Title: The correlation between socio-emotional approach and students' ability to speak at SMA Negeri 1 Sungguminasa (Descriptive research). The correlation between socio-emotional approach and students' speaking ability at SMA Negeri 1 Sungguminasa.
INTRODUCTION
- Background
- Research Questions
- The Objectives of the Study
- The Scope of the Research
Although they have been studying English for nine years, the result of English teaching is not yet satisfactory. The scope of the study will focus on how the correlation was between the social-emotional approach and students' speaking skills, especially for those of the students.
REVIEW OF THE RELATED LITERATURE
Definition of Socio-Emotional Approach
Concept of Speaking
According to the above statement, teaching students conversation in a foreign language is simple. In addition, teaching speaking skills emphasizes activities that make students active and creative. Students learn what to say to others in front of the class and try to develop their oral creativity.
Therefore, the researcher tries to give a definition on teaching speaking is the teaching of the teacher/supervisor to the students to encourage them to use the language orally to express their ideas, feelings and opinions to another and also encourage the students' potential to develop their speaking skills naturally. For example: the topic of the discussion is about 'daily activity', so the teacher tells or gives stimuli to the students about the topic. Then activate the teacher, give students the opportunity to express their ideas and opinions.
In the bridging question strategy, we divide the students into trios and arrange the groups in a large circle.
Review of Related Literature
The Elements of Speaking
Based on the Webster Dictionary, accuracy is the quality of being accurate, while in Oxford Dictionary (1991:20), accuracy is the degree of correctness. According to Webster's almost world printed dictionary (Webster vocabularies are a list of words etc. As a dictionary or glossary and all words are used in a language or per person group etc. According to Longman Dictionary of Contemporary English (Longman 1995:240) vocabularies are all words a person knows, learns or uses the words in a particular language, a list of words with explanations of their meaning, in a book for learning foreign languages. 2) Types of vocabulary.
The listening vocabulary is the stock of words to which one responds meaningfully and is understood when speaking to another. Grammar whose subject is the organization of words in the communication of variables, which often represent many layers of structure, such as sentences of phrases and complete pronunciation (Ba'dulu, 2001:15). According to Hornby in Nursyamsi (2010) stated that fluency is the quality or condition of being fluent.
Clearly, confidence is the way we feel about what we are up to, as well as our perception of how effectively we are dealing with others.
The Problems in Speaking
Thus, the result showed that students were reasonably classified in the social-emotional approach of SMA Negeri 1 Sungguminasa. This meant that there was a significant, strong correlation between the social-emotional approach and students' ability to speak about second-grade students at SMAN 1 Sungguminasa. A questionnaire was used to obtain the data of the students' opinions on the social-emotional approach.
This formula was used to find the correlation between socio-emotional approach and students' speaking ability. So, the result showed that the students in SMA Negeri 1 Sungguminasa in the socio-emotional approach were fairly categorized. So, the result showed that the students in SMA Negeri 1 Sungguminasa in the socio-emotional approach were correctly categorized.
The result of the foundations about the correlation between socio-emotional approach and speaking ability of students in class XI Bahasa I of SMA Negeri 1 Sungguminasa compare the price count with table r-r-.
Characteristics of Succesful Speaking Activity
Conceptual Framework
In the socio-emotional approach, the teacher has a good relationship with the students in active learning. It aimed to describe all the possibilities that occur in society, to investigate the correlation of all variables, especially in relation to the socio-emotional approach and students' speaking ability. The graph would show the result to make clear the percentage of the result of the socio-emotional approach.
To obtain data on the correlation between socio-emotional approach and speaking ability of students in the second academic year 2015/2016 can be obtained from. In this part, the discussion is about the interpretation of the findings derived from the result of the findings regarding the correlation between socio-emotional approach and speaking ability of students in grade XI Bahasa I of SMA Negeri 1 Sungguminasa compare the price count with the table r-r-. When comparing both rhitung = 0.706> rtable = 0.288 so H1 accepted and Ho rejected or the correlation between socio-emotional approach and students' speaking ability was 0.706.
20 Are you satisfied with the implementation of socio-emotional approach teachers when learning takes place.
RESEARCH METHOD
Research Design
In addition, to analyze the data and facts obtained from the field, this study used a correlation product moment formula.
Population and Sample
After collecting the data, the next step was to analyze it to know whether or not there was a correlation between the socio-emotional approach and the students' speaking ability. So, the result showed that the students in SMA Negeri 1 Sungguminasa were fairly categorized for the speaking ability of the students. Moreover, with the influence of the socio-emotional approach on emotional development, the teaching process would be even more effective because if a person's emotional development was good, then he would be able to carry out the analysis process, to understand and memorize because students could create a good relationship with their teacher, which were part of the socio-emotional care process.
This indicated that students' ability to speak still fair category about teaching-learning process, it was shown from the results of data where 53.33% of students achieve fair score on collecting data, which also indicated that almost all students had need some approach to improve their speaking skills and more than 57.78% of students could achieve a fair category in socio-emotional approach. From testing data between socio-emotional approach and students' speaking ability, it was found that the data that said there was a positive significant relationship between socio-emotional approach and students' speaking ability because If rhitung > rtable then H1 was accepted (significant) and conversely if rhitung Data on the speaking skills of the students of class XI Bahasa I at SMA 1 Sungguminasa Respondens The value of. Technique of Collecting the Data Based on Table 4.1 percentage of the data showed that out of 45 students none of them became poor. Questionnaires were distributed to 45 students of class XI Bahasa I, while the questionnaire approach to socio-emotional in the subjects of literature English consists of 20 questions in the form of questions, from each of the questions in the questionnaire was followed by 5 (five ) alternative answers which are respectively Very Satisfied (VS), Satisfied (S), Self Satisfied (SS), Less Satisfied (LS) and Not Satisfied (NS) with consecutive scores 5,4,3,2 and 1. While the value from the students 's speaking ability obtains the value of the speaking test instrument. The hypothesis test used correlation product moment value. hypothesis was a temporary answer to the problems of the research until proven by the data collected. Then, it would also mean that improving students' speaking ability would be followed by improved classroom access. Djamarah and Zain say that, the socio-emotional approach is a social atmosphere and feeling (socio-emotional approach) in the classroom as a group of individuals tend to see Clinical Psychology and counseling (counseling), so that the teaching learning process becomes more effective. Which Baddiyah Wajid the student of Virginia State University, USA has researched in this thesis, she has found that there is correlation between socio-emotional and academic learning. 10 Are you satisfied with the teacher's authority in terms of attitude and speech. The data was served table, which consists of some types of analysis namely classification, score, frequency and percentage. So the result could show that students in SMA Negeri 1 Sungguminasa were fairly categorized. The number of respondents was 45 and the number of questions was 20 that would be answered for each respondent. To obtain data, the researcher used a 20-item questionnaire distributed to 45 sample respondents of 137 students. Based on the research conducted at SMA Negeri 1 Sungguminas, obtained from student's learning on English learning materials as follows:. We can conclude that the hypothesis was a temporary or tentative response to the allegations to be verified. Correlations between predictors X and Y can be looked for using Pearson correlation product techniques with the formula:. The second is by Marilyn Lindsay entitled, "Integrating Social Emotional Learning into the Secondary Curriculum." Methode Penelitian Pendidikan: Quantitative, Qualitative, and R&D Approaches. Infusing social emotional learning into the teacher education curriculum. 8 How teachers try to build confidence when speaking in public or in front of the class. 9 Are you satisfied with the discipline teacher regarding punctuality and neatness of clothing. 13 Are you satisfied with the attitude of caring teacher when you feel doubt, fear or embarrassment when you are asked to speak in public. 14 Are you satisfied with the attitude of teachers who act as educators, parents or friends. 16 Are you satisfied with the actions that Yag teachers act as a mediator when they have a dispute with someone else. The socio-emotional approach to the second grade students of SMA Negeri 1 Sungguminasa was right, It was known that 45 students, most of them were categorized right where 26 students (57.78%) got >61-74. 44. Speaking, therefore, teachers should develop a certain approach that teachers should develop a specific approach that make the learning process as fun, caring as socio-emotional between teachers and students, and when they can learn English. The teacher should implement the socio-emotional approach in the classroom so that the students are motivated and encouraged to join in the classroom activities. The writer would use a narrow direct questionnaire, a closed direct questionnaire was a questionnaire consisting of questions to be answered by the respondents and there were several answers that were given so that a respondent chose only the best answer. suitable to collect data and socio-emotional approach.Techniques of Data Analysis
FINDINGS AND DISCUSSION
Findings
Discussion
CONCLUSION AND SUGGESTIONS
Conclusion
Suggestions
