Using think pair share strategy to improve eleventh gradersÔÇÖ speaking skill on explanation texts / Brillian Wahyu Andrian
| Main Author: | Andrian, Brillian Wahyu |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2018
|
| Online Access: |
http://repository.um.ac.id/10442/ |
Daftar Isi:
- iSUMMARYAndrianBrillianWahyu.RhetoricalMovesintheIntroductionSectionofResearchArticlesbyEnglishDepartmentStudents.ThesisDepartmentofEnglishFacultyofLettersStateUniversityofMalang.Advisors(I)Dra.NunungSuryatiM.Ed.Ph.D.(II)Dr.NiamikaElKhoiriS.PdM.A.KeywordsThink-Pair-SharespeakingSeniorHighSchoolSpeakingisoneofthecentralelementsofcommunicationinEFLlearning.HoweverforthosewhosenativelanguageisnotEnglishitisinevitablethattheyfindspeakinginEnglishnotaseasyasspeakingintheirnativelanguage.Ateachershouldimplementastrategythatprovidesanenjoyablelearningwhichcanhelpthestudentsimprovetheirspeakingskillsconfidently.Thisresearchaimstoimprovethespeakingskillof11thgradersofPublicSeniorHighSchool1SookobyemployingThink-Pair-Sharestrategy(TPS).Thepreliminaryresearchshowedthatthestudenthaddifficultyinconveyingtheirideas.Theotherproblemsdealtwiththeirweakorpoorpronunciationandgrammarandtheirsmallvocabularysize.TPSasanactivelearningstrategywaschosenasitwasintendedtogivethestudentsopportunitiestoconveytheirideasbyactivelyparticipatingindiscussionwiththeirfriends.ToachievetheobjectiveClassroomActionResearch(CAR)wascarriedoutinvolvingaseriesofcyclesthatincludeplanningactingobservingandreflecting.Theresearchwasdoneinfourmeetings.IntheorientationstagetheresearcherintroducedexplanationtextasthematerialtothestudentsandpracticespeakingwiththetextusingTPSstrategy.InthefollowingtwomeetingsthestudentswereregularlygiveninteractionspeakingtasksontheexplanationtextusingTPSstrategy.Inthelastmeetingaspeakingtestwasgivenandtheirperformancewasscored.FollowingthatthestudentsweregivenaquestionnaireontheirresponsestowardstheuseofTPSstrategy.Observationchecklistsandfieldnotesfromtheobserverswerecollectedaswell.Thefindingsshowedthat25students(78.13%)outof32couldsuccessfullypasstheminimumpassinggrade(75).Thehighestscorewas92achievedby1student(3.13%)andthelowestscorewas58achievedby2students(6.25%).Themeanofthefinalscorewas77.21.AftertheimplementationofTPSstrategyitcouldbeseenthattherewasimprovementinstudentsspeakingskill.Furthermoretheresultoftheobservationchecklistshowedthatthestudentsactiveparticipationduringtheimplementationimproved.TheresultofthequestionnairerelatedtothestudentsresponsetowardstheuseofTPSstrategyinspeakingclassalsoconfirmedtheresultsoftheobservationinwhichthestudentsshowedpositiveresponsestowardsit.FinallytheresearcherconcludedthatTPSstrategysuccessfullyimprovedthestudentsspeakingskill.Inadditiontheywerealsoactivelyinvolvedinthespeakingactivity.ThestudentsspeakingperformanceshowedthatmoststudentswereabletospeakandcommunicateinEnglishbetteraftertheimplementationofTPSstrategy.