This study was conducted to present the improvement of the students after the researcher applied IRE collaborated with panel discussion technique in the teachinglearning processes to stimulate the students to speak English actively. The subject of this study was the IV B students of ELSP FTTE Unmas Denpasar in academic year 2016/2017. The subject under study was 29 students. They could improve their speaking skill such as grammar, fluency, pronunciation and comprehension achievement after learning through IRE collaborated with panel discussion technique. The present classroom action study was conducted based on the result of pre-test which was65.17, which showed the students' speaking skill was low. To improve their speaking, the researcher conducted a classroom action research which was conducted in two cycles which in each cycle was consisted of two sessions. There were some research instruments used by the researcher to collect the data, namely: tests, questionnaires and observational sheet. The result of the data analysis of the reflection scores in cycle I, cycle II and cycle III showed the increasing mean figure of 71.9, 75.83 and 81.72. There was a significant increase between the mean figure of cycle I, cycle II and cycle III. These findings showed that IRE technique collaborated with panel discussion activity could improve the students' speaking skill. The result of the analysis of the questionnaire score showed the comparative percentage figures of 67.76%, 29.52%, 2.72%, 0% and 0% for the total responses of questionnaire items options strongly agree, agree, neutral, disagree and strongly disagree respectively. It showed that the subjects' responses toward the technique were positive. This study provided empirical evidences on teaching English speaking skill toward adult learners using IRE technique collaborated with panel discussion activity. ABSTRAKPenelitian ini dilakukan untuk menyajikan peningkatan siswa setelah peneliti menerapkan IRE berkolaborasi dengan teknik diskusi panel dalam proses belajar-mengajar untuk merangsang siswa untuk berbicara bahasa Inggris secara aktif. Subjek penelitian ini adalah siswa IV B ELSP FTTE Unmas Denpasar pada tahun akademik 2016/2017. Subjek yang diteliti adalah 29 siswa. Mereka dapat meningkatkan keterampilan berbicara mereka seperti tata bahasa, kelancaran, pengucapan dan pencapaian pemahaman setelah belajar melalui IRE berkolaborasi dengan teknik diskusi panel. Penelitian tindakan kelas ini dilakukan berdasarkan hasil pre-test yaitu 65,17, yang menunjukkan keterampilan berbicara siswa rendah. Untuk meningkatkan kemampuan berbicara mereka, peneliti melakukan penelitian tindakan kelas yang dilakukan dalam dua siklus yang dalam setiap siklus terdiri dari dua sesi. Ada beberapa instrumen penelitian yang digunakan oleh peneliti untuk mengumpulkan data, yaitu: tes, kuesioner dan lembar observasi. Hasil analisis data skor refleksi pada siklus I, siklus II dan siklus III menunjukkan peningkatan rata-rata angka 71,9, 75,83 dan 81,72. Ada peningkatan yang signifikan antara...
This study aims to reveal the effect of self-efficacy on the elementary level students and factors causing the high level of self-efficacy and its influence on students' English speaking ability. The population of this study were all students of grade VIII SMPN 3 Gianyar, while the sample of this study was taken by random sampling technique with lottery system. For research and data collection methods, the researcher uses some valid and reliable instruments, namely (1) speaking performance appraisal to know students' ability to speak English consisting of 3 criteria ie smoothness, pronunciation and improvisation, (2) self-efficacy questionnaire for knowing the high level of self-efficacy and its influence on students' speaking ability consisting of 4 components ie learning experience, field experience, social invitation, and psychological and emotional condition and analyzed with SPSS 16.0, (3) FGD guide (Focus Group Discussion) to know the factors causing the high low self-efficacy consisting of these 8 interview questions. A total of 33 students with details of 12 male and 21 female students were grouped into 3 large groups (high, medium, low) to be interviewed through FGD. The results of this study is self-efficacy gives a significant effect on students' speaking ability at the basic level of contribution of 91%. It was also found that the four criteria in self-efficacy have significant influence on students 'speaking ability, the most dominant is the criteria of students' psychic and emotional state when learning to speak English. This study contributes empirically that teachers can update their teaching techniques by observing self-efficacy in students by using creativity in teaching. In addition students can find out what happens to them during English learning so that together can create a comfortable and conducive learning atmosphere.
This study focused on: 1) investigating the significant difference in speaking competency between the students taught by using Jigsaw II and those taught by using STAD; 2) investigating the interactional effect between teaching techniques and self-confidence upon students' speaking competency; 3) investigating the significant difference in speaking competency between the students with high selfconfidence taught by Jigsaw II and those taught by STAD; and 4) investigating the significant difference in speaking competency between the students with low self-confidence taught by Jigsaw II and those taught by STAD. The findings show that, firstly, the students treated by Jigsaw II achieve better speaking competency than those treated by STAD; secondly, there is an interactional effect between teaching techniques and self-confidence on the students' speaking competency; thirdly, the students with high-self-confidence gain higher speaking competency when being treated by Jigsaw II than by STAD; and fourthly, the students with low self-confidence attain the same speaking competency achievement when being treated by Jigsaw II and STAD.
The study aimed at improving the students’ reading comprehension by implementing Modified Collaborative Strategic Reading (MCSR) technique. The subject was grade eleven students of SMA (SLUA) Saraswati 1 Denpasar, in which the amount was thirty students. There were two cycles (eight meetings), in this Classroom based Action Research. There were three instruments used: test, questionnaire, and diary. From the result of the post-test and analyzed questionnaire, it is shown that there is an increase in every meeting. This can be concluded that MCSR is effective in improving the students’ reading comprehension.
Every research must have a purpose, as well as this study, which aims to determine the correlation between self-confidence and interpreting ability in seventh semester students of English Study Program at FKIP Unmas Denpasar. There were 27 students taken as a sample of class VII B with cluster sampling technique. This research was designed using correlation research. For data collection in this study, there were two instruments used, namely a questionnaire for a self-confidence test consisting of 30 items and an interpreting test. The collected data was then analyzed using Pearson's Product Moment Correlation on IBM SPSS Statistic 25. The results of the data analysis and based on statistical calculations obtained r of 0.617. From these results, it can be seen that there is a correlation between self-confidence and interpreting of the seventh semester of the English Language Study Program, FKIP Unmas Denpasar. In conclusion, the alternative hypothesis (Ha) is accepted.
Coursebook plays an essential role in English language teaching. It is a guide to the prescribed curriculum and syllabus. However, the coursebook does not always match the needs of students and lecturers. This study aims to develop a speaking coursebook using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model based on OBE Curriculum. Researchers used Research and Development (RD) in which the data were collected through questionnaire and interview. There were 26 students and two lecturers in the English Language Education Study Program. From the finding, the design and development of the coursebook are highly influenced by the result of the needs analysis. From the impact of the need analysis, the researchers developed the coursebook for Speaking for Informal Interaction that provides achievable teaching ideas for lecturers, including speaking activities, vocabulary, grammar, dialogue examples, exercise (individual, pair, or group work), and lesson learned related to the topics discussed. The result of validation from experts (design, content, and language), students, and lecturers agreed that the coursebook had met the criteria of a good coursebook. The results of this study can later be effectively used to support the achievement of student communicative competence, especially in the Speaking for Informal Interaction course.
This study used classroom action research design which was conducted in two cycles in which each cycle consisted of two sessions. The subject was class IX F of SMP (SLUB) Saraswati 1 Denpasar which consisted of 38 students. In this present study, the research instruments used were tests (pre-test, post-test 1, and post-test 2) and questionnaire. The result of the pre-test showed that the students' ability in speaking was still low. They still had problems with vocabulary, grammar, pronunciation, comprehension, and fluency. To solve that problem, the researcher used storytelling technique assisted with picture series that was carried out in two cycles. Based on the data of pre-test, post-test 1, and post-test 2 which were respectively 60.52, 70.13, and 80.52, it showed that there were improvements in speaking when they retold the narrative story. In addition, the questionnaire data showed that there were positive responses towards the implementation of storytelling technique in improving the subjects’ speaking skill. In conclusion, this study research proved that speaking skill of the ninth-grade students of SMP (SLUB) Saraswati 1 Denpasar in academic year 2022/2023 can be improved through storytelling technique assisted with picture series.
This study was purposed to improve students’ speaking skill of eleventh grade students of SMA N 1 Blahbatuh. There were 36 students consisting of 18 female students and 18 male students. The study belonged to classroom action research which was conducted to overcome the students’ problem in mastering speaking skill. Moreover, the result of study showed that the Jigsaw Type Cooperative Learning could efficiently improve students’ achievement in speaking skill. This study was applied in two cycles in which each cycle consisted of four interconnected sessions. The required data were collected through three kinds of instruments, namely pre-test (Intial Reflection), post-tests (Reflection) and questionnaires. It was found that the mean figure of IR (Xo) was 40.89. This figure clearly showed that the students’ achievement in speaking skill of the class XI IA2 students of SMA N 1 Blahbatuh was considered low. The scores obtained by the subjects under study in cycle I revealed the progressing mean figures of 41.84, 48.00, 52.72 and 58.39 for S1, S2, S3 and S4. The grand mean of cycle I (XI) was 50.23. the figures gained by the subjects under study in cycle II also showed the succeeding mean figures of 62.22, 66.50, 72.33 and 77.67 for S5, S6, S7 and S8. The grand mean of cycle II (XII) was 69.68. The different between grand mean of cycle I (XI) and grand mean of cycle II (XII) was 19.45. The established mean figure for each session in each cycle was much higher than the IR mean figure. The mean figures from S1 until S8 were progressed and increased significantly. However, this result proved the effectivenenss of Jigsaw Type Cooperative Learning in increasing students’ speaking skill. In addition, the result of the questionnaires showed the comparative percentage figures of 65.52%, 27.62%, 6.84% and 0% for the respective total responses of item A, B, C and D. These findings obviously confirmed that the students’ attitudes, behavior and motivation were changed positively.
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