All the lecturers of Palangka Raya State Islamic College who have given us everything related to religion and education;. All the employees of Palangka Raya State Islamic College for their help in my study until the completion of this rhesis.
CHAPTER I INTRODUCTION
Problems ofthe Study
CIIAPTER II REVIEW TO RELATED LITERATURE
CHAPTERM RESEARCH METHOD
Test
CHAPTER IV RESEARCH FTNDINGS
CHAPTERV CLOSING
Conclusion
- Cl uptoC 19
- Dl uptoD6 8. EFL
- STAIN
CHAPTER I
English students should speak English fluently and accurately because they are a candidate for English teacher in the future. Not all the English students of the English education program at S?7I1V Palangka Raya who graduated from senior high school in language program are able to speak English fluently and accurately because they did not have a great desire to practice their English in speaking don't practice
WITH DTTIFERENT SE]\IIOR HIGH SCH(X)L'S PROGRAM AT ENGLISH PROGRAM OF STAIN PALANGKA RAYA ACADEIIflC YEAR
Scope and Limitation
Given the background and problem of the above study, the author would like to define the scope and limitations of this research. The study is conducted only for English students on STAIN in Palangka Raya academic year 2008t20O9.
Hypoth6is
- Ho : There is not a significant difference in the competency of
- Delinition of Key Terms
From the above definition of key terms, we can conclude that in the speech process we need language as a speech tool and in order to be able to speak. Try to say something and understand the meaning, because when speaking, we not only speak, but also know the meaning of the spoken material.
Chapter III : Research Method that Consisted of The Time and Place of
Speaking, English Graduate Program Students in Speaking Activities, Non-English Program Graduate Students in Speaking Activity, Speaking Efficiency TWes of Speaking Classroom Performance€, Teaching Speaking, Problems in Teaching Speaking, Speaking I, Speaking II, Application of Language Skills, Comparative Study and Concept and Measurement.
CHAPTER II
Strategies for repairing trouble spots in conversation, including communication breakdown and comprehension problems
It is not possible in the context of the one introductory chapter on speech teaching to draw attention to all the possible techniques and tasks available for teaching these features of conversation,2T. Language input can be content or form oriented. l._ Content eastern inputs focus on information wither it is a simple weather. repoi or an extended lecture on an academic topic.
Readers Theatre .3t
To communicate and interact with others, students need to engage in a variety of formal and informal speaking situations, depending on their purpose for speaking. These observations and analyzes should then be stated in the simplest possible way so that they are correctly understood.
Responsive
This method also encourages the students to spontaneously apply the grammar they have already learned.56. They are minimally designed to allow the students to freely create their own characters, rather than just mimic those that have already been carefully fleshed out.5T.
Games
After all the questions are collected in one pile and the answers in another, the teacher calls two students to the front of the class. Before doing this activity, the teacher might read the story to the class in its correct from.
Song
It is an extremely different skill to test, and it is far too complex a skill to allow any reliable analysis to be done to suggest objective testing. It is possible for a person to produce practically all the correct sound but still be unable to communicate his ideas appropriately and effectively, moreover, success in communication often depends as much on the listener as on the speaker.T2.
Yet another (thought nor insup€rable) diffrculty in oral testing is that of
Spelking tr
An example of such a limited objective could be defined as .. the learner's ability to ask basic questions in an interview that might be appropriate to work as a customs officer at an airport. It can also be used to compare the similarities of opinion and .. the changes of people's opinion, group or a country, with the matter, with the people, event or with the ideas).
Frame ofThinking
5 Very good: although he cannot be mistaken for a native speaker, he expresses himself quite clearly. He has little difficulty deciphering English and communication with him is not at all strained. Makes a limited number of grammatical, lexical and pronunciation errors, but is still good at communicating on everyday topics.
3 Although verbal communication is usually quite satisfactory, the native speaker may sometimes have difficulty communicating with him. Meanwhile, the author wants to know the students' ability and fluency in speaking of the second semester English students at .S771l{ of palangka Raya academic year 2008/200tt after studying about the speaking ll subject by describing a scheme of framework.
CHAPTER III
Face Validity
Hughes argues that since the actual implications of tests often differ from those perceived by exams or administrative staff, so does face validity. However, face validity is very important in a classroom speaking test because the students are more motivated to speak when a test is good. Davies, as quoted by Kim, argues that such a test is usually an achievement test, and as such must have both face validity and constnrct. validity.'02.
Based on Heato&, a test is called face validity if the test items look good to other testers, teachers, moderators, and testee.lo3. The face validity of the test items is as follows. a) Type of test is subjective test. Based on the measurement of the reliability of the instrument above, the reliability coefficient was known to be 9 and the value of 1666 was 0.707.
Based on the measurement of instrument reliability above, it was known that the reliability coefficient is 7.5 and the value of 165r" is 0.4(X.
Interview
The author checked the students' name and probability errors to fulfill the list of questions based on the worksheet. It can also be used to compare similarities and changes in the opinion of the person, group or country, with the matter, with the people, event or ideas). The writer made a summary table of the data calculation of one-way anova in different number of samples.
Level 5%o. If the rc score of the one-way skew in the total different samples is higher than 1666, it means Ha is accepted, but if the one-way skew score in the different sample total is less than t666, means that Ho is accepted. The writer used anova one way to answer the problem, specifically one-way anova in different samples. One way anova merupakan testaing hipotesa comparatf utttuk dota intemal atau rasio dori k sanpel (ebih dari dua sanpel) yang berkarelasi dengan.
Terkait pernyataan one way anovq lqbal Hasan menyatakan one way anova dengan sampel yang tidak sama banyolorya adalah bahwa setiap kelornpobryo memiliki jumlah atau ukuran sampel yang tidak sama jumlah atau jumlahnya. sampel dalam setiap kelompok memiliki jumlah atau ukuran sampel yang berbeda).
CH-APTER IV
Speaklng III
The frequency of the students' English activity in a month can be read from the table below. c a. For the data on the frequency of the students' attendance at the English activity in a month, see the table below. Based on the data in the table and figure above, all students in the language program were active in attending the English activity.
4 students or 33.3 o/o of the students used English because of the teacher's task and only one student never chose. To know the intensity of students in recording English dictionaries, it can be seen in the table below. Based on the data in the table and figure above, we can see that all students in the language program have recorded English dictionaries.
Furthermore, there were 4 students or 33.3% of the students who had 25o/o frequency in the intensity of the students' activity in English activity.
Based on the data of the table and figure above, it can be concluded that the science program had the highest frequency, it was 28 students or 43.1% of students. Based on the data in the table and figure above, we can see that most of the students were invited to speak English by their teacher. He indicated that most students in the science program were invited to speak English by their teacher.
According to the data in the table and the picture above, the most common .. activity of students in English was the t€xt book category. There were 14 students or 50.0% of students who chose a textbook for their English activity, and 6 students or 21.4% of students chose a presentation for their English activity. In addition, there were 5 l7.g/o students who chose storytelling as their English activity, and only 3 students or 10.7% of the students chose speaking as their English activity.
The frequency of English activity in a month supported the students' English proficiency, because if they had a high frequency in their English activity in a.
Iil II
Competency of Speaking Obtained by Students who Have Different Senior High Schools Progrem at STAIN of Palangka Raya Acedemic
To analyze the comparability between four variables for students' speaking scores, one-way anova in different number of samples is used. Based on the data in the table above, it can be known that the highest score. By knowing the students' speaking scores, the next step nominator degree of freedom (Vl) and denominator degree of freedom (V2) are calculated.
Knowing the above data, it is necessary to calculate some Total Square (JKT), some Total Coolum (JKK) and some Total Erfor (JKE).
JKE=JKT-JKK
Nl also explained the difference between teaching English at Senior High School and at university level. According to R, presenter L lead of English text and speech, the English activities when R was in high school are to support the speaking Il. R told that between teaching English in high school it was not to try to speak, but now R will get more knowledge about English and he will be able to speak English.
NIl said that the speaking activity was less when Nlf was in Senior High School and only informed us himself or read a text. Then she said that teaching English at high school and at university level was very different. ES said that there was a separation between teaching English in high school and at the high school level.
On the difference between teaching English at the high school and at the college level, she said that it was very different.
