ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Speaking is a productive skill that the students should master but in practice the researcher found that seventh-grade students at SMPN 10 Tarakan still struggled with English speaking skills due to limited opportunities to practice in meaningful contexts. The purpose of this study was to examine the effect of Situational Language Teaching (SLT) on students' speaking skills using a Quasi-Experimental pre-test-post-test Control and Experiment group design at SMPN 10 Tarakan, involving 26 students in the Experimental class and 27 in the Control class. The Experimental class was taught using SLT over four sessions (introducing oneself and others, hobbies, describing people, and daily activities), while the Control class received Teacher-Centered Instruction. Speaking skills were measured through pre-tests and post-tests covering pronunciation, grammar, vocabulary, fluency, and comprehension, and it was analysed using descriptive statistics, normality and homogeneity tests, independent and paired samples t-tests, N-Gain, and Cohen's d. Both classes had equivalent initial proficiency ( t = 1.097 df = 51 p = 0.278 ) and showed significant improvement from pre-test to post-test (p 0.001) The Experimental class demonstrated greater improvement (31.08 Gain = 0.45) compared to the Control class (23.26 points; N-Gain = 0.35), with both falling into the moderate category. Following the intervention, the Experimental class achieved significantly higher scores ( t = 3.197 ; df = 51 P = 0.002 ) with a large effect size (d = 0.88) These findings indicated that the students which were taught using SLT experienced greater improvement in speaking skills compared to those taught using Teacher-Centered Instruction. English teachers are encouraged to optimize time allocation and utilize engaging instructional media by integrating technology.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Speaking ability in English plays a crucial role, as it serves as the primary means for students to express their ideas, opinions, and feelings in class XI-K at SMAN 1 Tarakan. The research employed a pre-experimental design, and the sample consisted of 36 students from class XI-K. The research procedures included a pre-test, treatment, and post-test. The treatment was conducted over four meetings, focusing on speaking practice through role-play activities. The pre-test and post-test were analyzed statistically using the Wilcoxon Signed-Rank non-parametric test. The results discovered that the students' mean score increased from 43.47 in the pre-test to 76.13 in the post-test. The statistical analysis yielded a significance value of 0.000, which was below the significance level of 0.05. Therefore, it can be concluded that there was a significant difference between the pre-test and post-test results. These findings indicate that the use of role-play activities significantly improves students' speaking ability. In addition, increased confidence and particiation were observed during classroom activities, although these aspects were not formally measured using specific instruments.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Keterampilan berbicara merupakan salah satu aspek penting dalam penguasaan bahasa Inggris yang masih menjadi tantangan bagi banyak pelajar di Indonesia, termasuk di tingkat Sekolah Menengah Kejuruan (SMK). Permasalahan yang dihadapi siswa antara lain adalah rendahnya kelancaran berbicara, pengucapan yang kurang tepat, serta kurangnya kepercayaan diri siswa dalam menyampaikan ide secara lisan. Tujuan dari penelitian ini adalah untuk melihat pengaruh role play terhadap speaking ability siswa, teknik role-play digunakan sebagai alternatif pendekatan pembelajaran. Penelitian ini menggunakan metode pre-experimental design dengan model one-group pretest-posttest. Sampel penelitian terdiri dari 29 siswa kelas XI SMKN 4 Tarakan yang dipilih melalui teknik purposive sampling berdasarkan rata-rata nilai speaking terendah. Instrumen penelitian meliputi tes berbicara (pre-test dan post-test), observasi, dan dokumentasi. Berdasarkan hasil uji normalitas, data tidak berdistribusi normal sehingga analisis dilakukan menggunakan uji Wilcoxon. Hasil penelitian menunjukkan peningkatan signifikan pada nilai rata-rata kemampuan berbicara siswa dari pre-test ke post-test. Nilai signifikansi uji Wilcoxon sebesar 0,000 (p 0,05) menunjukkan bahwa teknik role-play memberikan pengaruh yang signifikan terhadap peningkatan kemampuan berbicara siswa. Temuan kualitatif juga menunjukkan adanya peningkatan partisipasi siswa, keberanian dalam menyampaikan pendapat, serta penggunaan ekspresi yang lebih bervariasi. Dengan demikian, teknik role-play terbukti efektif dan dapat dijadikan strategi alternatif dalam pengajaran berbicara bahasa Inggris yang lebih komunikatif dan interaktif di lingkungan sekolah kejuruan. Speaking is one of the most critical yet challenging aspects of mastering the English language for many Indonesian students, particularly at the vocational secondary school level. Learners often encounter difficulties with fluency, pronunciation accuracy, and confidence when expressing ideas orally. This study examined the effect of the role-play technique on students' speaking ability, employing it as an alternative instructional strategy. The research adopted a pre-experimental design with a one-group pretest-posttest model. The sample consisted of 29 Year 11 students from SMKN 4 Tarakan, selected purposively based on their low average speaking scores. Instruments included speaking tests (pre- and post-tests), observation, and documentation. Due to non-normal data distribution, the Wilcoxon Signed-Rank Test was used for analysis. The findings revealed a significant improvement in students' speaking scores, with a significance value of 0.000 (p 0.05), indicating a positive impact of role-play. Qualitative observations further highlighted increased student participation, greater confidence, and more varied language use. Thus, role-play proves to be an effective and communicative strategy for enhancing speaking skills in vocational education contexts.
ThesisOpen AccessMetadata saja
2022•
Abstract This objective of this research was to measure the correlation between vocabulary mastery and speaking ability at the eighth grade students of MTs DDI (Madrasah Tsanawiyah Darud Da’wah Wal-Irsyad) Tarakan. This research employed a quantitative approach with a correlational design. All of the eighth grade students from class A (39 students) and B (21 students) were taken as the sample. The data were taken by using vocabulary test, speaking test, and interview. The data were then analyzed by using Pearson Product Moment correlation. The result of analysis showed that rtest was 0.563 which was higher than the rtable 0.254. The correlation coefficient 0.563 was classified into a medium correlation. There was a sufficient evidence to suggest that the alternative hypothesis was accepted which meant that there was a positive and significant correlation between students’ vocabulary mastery and their speaking ability. This result was supported with the interview which showed that the students who had self-confidence, interest, motivation tended to have much range of vocabulary and could perform speaking better. Keywords: Correlation, Vocabulary Mastery, Speaking Ability
