Judul Skripsi: The effectiveness of socio-affective strategies to improve second year speaking skills at SMP GUPPI SAMATA. In fact, most of the second year students of SMP Guppi Samata still have difficulty speaking.
Problem Statement
The examples are quite problematic and the writer believes that it is necessary to find an alternative way to create a suitable and interesting technique related to the condition of the student. Social-affective strategies are very important to improve speaking ability and the writer took the title "Effectiveness of Social-Affective Strategies to Improve Speaking of Second Year Students at SMP Guppi Samata".
Objective of the Study
The teachers are not antitussive and not courageous enough to be involved in the speaking learning process. For the need of research, the writer chooses the VIII.B class because this class is more passive than the other class.
Significance of the Study
Scope of the Study
Definition of Speaking
Tarigan defines that speaking is a language skill that develops in a child's life, which arises with the ability to listen and during this period learns the skill of speaking. Based on the competency-based curriculum, speaking is one of the four basic competencies that students should master well.
Assessing Speaking
To express effectively, the speaker must know exactly what he/she wants to say or communicate, he/she must be able to evaluate the effects of his/her communication on his/her listener, he/she must understand any principle he/she is speaking whether founded in general or individually. Although this is a purely phonetic level of oral production, a number of prosodic, lexical and grammatical features of language can be inferred in the criterion performance.
The Elements of Speaking
Vocabulary is the context and function word of language known as a part of child's understanding of spelling, letter reading and writing (Rahman Type of vocabulary. Grammar whose subject is the organization of words in different combinations, which are often very low structure represented, eg as phrases and complete utterances Ba'dulu, (2001:15).
Problems of Speaking a. Lack of Self-Confidence
I believe that the majority of foreign English speakers must admit that fear of making mistakes when speaking English is one of the main factors that inhibit our spoken English fluency. We can all surely remember situations where we have made a mistake when speaking or trying to speak, and it has left us feeling insecure, embarrassed and ashamed of our level of spoken English. The more similar situations we encounter, the more aware we become, and the fear of making mistakes constantly feeds on itself.
While they are a little confused and make the odd mistake here and there, this is absolutely normal, but those foreign English speakers who are constantly worried about making mistakes are seriously hampered in their improvement in English; in other words - they find it difficult to enjoy themselves when they speak English. Another reason why many foreign English speakers worry too much about making mistakes when speaking is their personality type. If you are not very confident and you tend to be a little on the shy side in general, you may find it very intimidating to talk to. An English speaker and makes mistakes. It's basically about feeling like a lesser person, and none of us like to feel that way, do we. So if you are one of those people who are anxious about making mistakes, here is what I will tell you.
Reluctance to speak is one of the reasons why the students are shy to speak English. According to Jenkins (2007), reluctance to speak or come forward means silence and reticence. Therefore, the students should be quiet and not active in learning English, especially in speaking activities.
Method of Teaching Speaking
At this stage, the teacher can ask the students to pronounce the unknown words and find out the meaning of the expression used in the text. speaker and asks them to repeat, paraphrase (summarize in other words), explain or give an example, you can say; A tongue twister is a sentence that is designed to be difficult to articulate properly, and can be used as a kind of spoken word game.
Some tongue twisters produce results that are humorous when mispronounced, while others simply rely on the speaker's confusion and mistakes for their entertainment value (Wikipedia). One of the main motivations for encouraging pair work in the English language classroom is to increase opportunities for students to use English in the classroom. Suggestopedia is widely regarded as one of the humanistic methods of teaching foreign languages (FLT) (Richards.
We can state that this method uses super learning, where all aspects of learning are activated. 1985) classifies the socioaffective strategies as one of the three strategies. Pica, 1986; Williams, Inscoe & Tasker, 1997) identified the devices used in the negotiation process, including confirmation checks, clarification requests, comprehension checks, repetitions, and restatements. According to Vygotsky's theory of development (1986), all human activities, including teaching and learning activities, are available in the social relations between the participants.
Application of Socioaffective Strategies
Therefore, special attention is needed for the teacher to notice if students neglect the use of socio-affective strategies. The teacher can provide students with knowledge to recognize the characteristics, effectiveness and applications of socioaffective strategies. For example, the teacher can teach students to try to relax when they are afraid to speak English.
The teacher divides the students into several small groups, consisting of at least one native speaker. Another application in this phase is to encourage students to have an individual conversation with the teacher. During the meeting, the teacher can have relaxed conversations with students and try to gain insight into the difficulties they encounter during their studies abroad.
The teacher allows students to express their feelings in English and practice their English speaking skills, which are the powerful ways to achieve the use of socio-affective strategies. The teacher can use group or individual interviews, questionnaires and open-ended questions so that students can express their feelings in relation to using socio-affective strategies (Chamot, 1999). To encourage students to depend more on themselves instead of the teacher, the teacher must ask students to use these effective socio-affective strategies in classroom settings and also in daily life.
Advantages of Socioaffective Strategies
Clearly, it takes time for students to know how to successfully integrate social-affective strategies into language learning. Language teachers must patiently provide instruction on language learning strategies, and students are expected to use the strategy consistently. It is hoped that students can use social-affective strategies when speaking English, even without teacher supervision.
Another advantage is that the use of language learning strategies in language classes should be treated as long-term teaching. There is no positive variation between students' speaking competence and the use of socio-affective strategies in a short period of treatment. The successful acquisition of speaking competence can only be achieved on the condition that language teachers provide instruction in the strategy patiently and students use socio-affective strategies continuously.
Importantly, special efforts should be focused on helping to improve students' motivation to learn English language skills. Language teachers can provide students with practical practice and reinforce the use of social-affective strategies (Kinoshita, 2003), such as collaborating with classmates and teachers. Language learners can integrate social-affective strategies not only in the classroom context, but also in the classroom.
Conceptual framework
Hypothesis
The purpose of the pre-test was to know the students' previous speaking skills, and the purpose of the post-test was to know whether social-affective strategies could improve the students' speaking skills.
Variables and Indicators
The population of this research was the sixth grade students of SMP GUPPI SAMATA in the academic year 2016/2017. The students of the second class of this school consisted of two sections, VIII.A and VIII.B.
Instrument of the Research
Procedure of Collecting Data
The post-test aims to know the significant differences between students' performance before and after socio-affective strategies used.
Technique of Data Analysis
D = mean total deviation score ΣD = sum of total difference score ΣD2 = square of sum score for difference N = total number of subject (Gay, 2006:355).
The Findings
The Significant of fluency
The researcher had used the t-test analysis at the level of significance (p) 0.05 with the degree of freedom (df) = N-1, where N= the number of students (21 students) and the value of the table was 1.761. .Independent sample t-test statistical analysis was applied. Table 4.2 above shows that the t test value of smoothness was greater than the T table value (13.54> 1.762). This means that there was significant difference between students' speaking ability before and after using socioaffective strategies of second year students in SMP GUPPI Samata. It was shown that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
Hypothesis testing of Speaking Ability of the Students
Discussion
Based on the result of the data analysis and discussion in the previous chapter, the researcher would like to put forward the following conclusion of the research finding and suggestion.
Conclusions
Suggestions
It is suggested to students that the use of socio-affective strategies is one of the effective and good methods to increase students' English speaking (fluency). For further research, the researcher recommends that other researchers conduct the teaching of English to high school students through the use of socio-affective strategies. Khaliliaqdam, Salam: The effect of socio-affective strategies on the achievement test of students in different genders: Iran, Asad Islamic University.
White, Cyntia J:1993. Metacognitive, cognitive, social-affective strategies used in foreign language learning: a comparative study: Massy, Massy University.
APPENDICES
TujuanPembelajaran
Dapatkan informasi rinci dari percakapan menggunakan persetujuan dan ketidaksepakatan. Butir soal didemonstrasikan dengan tepat (tanggung jawab);
MateriPembelajaran
Expressing Agreement
Kegiatan Pendahuluan Apersepsi
KegiatanInti
Kegiatan Penutup
- Penilaian Indikator
- Materi Pembelajaran
Mengungkapkan makna dalam percakapan transaksional dan interpersonal verbal pendek sederhana untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar : 3.1 Mengungkapkan makna dalam percakapan transaksional sederhana (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar, melibatkan tindak tutur: meminta, memberi, menolak nikmat, meminta untuk, memberi, menolak sesuatu, mengakui, mengingkari fakta, dan meminta serta memberi pendapat Jenis teks: transaksional/interpersonal. Pilih Mengekspresikan untuk mengakui, mengingkari fakta, bertanya dan memberikan pendapat secara tepat untuk menjawab guru (mandiri); . membalas);.
KegiatanPendahuluan Apersepsi
Kegiatan Inti
- Penilaian Indikator
