Title: Implementation of Socio-Affective Strategy to improve students' speaking skills in the second grade of SMAN 1 Enrekang students (An Experimental Study). Judul Skripsi: Implementation of Socio-Affective Strategy to improve students' speaking skills in the second grade of SMAN 1 Enrekang students (An Experimental Study). The implementation of socio-affective strategy to improve students' speaking skills in the second grade of SMAN 1 Enrekang students (An experimental research).
The objective of the research is to describe the implementation of the Social Affective Strategy to improve students' speaking skills in terms of pronunciation and vocabulary. The research used an experimental research that aimed to find out the improvement of students' speaking in pronunciation and vocabulary form through the Socio-Affective Strategy. The result of the research showed that the implementation of the socio-affective strategy could improve the students' speech achievement in the form of pronunciation in the pretest was 2.04, but after the research gave treatment, the students' pronunciation in the posttest becomes 3.72, while the students. speaking in the form of vocabulary in the pretest was 53.04 and in the posttest it was 79.4.
Social-affective strategy has been shown to be important for improving students' English speaking skills. I am aware that while conducting the research and writing this assignment, many people have contributed their valuable suggestions, guidance, help and advice to complete this assignment.
INTRODUCTION
- Problem Statement
- Objective of The Research
- Significance of The Research
- Scope of the Research
- Some Pertinent Idea 1. Concept of Speaking
- Pronunciation
- Vocabulary
- Concept of Strategy
- Types of Socio-Affective Strategies
- Applications and Recommendations of Socio-Affective Strategy for Language and Learners
- Hypothesis
This research is conducted under the title 'The implementation of social-affective strategy to improve student speaking skills in second grade students' by SMAN 1 Enrekang. Mufidatul Asmi (2013) in her dissertation entitled “The effectiveness of social-affective strategy in improving students' speaking skills”. She found that the social-affective strategy is significant in improving students' accuracy and fluency.
Salmiati (2012) in her thesis entitled "Effectiveness of socio-affective strategies in improving students' speaking ability, an experimental study". She found that the application of socio-affective strategy is important in improving students' speaking ability in terms of accuracy and fluency. Nirmala (2012) who did research and got the title "Effectiveness of Socio-Affective Strategy in improving student's speaking ability".
She found that the socio-affective strategy is a good strategy for improving students' speaking ability, especially in terms of accuracy and fluency. All the researchers mentioned above agree that the use of socio-affective strategy in teaching English, especially in speaking skills, can improve students' speaking skills. Therefore, both students and teachers can assess whether socioaffective strategies have a positive effect on students' speaking ability.
Alternative hypothesis (h1): there is a significant difference between the pre-test and post-test results of students' speaking skills after they have been taught Social Affective Strategy.
RESEARCH METHOD RESEARCH METHOD
- Research Method
- Research Design
- Indicator and Variables 1. Indicator
- Instruments of the Research
- Procedure of Data Collection
- Technique of Data Analysis
The indicator of this research was: social-affective strategy can improve students' speaking skills to become better than before and improve students' self-confidence to speak in public. The total population was 260 students, who were divided into two programs (social and exact class). This research uses a random sampling of second grade students. of the GUMS science program.
In this study, the researcher took only one class to represent the entire population. The researcher gave a question sheet with multiple choice questions from the individual students. answer the question given according to the abilities of each student. After students have completed the question sheet, students read questions that contain conversation by paying attention to how to read properly. When collecting data, the researcher used three steps; they were pre-test, treatment, and post-test.
In the treatment, the researcher first gave a paper by the students individually. After the student finished, the student read the conversation in front of the class with the best pronunciation. In this session, the students were asked to deliver a speech individually in front of the class.
Data from the English speaking test were scored based on the English speaking proficiency score classification. In this case, the researcher gave points to the students". In analyzing the data collected through the pretest and posttest, the researcher used the following procedures. By evaluating the correct answer of the students in the pre-test and post-test, the researcher will use the formula.
5 The students pronounce the words very well 4 The students pronounce the words well. 2 Students may pronounce words often unintelligibly 1 Students may pronounce words poorly.
FINDINGS AND DISCUSSIONS
The Result of the Data Analysis
Frequency percentage score distribution of students' speaking ability in pronouncing terms in pre-test and post-test. The above shows that out of 25 students, there was no student who got a score of 5, and got a score of 4, 5 students got a score of 3, 16 students got a score of 2 and 4 students got a score of 1. The table shows that out of 25 , there are 5 students. get a score of 5, 10 students get a score of 4, 8 students get a score of 3, 2 students get a score of 2, and there was no student who got a score of 1 in the post-test.
The Mean Score of the Students’ Pre-Test and Post-Test
Hypothesis Testing
Discussions
The reason for this is that in the speaking practice, students knew how to pronounce the words and they are more careful to pronounce their words on the subject. This suggests that socio-affective strategies are very useful for students to learn through contact and interaction with others (O'malley & Chamot, 1990:11). Socio-affective strategy is effective in improving the students' speaking skills in terms of vocabulary and pronunciation.
This is proven by the fact that the students' pronunciation performance in the post-test is greater than in the pre-test (3.72>2.04) and by the fact that the students' vocabulary performance in the post-test is greater than in the pre-test (79.4>53 .04) and improving students' pronunciation in speaking is 82% and vocabulary in speaking is 49%.
Suggestions
It can be concluded that the students'. pronunciation and vocabulary in speaking in students in the second grade of SMAN 1 Enrekang is improved after implementing a social-affective strategy. Students must be diligent to practice speaking not only in the classroom, but also in everyday life. It is well suited to be used in experimental research, as student improvement can be achieved and observed directly in the classroom.
There are still many things to be observed by the next researchers related to the English subject, especially in terms of speaking skills. Korean students' language learning strategies and years of studying English as predictors of proficiency in English. Sa'diyah, Halimatus (2010) The implementation of socio-affective strategies to improve students' confidence in speaking (a classroom action research with students from VIII a class at SMP Pondok Modern Selamat Kendal in the academic year of undergraduate thesis (S1), IAIN Walisongo.
The effects of socio-affective strategy in the improvement of reading comprehension among Iranian EFL learners.
KOMPETENSI INTI (KI)
Menyusun teks lisan dan tulis untuk mengungkapkan dan menanggapi ungkapan pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, dengan benar dan sesuai konteks.
INDIKATOR PENCAPAIAN KOMPETENSI
TUJUAN PEMBELAJARAN
MATERI PEMBELAJARAN Asking and Giving Opinion
METODE PEMBELAJARAN
Sumber
- Langkah-Langkah dalam Pembelajaran Pertemuan ke-2
- Mean score of the students’ pretest N
- Mean score of the students’ posttest N
- The percentage of students’ improvement in pronunciation form P = 1
Memungkinkan siswa berkomunikasi secara lisan atau mendemonstrasikan ekspresi bertanya dan memberikan pendapat. Siswa diminta mendiskusikan contoh soal pada buku: Bahan Ajar Bahasa Inggris tentang ungkapan bertanya dan memberi pendapat. Siswa diberikan pekerjaan rumah (PR) yang meliputi materi terkait ekspresi meminta pendapat orang lain dan memberikan pendapat.
Guru memberikan tugas berkaitan dengan ungkapan bertanya dan memberikan pendapat yang telah dibahas pada pertemuan sebelumnya. Siswa diminta mengerjakan tugas yang diberikan guru melalui soal-soal dalam Buku: Bahan Ajar Bahasa Inggris Terkait Ekspresi Meminta dan Memberi Pendapat. Siswa diberikan pekerjaan rumah (PR) pada materi yang berkaitan dengan bertanya dan memberi pendapat.
Ando: But do you think it's a good idea for people to be able to smoke in shops and on buses.
Vocabulary Form
- Mean score of the students’ pretest
- The percentage of students’ improvement in vocabulary form P = 1
Pronunciation Form T-test
