ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk meningkatkan kinerja berbicara siswa kelas sebelas di SMA Negeri 2 Tarakan melalui penerapan teknik public speaking, dengan menggunakan desain Classroom Action Research (CAR) serta pendekatan kuantitatif dan kualitatif. Kinerja berbicara merupakan keterampilan penting yang harus dikuasai siswa untuk mendukung proses belajar mengajar dan komunikasi yang efektif di masyarakat. Desain penelitian ini terdiri dari dua siklus, yang masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data kuantitatif dikumpulkan melalui tes kinerja berbicara siswa dan observation checklist untuk aktivitas guru, yang kemudian dianalisis secara kuantitatif dan kualitatif. Hasil analisis tes kinerja berbicara siswa menunjukkan adanya peningkatan sebesar 41% dalam kinerja berbicara mereka. Selain itu, data dari observation checklist menunjukkan peningkatan dalam perilaku dan aktivitas guru. Pada siklus pertama, total skor guru adalah 77%, sedangkan pada siklus kedua, total skor guru meningkat menjadi 91%. Dari hasil penelitian ini, dapat disimpulkan bahwa penerapan teknik public speaking dalam konteks Classroom Action Research dapat secara efektif meningkatkan kinerja berbicara siswa, serta memberikan wawasan berharga mengenai pengalaman belajar mereka. Selain itu, komitmen dan metode pengajaran guru juga sangat mempengaruhi hasil belajar siswa. Diharapkan hasil penelitian ini dapat menjadi acuan bagi pengembangan metode pengajaran di SMA Negeri 2 Tarakan dan institusi pendidikan lainnya. This study aims to improve the speaking performance of eleventh-grade students at SMAN 2 Tarakan through the application of Public Speaking Techniques using a Classroom Action Research (CAR) design. The approach was used quantitative and qualitative. Speaking performance is an important skill that students must master to support the teaching and learning process and effective communication in society. This study consisted of two cycles, each of which includes the stages of planning, implementation, observation, and reflection. Quantitative data were collected through student speaking performance tests and observation checklists for teacher activities, which were then analyzed quantitatively and qualitatively. The results of the analysis of the students' speaking performance tests showed a 41% improvement in their speaking performance. In addition, data from the observation checklist showed an improvement in teacher behavior and activities. In the first cycle, the total teacher score was 77%, while in the second cycle, the total teacher score increased to 91%. From the results of this study, it can be concluded that the application of public speaking techniques can effectively improve students' speaking performance and provide valuable insights into their learning experiences. Furthermore, teachers' commitment and teaching methods also significantly influence students' learning outcomes. It is hoped that the results of this study can serve as a reference for the development of teaching methods at SMA Negeri 2 Tarakan and other educational institutions.
ThesisOpen AccessMetadata saja
2024•
This study aims to improve students' speaking performance using the MOTI (Message, Observation, Text, Implementation) method. This research was conducted at SMA Negeri 1 Tarakan as the research subject. The subjects of this study were 36 students from class X-A at SMA Negeri 1 Tarakan. The research method was Classroom Action Research (CAR). The design of classroom action research used in this study was collaborative classroom research, namely working with English teachers as collaborators in the classroom. This classroom action research used the Kemmis and Me Taggart model, which is carried out in two cycles where each cycle consists of stages (Planning) planning, (Acting) Action, (observing) observation and (Reflecting) reflection. The research instruments were an open Observation) observation sheet and oral test (a speaking test). The results showed that using the MOTI model improves students' speaking ability. The students' speaking test results indicated that 59% reached KKTP (Criteria for Achieving Learning Objectives), and the second cycle showed 72%. Thus, the success criteria had been achieved. The results of the observation sheet for teacher and student activities also have reached the criterion of success.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
IMPROVING STUDENTS’ SPEAKING PERFORMANCE BY USING JIGSAW MODEL AT EIGHTH GRADE OF SMP NEGERI 4 TARAKAN ABSTRACT This study aims to improve students' speaking performance by using the jigsaw model in class VIII SMP Negri 4 Tarakan. Researchers used a two-cycle classroom action research method, each cycle consisting of four stages, namely: planning, implementation, observation, and reflection. The research subjects were 30 students of class VIII-4 of SMP Negeri 4 Tarakan. The research data were collected through classroom observation and speaking tests. The results showed that the application of the jigsaw learning model could significantly improve the speaking performance of students in grade VIII of SMP Negeri 4 Tarakan. This is evidenced by the increase in the average student test scores from cycle I to cycle II. The improvement shows that the jigsaw learning model is effective for students' speaking performance especially in terms of fluency, vocabulary, grammar, and pronunciation. The results of this study indicate that the jigsaw learning model can be an effective alternative to improve the speaking performance of junior high school students. This model has several advantages, including the ability to increase students' motivation and involvement in learning, encourage collaboration, collaboration between students, and help students better understand the learning material. Keywords: Speaking Performance, Jigsaw.
ThesisOpen AccessMetadata saja
2024•
The objective of this research was to determine the speaking ability of fourth-semester students in the English Education Department. The research method used in this study was qualitative, with the research subject being fourth-semester students in the English Department. The sample was selected using purposive sampling, with a total of seventy-one students and a research sample of six students from 2 classes. Data collection techniques included observation and interviews. The research instruments used were observation field notes and interview scripts. The research findings indicated that among the five components of English speaking ability, there was a component that significantly influenced students speaking skills. The components are Pronunciation, Grammar, Vocabulary, Fluency, and Comprehension. Based on these components, the observation result from students' speaking practice revealed that fluency was the most dominant component, significantly impacting students’ English speaking ability. The result is supported by interview results showing that fluency affects other speaking components.
