat menjadi solusi efektif untuk mengurangi kecemasan siswa dalam berbicara, khususnya dalam konteks pembelajaran bahasa.

        Kelima, implikasi praktis dari skripsi ini dapat membantu guru bahasa dalam merancang pembelajaran yang lebih inklusif dan mendukung siswa dalam mengembangkan keterampilan berbicara mereka tanpa rasa cemas yang berlebihan.

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THE EFFECT OF BACKGROUND KNOWLEDGE ON THE STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH STUDENT FACILITATOR AND EXPLAINING METHOD.PDF

THE EFFECT OF BACKGROUND KNOWLEDGE ON THE STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH STUDENT FACILITATOR AND EXPLAINING METHOD.PDF

ABSTRACT

The students were divided into two groups: an experimental group taught using the student facilitator and explaining method, and a control group taught using the traditional method.

The students' speaking achievement was evaluated based on vocabulary, comprehension, grammar, pronunciation, and fluency.

The findings revealed that the experimental group, which received instruction with background knowledge, outperformed the control group.

This suggests that background knowledge plays a significant role in students' speaking achievement.

BACKGROUND KNOWLEDGE AND SPEAKING ACHIEVEMENT

The study found that students who received instruction with background knowledge demonstrated higher achievement in speaking compared to those who were taught using the traditional method.

This indicates that incorporating background knowledge into the teaching process can enhance students' speaking skills.

STUDENT FACILITATOR AND EXPLAINING METHOD

The student facilitator and explaining method proved to be effective in improving students' speaking achievement.

This method involves students taking on the role of facilitators and explaining concepts to their peers.

By actively engaging in the learning process, students develop a deeper understanding of the subject matter and improve their speaking skills.

IMPLICATIONS FOR TEACHING

The findings of this study have important implications for teaching.

Educators should consider incorporating background knowledge into their lessons to enhance students' speaking achievement.

Additionally, the student facilitator and explaining method can be a valuable tool for promoting active learning and improving speaking skills.

CONCLUSION

In conclusion, the positive effect of background knowledge on students' achievement in speaking.

By utilizing the student facilitator and explaining method, educators can create an engaging learning environment that fosters improved speaking skills.

Incorporating background knowledge into teaching practices is crucial for enhancing students' speaking achievement.

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DOWNLOAD SKRIPSI BAHASA INGGRIS BAB I II III IV V

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THE EFFECT OF APPLYING THREE-STEPS INTERVIEW TECHNIQUE TOWARDS THE STUDENTS’ SPEAKING ACHIEVEMENT.PDF

THE EFFECT OF APPLYING THREE-STEPS INTERVIEW TECHNIQUE TOWARDS THE STUDENTS’ SPEAKING ACHIEVEMENT.PDF

OBJECTIVE

Investigate the effect of using student facilitator and explaining learning model on students’ speaking achievement.

LOCATION

SMA

METHOD

Experimental research design with descriptive quantitative method.

SAMPLE

Two classes: (control) and (experimental).

RESULTS

Data analysis showed a significant effect of using student facilitator and explaining learning model on students’ speaking achievement.

CONCLUSION

The study concluded that the intervention had a positive impact on the students' speaking achievement.

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DOWNLOAD SKRIPSI BAHASA INGGRIS BAB I II III IV V

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SKRIPSI BAHASA INGGRIS TERBARU LENGKAP DAN JARANG DI PAKAI   

DOWNLOAD SKRIPSI PENDIDIKAN BAHASA INGGRIS CHAPTER I II III IV V 

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THE EFFECT OF STUDENT FACILITATOR AND EXPLAINING LEARNING MODEL ASSISTED BY AUDIO VISUAL MEDIA ON THE STUDENTS’ SPEAKING ACHIEVEMENT.PDF

THE EFFECT OF STUDENT FACILITATOR AND EXPLAINING LEARNING MODEL ASSISTED BY AUDIO VISUAL MEDIA ON THE STUDENTS’ SPEAKING ACHIEVEMENT.PDF

OBJECTIVE

Investigate the effect of using student facilitator and explaining learning model on students’ speaking achievement.

LOCATION

SMA

METHOD

Experimental research design with descriptive quantitative method.

SAMPLE

Two classes: (control) (experimental).

RESULTS

Data analysis showed a significant effect of using student facilitator and explaining learning model on students’ speaking achievement.

CONCLUSION

The study concluded that the intervention had a positive impact on the students' speaking achievement.

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DOWNLOAD SKRIPSI BAHASA INGGRIS BAB I II III IV V

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THE EFFECT OF APPLYING THE SNAKES AND LADDERS BOARD GAME ON THE STUDENTS’ SPEAKING ACHIEVEMENT.PDF

THE EFFECT OF APPLYING THE SNAKES AND LADDERS BOARD GAME ON THE STUDENTS’ SPEAKING ACHIEVEMENT.PDF

ABSTRACT

This study explores the impact of using the Snakes and Ladders board game on students' speaking achievement.

The objective was to determine if there is a significant effect of applying the game on students' speaking skills.

METHODOLOGY

The study involved tenth-grade students from SMA

The sample consisted of 46 students, divided into two groups: an experimental group of 23 students who played the Snakes and Ladders board game, and a control group of 23 students who used conventional teaching methods.

DATA COLLECTION

To collect data, oral tests were conducted, with pre-tests and post-tests administered to both groups.

RESULTS

The findings revealed that the students taught using the Snakes and Ladders board game strategy scored higher than those taught using the discussion method.

The calculated t-value (26.79) was significantly higher than the critical t-value (2.01) at a significance level of 0.05 and degrees of freedom (df) of 46.

This means that the null hypothesis was rejected, and the alternative hypothesis was accepted.

CONCLUSION

In conclusion, the study demonstrates a significant effect of applying the Snakes and Ladders board game on students' speaking

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THE EFFECT OF APPLYING INQUIRY LEARNING MODEL BY USING TALKING STICK TO STUDENTS ACHIEVEMENT ON ENGLISH SPEAKING SKILL.PDF

THE EFFECT OF APPLYING INQUIRY LEARNING MODEL BY USING TALKING STICK TO STUDENTS  ACHIEVEMENT ON ENGLISH SPEAKING SKILL.PDF

OBJECTIVE

Investigate the effect of applying Inquiry Learning Model by Using Talking Stick to Students' Achievement on English Speaking Skill.

METHOD

Conducted at SMP, with a total of 48 students in two classes

Divided into Experimental Class (23 students) and Control Class (25 students).

Collected data through a speaking test and analyzed using the t-test formula.

RESULTS

t-obserbved (4.85) was greater than t-table (4.08) with a significant level of 0.05 and a degree of freedom (df) of 46.

The hypothesis was accepted, indicating that using the Talking Stick technique significantly improved students' achievement in speaking

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