The implementation of socio affective strategy to improve students speaking skill

hadi, winda nurul fitri yanti (2024) The implementation of socio affective strategy to improve students speaking skill. Undergraduate thesis, UIN KIAI HAJI ACHMAD SIDDIQ JEMBER.

Text (SK-020-TBI-2024) Winda Nurul Fitri yanti Hadi T20196106 .pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (4MB)

Abstract

One of the key component of learning English is speaking. Talking allows
us to express our feelings, share ideas and thoughts with others, and exchange
information. The student finds it challenging to communicate in English or in a
second language with others because of a lack of vocabulary and incorrect
pronunciation, which makes them hesitant to make improvements since they lack
confidence and motivation. This study employs a socio-affective strategy to
address students’ challenges in developing their speaking abilities.
Based on the background above, this study aim to describe how the
implementation of socio-affective strategies is able to enhance the second grade
students’ speaking skills at MTs Darul Hikmah. The researcher formulated the
problem statements into: 1. How the role of socio-affective strategies is used by
studtens’ in learning? 2. How do the students’ improve their speaking skills
through the implementation of socio-affective strategies?
This study employs classroom action research (CAR) with two cycles. The
research subjects were eighth-grade students’ from MTs Darul Hikmah. The class
consists of 21 students’. This class was chosen because the students’ speaking
abilities remained low due to a lack of vocabulary, bad pronunciation, and a lack
of self-confidence, which caused the students’ low motivation to progress since
they believed them not knowledgeable. So the researcher and the English teacher
were supposed to be able to help students’ enhance their speaking abilities.
The results of the student speaking test in cycle I showed an average
students’ score of 65.9, and the percentage of students’ who completed post-test 1
was 28.50%, which means only 6 students’ achieved the target score of 75. And
then, the average score of students in cycle II amounted to 72.19, and the
percentage of students’ who completed post-test II was 71.40%. It means that
there were 15 out of 21 students’ who got scores above the average, which means
that students’ speaking test scores had increased. Therefore, it can be concluded
that there has been an increase in students’ speaking skills using the socio-
affective learning strategy.

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