A Comparative Study of the Effect of Different Techniques of Cooperative Learning and Self-Confidence Upon Students’ Speaking Competency

Abstract

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.

Optimalisasi Kemampuan Berbicara Bahasa Inggris dan Percaya Diri melalui Jigsaw pada Siswa Kelas X SMK

“…Penelitian ini bertujuan untuk menyelidiki pengaruh dari penerapan kegiatan pembelajaran kooperatif tipe jigsaw terhadap kemampuan berbicara bahasa Inggris dan sikap percaya diri siswa. Meskipun telah ada beberapa penelitian tentang pengaruh model pembelajaran kooperatif tipe Jigsaw terhadap kemampuan berbicara (Perkasa, Emzir, Dewanti, & Dewanti, 2018;Ubaedillah, 2019) dan sikap percaya diri (Abbasi, Mehdinezhad, & Shirazi, 2019;Joni, Kerti Nitiasih, & Artini, 2017), penelitian pada siswa sekolah menengah kejuruan (SMK) masih terbatas. Hal inilah yang membuat penelitian ini mempunyai signifikansi yang cukup tinggi.…”

Motivation and English-Speaking Ability of the Economics Students

“…This suggests that students should possess the ability to provide meaningful content for both transactional (information exchange) and interactional (social interaction) purposes, employing accurate pronunciation, grammar, and vocabulary. Ultimately, the cultivation of speaking skills is vital for successful communication across various contexts (Joni D. A., 2019) Learning speaking skills involves more than just understanding the language; it also encompasses the ability to communicate effectively in real-life situations (Joni D. A., 2017). Despite this, many college students struggle to use English both in the classroom and in real-life contexts, primarily because English is not their native language, and they rarely engage with it in their daily interactions.…”