ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study examines how speaking assessment is carried out under the Merdeka Curriculum at SMP Muhammadiyah 2 Tarakan, with a focus on diagnostic and students. Using a descriptive qualitative design, data were gathered from document formative assessment practices and on how they are perceived by both the teacher and analysis (teaching modules and assessment rubrics), classroom observations, and semi- structured interviews. The participants were one English teacher and nine seventh- ability levels. The data were analyzed thematically, and credibility was strengthened grade speaking through source triangulation. The findings show that diagnostic and formative assessments were implemented in an organized and differentiated way, aligned with Merdeka Curriculum principles, through activities such as interactive games and paired dialogues. However, students' experiences did not always match the teacher's intentions. In particular, students reported that assessment criteria were not clearly communicated, and many experienced considerable speaking anxiety-both of which became major barriers. Even so, students felt that these classroom activities helped them participate more actively and gradually build confidence, which they associated with improvement in speaking. These results point to the need for clearer, more consistent communication of assessment rubrics and for structured instructional strategies that address affective factors, especially anxiety, so that formative assessment can work more effectively within a supportive and inclusive learning environment.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to determine whether there was a significant difference in English speaking skill between the eleventh-grade students at SMAN 1 Nunukan, which applied the Merdeka Curriculum, and SMAN 2 Nunukan which implemented the 2013 curriculum. A causal-Comparative research design was employed, with a sample of 114 students selected through purposive sampling. The research instrument consisted of an 11-item speaking test adopted from TOEIC Collins Speaking Test. The data, thouh not normally distributed, were found to be homogeneous, and as a result, the Mann-Whitney U Test was used for analysis. The two schools, as indicated by a p-value pf 0.000. Students from SMAN 1 Nunukan following the Merdeka Curriculum, achieved a mean score of 125.32 corresponding on TOEIC level 6 and CEFR level B1 (Intermediate). In contrast, students from SMAN 2 Nunukan, using the 2013 Curriculum, averaged 92.12, placing them at TOEIC level 4 and CEFR level A2 (Elementary). The effect size was calculated at 0.361, indicating a medium-level difference between the groups. This difference in speaking skill might be attributed to the differences in the two curricula, with Merdeka Curriculum offering greater flexibility in teaching and learning approaches, whereas the 2013 Curriculum tended to be more structured and systematic.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The aim of this study was to investigate whether there were differences between students who are taught using the BBC learning English application as a medium with students are taught using conventional methods (audio visual) in terms of ability speaking tenth grade students at SMAN 1 Tarakan. Methods used in this research, it is a quasi-experimental method, the form of design chosen in this research, nonequivalent control design is the object in this study, tenth grade F was the experimental class and tenth grade I as a control class taken using purposive sampling technique. Researchers used the independent sample t-test to examine the data. The results of this research show that there are significant differences between students taught using the BBC learning English application as media with students taught using conventional methods (audio visual) in teaching students' speaking skills. As a result, the hypothesis test determines that the significant factor is smaller than 0.05, and the resulting t test (3.664) is stronger than the t-table (1.666). The data shows that Ha is accepted, and Ho rejected. Ha claims significant improvement in speaking ability students use the BBC learning English application as a training medium speaking skills of tenth grade students of SMAN 1 Tarakan.
ThesisOpen AccessMetadata saja
2022•
This study investigated studens diticulties in speaking Engish in EFL and the strategies students use to overcome these dificulties The research data was obtained using a qualitative descriptive method The fiflh-semester students from the English Education Depariment were selected as the informants usinga purposive sampling technique. Research data was collected by interviewing students with in-depth semi-structured interviews. The results of this study indicated that students experience difficulties in speaking English. The first factor was social culture; 1) family involvement, 2) student living environment, and 3) peer involvement. The second factor is psychological; 4) feeling afraid, and 5) feeling ashamed. The third factor was linguistics; 6) local dialect, 7) word pronunciation, 8) grammar knowledge, 9) vocabulary, and 10) filler. The fourth factor was general knowledge, including 11) world/ topic knowledge, 12. limited study time and 13) need for understanding, Student strategies to overcome these difficulties included taking English courses, using English as daily communication, making dialogues with family/peers, attending an English community, practicing speaking through online games, reading tongue twisters, preparing material earlier, and looking for material from the intemnet/leamning websites. This study implied that having good speaking is affected by the social environment, motivation, language proficiency, and world knowledge. Besides, it requires effective leamning strategies to make an improvement.
