Thank you very much for your support, suggestions, corrections and ideas during the writing process of this thesis. Alhamdulillah, all praises are due to Allah, the only power, the Lord of the universe, the Lord of the Day of Judgment, the Almighty God, for the blessings and mercies, so that the researcher was able to complete this thesis proposal entitled “Effectiveness of Companionship Affective Strategies towards improving students' self-confidence in speaking (In the third semester students at IAIN Bengkulu in the Academic Year. 2020/2021).
Tujuan dari penelitian ini adalah untuk mengetahui pengaruh yang lebih signifikan setelah siswa mengajar menggunakan strategi sosio-afektif terhadap kepercayaan diri siswa dalam berbicara pada mahasiswa semester tiga di IAIN Bengkulu tahun ajaran 2020/2021. Kemudian ditolak sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan penggunaan strategi sosio afektif terhadap kepercayaan diri mahasiswa berbicara mahasiswa semester III IAIN Bengkulu tahun ajaran 2020/2021. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh signifikan yang lebih baik setelah siswa diajarkan Strategi Sosio-Afektif terhadap Kepercayaan Diri Siswa dalam Berbicara pada mahasiswa semester tiga di IAIN Bengkulu tahun ajaran 2020/2021.
H_0 kemudian ditolak, sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan penggunaan strategi afektif sosial terhadap kepercayaan diri berbicara mahasiswa semester III IAIN Bengkulu tahun ajaran 2020/2021.
INTRODUCTION INTRODUCTION
- Identification of Problem
- Limitation of the Problem
- Research Question
- Objective of the Research
- Significant of the Research
- Definition of key term
Based on the above explanation, Socio-Affective is a learning strategy that can make students more active and confident in the classroom. The researcher will use this teaching method to teach English in the classroom. From the results of the study, it can be concluded that the use of social-affective strategies can increase students' self-confidence in speaking English. The similarity between the above research and this study is based on social-affective strategies.
The similarity between the above research and this research is the use of socio-affective strategies for speaking skills. The result was positive for the use of socio-affective strategies in teaching speaking and helped students to increase their motivation and confidence to speak. The similarity between the above research and this research is the use of socio-affective strategies for speaking skills. This research aims to investigate and observe the socio-affective strategies in terms of improving students' speaking confidence used by third semester students majoring in English education at IAIN Bengkulu City especially in class C in the academic year 2020/2021 .
The limitation of the problem in this research focuses on the effectiveness of socio-affective strategies towards students.
LITERATURE REVIEW LITERATURE REVIEW
The Nature of Speaking
Brown defines that when someone speaks a language, it means that one can carry on a conversation reasonably competently.9. The Ur states said that the language refers to as "speakers" of the language, as if speech includes all other forms of knowledge.10. Speaking is known as oral communication that aims to transform knowledge and information.
Richard and Willy define that the purpose of speaking requires the ability to use the language appropriately in social interaction.11. So, based on the theory above, speaking is a language that is spoken with sound through words that produce conversations to communicate and exchange information in social interaction. In monologues, when one speaker uses spoken language for any length of time, such as in speeches, lectures, readings, newscasts, and the like, the listener must process long periods of speech without.
Dialogue (interpersonal)
Factors Affective Speaking Achievement
- Self Confidence
- Language Learning Strategies
- Socioaffective Strategies
- Previous Study 1. Afriana’s work
- Hayati Syari work’s
- Maulid Robiansyah, Pryla Rochmahwati work’s
- The Position of the Current Study
- Hypotesis
- Population and Sample
- Research Instrument
- Documentation
- Questionnaire
- Research Procedure
- Pre Test
- Giving Treatment
- Validity and Reliability of the test
- Technique of Data Analysis
- Normality Test
- Homogeneity Test
- One-Way ANOVA
The central role of listening skills in the second or foreign language acquisition process is now largely acceptance. In this stage, the teacher will observe the students as they study in class. In this case study, an attempt was made to investigate whether socio-affective strategies have any effect on the second language learners' willingness to communicate in the context of the classroom.24 Self-talk: The students who use mental control to assure themselves that a learning activity will be successful be or to reduce anxiety about a task.
The effectiveness of social-affective strategies for improving students' self-confidence in speaking in the third semester of IAIN Bengkulu academic year 2019/2020 will be the focus of this study. SMP Maarif 1 Ponorogo isIt is really important because the teacher plays an important role in the learning process. In the first study, the data came from the e-journal abstract. The first research from the graduate students, University of the Son of Batam, the second e-journal abstract is from lecturer at IAIN Bukittinggi.
Ha = After teaching students with social-affective strategies is effective to increase students' speaking confidence among third semester students of English education in IAIN Bengkulu in the academic year 2020/2021. Ho = The use of social-affective strategies did not significantly increase students' speaking confidence among third semester students majoring in English Education at IAIN Bengkulu in the 2020/2021 academic year. In this study, the population is all third semester English education students at IAIN Bengkulu in the academic year 2020/2021.
Data from the questionnaire were analyzed to determine students' self-confidence by observing the most checked item in the always, often, sometimes, rarely, and never column. At this stage, the researcher conducts an initial test in the form of a self-confidence questionnaire in speaking ability. The group in this study were students of the third semester class of English Education major at IAIN Bengkulu in the academic year 2020/2021.
This chapter discusses the result of the research conducted on the third students of IAIN Bengkulu. Data description of students' pretest and posttest self-confidence scores in the experimental classroom. Based on table 4.1 can be included in the first pretest and the first treatment, the first pretest mean is 47.48 and the first test with mean 67.35, while the standard deviation is 8.016 in the first pretest and the first posttest is 9.277.
Based on table 4.3 it can be included in the second pre-test and second treatment, the second pre-test mean is 56.65 and second post-test with a mean of 73.26, while the standard deviation is 8.446 in the second pre-test and first second is 7,300. Based on table 4.5 it can be included in the third pre-test and third treatment, the first pre-test average is 68.91 and first post-test with an average of 77.74 while the standard deviation is 8.923 in the third pre-test and third post-test 6.887 . Where the significance value obtained is 0.000 <0.05, it can therefore be concluded that there is a difference in the average students' confidence in treatment 1 (X1) and in treatment 3 (X3).
Discussion
After performing the pre-test 3 times and 3 times after the test, the researcher shows the comparison of the students' speaking confidence results, the time interval between the pre-test 1 and the post-test 1, the pre-test 2 and the post-test 2, until the last pre-test 3 and the post-test. 3 the calculation of the test results at the end is carried out with the help of the computer program SPSS version 16.0. The results of the study showed that the self-esteem of the students in the experimental class increased after the treatment. Thus, it can be seen that the average value of the questionnaire on students' self-esteem increases significantly between the period before and after treatment in the experimental class.
Where the obtained significance value is 0.000 <0.05, then it can be stated that the difference in the average difference in students' confidence in speaking at the time of treatment 1 (X1) and in treatment 3 (X3). The results of the research in the experimental classroom show that the socio-affective strategies have been shown to be useful for students in learning to increase students' self-confidence. The benefits obtained by the students of the experimental class are shown by several things, including the student's easy to develop their idea to make some notes or speak and to support their idea before speaking, make the students fun and easy because the students get the idea and make details based on their ideas .
Social-affective strategies have been shown to facilitate the process of increasing students' speaking confidence. From the above statement, it can be seen that socio-affective strategies increased students' speaking confidence. After conducting the research, collecting data and then analyzing the data, the researcher found that the result of this study showed a statistically significant effect of social-affective strategies on improving students' speaking confidence.
Based on the statistical analysis, there is a significant effect of using social-affective strategies on improving students' self-confidence in speaking at IAIN Bengkulu in the 2019/2020 academic year. This showed that the self-confidence of the students in the experimental class increased after the treatment. Then it is rejected, so it can be concluded that there is a significant effect of using the social-affective strategy on students' self-confidence in speaking.
Wherein the significance value obtained is 0.000 <0.05 so it can be found that there is a difference in the mean difference in the writing ability of the students at the time of treatment 1 (X1) and at the time of treatment 3 (X3).
Suggestion
By using The Socio-Affective Strategies, students can easily develop their confidence to speak. Students must practice their speaking skills not only in class but also outside of class. By using The Socio-Affective Strategies, they will find it easy when they want to develop their confidence to speak.
Social-affective learning strategies used in speaking III by students of Stain Batusangkar's English department.
