MODIFIED PROCEDURES OF CLT PRINCIPLE-BASED PODCAST TO IMPROVE SPEAKING ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF SENIOR HIGH SCHOOL SMAN 1 PRINGSEWU
| Main Author: | Agung Putra M, 1823042016 |
|---|---|
| Format: | Masters NonPeerReviewed Book Report |
| Terbitan: |
, 2020
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| Subjects: | |
| Online Access: |
http://digilib.unila.ac.id/63256/1/ABSTRACT.pdf http://digilib.unila.ac.id/63256/2/A%20THESIS%20FULL.pdf http://digilib.unila.ac.id/63256/3/A%20THESIS%20TANPA%20BAB%20PEMBAHASAN.pdf http://digilib.unila.ac.id/63256/ |
Daftar Isi:
- This present study aimed to find out 1) whether there was a statistically significant difference of the students’ speaking achievement after the implementation podcast procedures and CLT principle-based podcast procedures, 2) the effect of CLT principle-based podcast procedures on every single aspect of speaking, 3) whether there was a statistically significant difference of the students’ speaking anxiety levels between the students taught through podcast procedures and CLT principle-based podcast procedures. The subjects of the research were 56 students of the second grade high school students at SMAN 1 Pringsewu. Two sorts of instruments, the speaking rubric and foreign language anxiety questionnaires, were employed in the current study. The design of the study was the static group comparison where two groups, the control and experimental classes, were compared. The data were analyzed using SPSS 16.0 The results showed there was a statistically significant difference of students’ speaking performance between the control and the experimental classes with the significant level on both classes is below 0.005. That is inferred, the students taught through CTL principle-based podcast procedures had higher scores than those taught through podcast procedures. The T-value is 12.152 (higher than t-table 2.045) It suggests that there is improvement of students speaking achievement. Furthermore, CLT principle-based podcast procedure also had a statistically significant effect on every single aspect of speaking in terms of pronunciation, fluency, vocabulary, grammar, and comprehensibility with t-value above t-table (2.045) and significant level below 0.005. In addition, the results showed that podcast procedures were not able to reduce the students’ speaking anxiety levels. The results of the statistical test that shows the significant level above 0.005. This suggests that there was no a statistically significant difference of the students’ speaking anxiety between pre-questionnaire and post-questionnaire. While in experimental class, the implementation of CLT principle-based podcast procedures were able to reduce students speaking anxiety significantly. The results shows the significant level below 0.005. In addition, the t-level (13.572) is higher than the t-table (2.045) which means there is improvement of students’ speaking anxiety level. The implementation of CLT principle-based podcast procedures provides students with communicative environments where students can practice and implement what they have heard in the podcast to the speaking practice. This suggests that CLT principle-based podcast procedures facilitate students to promote their speaking achievement and to reduce students’ speaking anxiety level.