The Implementation of Self-Directed Dialogue to Improve Students’ Speaking Ability (original) (raw)
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2017
Tujuan penelitian ini adalah untuk mengetahui apakah ada efek dari penerapan teknik self-directed dialogue pada i) peningkatan aspek berbicara siswa dan ii) hubungan yang signifikan antara kepercayaan diri dan pencapaian berbicara siswa pada siswa tingkat kedua di SMP Negeri 1 Kalirejo Lampung Tengah. Penelitian ini adalah penelitian kuantitatif dan kualitatif. Sasaran penelitian ini adalah 32 siswa tingkat kedua SMP Negeri 1 Kalirejo Lampung Tengah. Peneliti menggunakan desain t-test dan kuesioner untuk mengumpulkan data siswa. Hasil dari penelitian ini menunjukkan bahwa terdapat peningkatan didalam prestasi siswa setelah diajar menggunakan teknik self-directed dialogue dan terdapat hubungan yang signifikan antara kepercayaan diri siswa dan prestasi mereka didalam berbicara. Penelitian ini menunjukkan bahwa teknik self-directed dialogue membantu dalam meningkatkan kemampuan berbicara siswa. The aim of this study was to find out whether there were an effect of the implementation sel...
IMPROVING STUDENTS' SPEAKING THROUGH
The main purpose of this study is to know the improvement of teaching English speaking by using Communicative Language Teaching method. The method of this research is classroom action research (CAR). The data in this research is used percentages analysis. The respondents of this research at the first students of STMIK Royal Teladan Kisaran which consist of 30 students. Based on result of data analysis there are improvements on students’ speaking achievement in each cycle. The data shows that in pre-assessment students’ speaking is 0% (excellent), 0% (very good), 19% (good) 37% (low) and 44% (failed). In cycle I students speaking achievement is 0% (excellent), 17% (very good), 27% (good), 23% (low), 33% (failed). In cycle II the students speaking achievement is 0% (excellent), 23% (very good), 40% (good), 20% (low) and 17% (failed). In cycle III students’ speaking achievement is 10% (excellent), 23% (very good), 50% (good), 13% (low) and 4% (failed). In cycle IV students’ speaking achievement is 23% (excellent), 50% (very good), 27% (good), 0% (low) and 0% (failed). This research indicates that the using of Communicative Language Teaching method can improve students’ speaking achievement at the first students of Information System class at STMIK Royal Teladan Kisaran academic year 20016/ 2017.
2017
The purpose of this study was to investigate i) the improvement of students ’ achievement of speaking and ii) the relationship between s elfconfidence and the student’s achievement in speaking. Speaking tests and questionnaire were used to collect the data in this study. The result of this study showed that there is a statistically significant imp rovement of the students’ speaking achievement after the students were taught through Selfdirected dialogue technique. There was also a statistically significant relationship between students ’ self-confidence and students ’ achievement of speaking. This suggested that self-directed dialogue technique facilitates students to improve their speaking.
Effect of teachers’ instructions to speaking classes at Muhammadiyah University, Kendari
2016
This study investigated the teachers’ instruction in improving students’ motivation in speaking. The objective of this study was to identify the instruction that usually given by the lecturer when teaching speaking and its impact to students’ speaking improvement. The subjects of this study were three teachers of speaking classes for students in their third semester at the Muhammadiyah University in Kendari in the 2014/2015 academic year. This study used a descriptive qualitative design whereby data was gathered through classroom observations, recording of classroom activities and documentation. The findings showed that the lecturers’ instructions were effective in improving the motivation of their students. Having students more fun in various activities, discussion, doing pair work to help each other in accomplishing task, and being motivated to complete complex tasks. The l ecturers tended most ly to use direct instruction s for teaching speaking. For example, asking frequent ques...
This study aims to find out effective methods used in classrooms to enhance speaking skills.
2019
The purpose of our study is to investigate works of scholars about the problems of speaking in learning foreign languages. We try to analyze the difficulties in doing speaking exercises in mixed level groups. In our study we refer to Wenden's statement (1986), who noted that we need to find out speaking problems in order to improve speaking skill. According to it, we discovered difficulties in speaking of students in mixed level groups. These difficulties helped us to find the ways of improving students' abilities to speak authentic materials and apply them in communication. Problems in speaking in mixed level groups were taken from the results of questionnaire. Students' questionnaire determined the effective ways of using role plays and various activities in practice. The result of our study showed that different creative activities in English classes motivate students to learn foreign languages, and improve knowledge. Speaking as one of the language skills becomes important topics to discuss in language learning process. The discussion topics can be related to the instructional techniques, the learners manifest and produce meaningful and appropriate utterances .
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran
This research aimed to see the improvement of students’ speaking skill in english lesson by using action learning strategy at eighth grade. The participants of this research were 32 students form VIII.6 class consisting on 15 male and 17 female. This research used Classroom Action Research (CAR). The data were obtained through the observation and speaking test. To determine students who are successful in improving speaking skills based on the KKM (Minimum Completeness Criteria), which is 80. To analysis the data, the researcher used two steps, namely scoring students speaking skills use quantitative data and calculating the students’ score. The results of this study showed an increase in students' speaking ability. The results of this research indicate an improve in students' speaking ability. Students who experienced an increase in speaking skills in the preliminary data was 62.5%, or 20 students, the cycle I was 75% or 24 students and the cycle II was 84.375% or 27 student...
VISION
The purpose of this research is to know the effect of Self Talk Strategy on students’ speaking ability in academic year 2021\2022. The type of this research is quasi experimental group. It is a research to know that the effect between two variables, there are dependent variable is using Self Talk Strategy and independent variable is students’ speaking ability. This research was done at Smk Swasta Swakarya Salapian in academic year 2021\2022. The population of this research was three classes the total of the students was 88 students. Sample of the research was taken by two classes, for experimental class and control class. Based on the data, the result of in significance 5%, result was 1,029 > 0, 3365 it means that there was a significance effect between Self Talk Strategy to the students’ speaking ability in eleventh grade of Smk Swasta Swakarya Salapian in academic year 2021\2022.
2013
The researcher realizes that speaking ability is difficult to be achieved because it depends on many factors. Sometimes, the student speaks English because the teacher tells them to speak and to get good marks, but they communicate outside the classroom with their mother tongue. , It can be stated that there are only a few students who have ability in speaking English. The problem of this research are: (1) is there an effect of the use of dialogue on the students’ speaking ability in Muhammadiyah University Tangerang, (2) is there an effect of the use of prose passage on the students speaking ability in Muhammadiyah University Tangerang, (3) is the use of teaching speaking through dialogue more effective than the use of teaching speaking through prose passage. Based on the identification of the problem above, the objectives of this study are to investigate: a. There is an effect of the use of dialogue on the students’ speaking ability, b. There is an effect of the use of prose passa...
2014
This research is aimed at improving students’ speaking achievement by using pictures for Grade X at SMK Muhammadiyah 3 Wates.. This action research study consisted of two cycles, involving 20 students of Class X Keperawatan 1. In conducting this research, the researcher collaborated with the English teacher as a collaborator and the students of Class X Keperawatan 1. The data of this study were qualitative and quantitative. The qualitative data were obtained by observing the teaching and learning process during the implementation of the actions and interviewing the students and the collaborator about the implemented actions. The qualitative data were in the form of field notes and interview transcripts. Meanwhile, the quantitative data were gained by assessing the students’ speaking skills through the test after post test. The qualitative data were analyzed using the qualitative data analysis proposed by Burns (1999). The quantitative data were in the form of students’ scores in the...
2018
This study is aimed to describe classroom techniques used by English tutors to develop student’s speaking skill at English Tutorial Program at Universitas Muhamadiyah Surakarta. The type of this research is descriptive qualitative research especially naturalistic study. The methods of collecting data in this study are interview, observation, and document. The result of the research showed that there are several classroom techniques used by English tutor at English Tutorial Program such as: discussion, role play, and game. There are several classroom techniques used by the teacher and each classroom technique has purpose. Discussion technique is to improve fluency of the students and to improve grammar of the students. Role play technique is to improve vocabulary of the students and to make the students more concentrate. Game technique is to encourage student to think and express their ideas, to make student pay attention to the teacher and the material, and to make the student enjoy...