ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT
Student, Name1 Supervisor 1, Name2 Supervisor 2, Name3
(Susanti Kondamara1) (Jos Bire2) (Eltina A. Maromon3)
English Education Study Program. Teacher Training and Education Faculty.
Artha Wacana Christian University. Kupang. Indonesia
Email. [email protected]
Speaking is the essence learning the language. Active communication cannot be acquired if learners cannot speak what their minds. However, teaching speaking is not an easy job, there are problems to solve and teachers play a huge role to make learners understand. The need for a strategy to solve problems cannot be denied as well. One of method that can be implemented was audio lingual, “Audio lingual method is one of effective methods in increasing students speaking skills” Amelia, (2012). Audio Lingual Method teaching students to use grammatical sentence patterns. Based on background above, the writer wants to know how the process of implementing the audio lingual method is and what problems faced by the teacher of SMPN 1, because when the writer approached the teacher, audio lingual method already implemented and there were problems faced. In this research, the writer used descriptive qualitative and purposive sampling technique to determine sample. The writer chose English teacher of 9K as sample. In collecting data, the writer used observation and interview as research instrument. Technique for analysing data is descriptive qualitative research by four steps; collecting data, classifying the data, verification and conclusion. The result and conclusion of this research; writer conducted research in three meetings. Based on observation, English teacher of SMP N 1 already followed the procedures of audio-lingual method. It was an effective method for 9K because it helped students practice English more. The teacher still can handle students even there were problems faced; lack of vocabulary, and confident.
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT
Hildegardis Muni1 Josua Bire2 Daniel F. Kamengko3
The study applies CTL for teaching speaking to the seventh grade of junior high school. In this study, the problems the writers try to solve are: How does the teacher apply of seven principles of CTL for teaching speaking? Are there any improvements in the application of Contextual Teaching and Learning for teaching speaking skills? The objects of the study were finding out to the application of CTL for teaching speaking to the seventh year students. To know the improvements in the application of Contextual Teaching Learning for speaking skill seventh year students of SMP N 4 AMARASI BARAT in academic year 2022/2023. The study focused on class VII which consisted of 16 students: 7 boys and 9 girls. The data were obtained through observation and questionnaires. The result of the students’ progress during the teaching and learning process was very good. It was supported by the significant result of the post-test that was bigger (78) than the pre-test (50). Therefore, teachers can use CTL for teaching speaking. Based on result, the application of CTL can be said as an effective way to improve students’ speaking ability, they can be actively involved in the class, they can study together, and the result of study is evaluated by some ways not by the test. Also, the writer expected that this thesis to socialize the CTL to the readers, especially for English teacher.
Key words: CTL, Speaking Skills, Teachers Speaking, Students
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The Aim of this study was to improve speaking skills in English by using alphabet games for 2nd students’ Artha Wacana Christian Univerity. This research includes action research using alphabet games to improve students' speaking skills. There are several methods used in this study, including guessing games, forming new words starting with the first letter of the first word, and finding the right word in the word box which was applied to improve students' skills in learning to speak English. This is a quantitative research, this research includes teaching English using games. The results showed that the application of the method on the research instrument included classroom action using alphabet games to improve speaking skills. Games in speaking class are believed to be effective in improving students' skills in learning to speak English, maximizing student participation during speaking activities, and reducing students' boredom in learning
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
THE IMPLEMENTATION OF DEBATE TECHNIQUE IN IMPROVING THE STUDENTS’ SPEAKING SKILL (At Case Study at the Eleventh Grade of SMK Negeri 5 Kupang) ABSTRACT Student, Supervisor 1, Supervisor 2 (Adu Weni Tryanti), (Ifoni Ludji, S.Pd., M.Hum), (Daniel F. Kamengko, S.Pd., M.Ed (TESOL) Corresponding author’s email: [email protected] This research is entitled The Implementation of Debate Technique In Improving the Students'' Speaking Skills (At Case Study at the Eleventh Grade of SMK Negeri 5 Kupang). The formulation of the problem in this study, namely does the implementation of debate technique improving speaking skills in learning English? This research aims to find out whether the students'' speaking skills improve after implementing the Debate Technique in learning English. In conducting the study, the researcher used quantitative method. And the way collected data by using pre-experimental design with pre-test, treatment and post-test. The population in this research were all of the eleventh grade students’ of SMK Negeri 5 Kupang. The researcher use Purposive Sampling Technique. The research decided to choose XI Teknik Tenaga Surya dan Angin 2, which consisted of 15 students. The instruments of this research was speaking test and recording. To analyze the score of the students’ achievement in pre-test and post-test, the researcher used t-test analyzes. The result of the data showed that there was a significant difference between pre-test and post-test. The value of t-test 9,915 was greater than the t-table 1,716 at the level of significant 0.05 and degree of freedom 14. It can be said that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Which means that there was a significant difference between the students’ speaking ability before in which the students got the average score of pre-test was 269,4 and after using debate the students’ speaking skills improved in which the average score of post-test was 342,47.
