ANALYZING STUDENTS’ SPEAKING ENGAGEMENT IN DESCRIPTIVE TEXT LEARNING AT THE TENTH GRADE OF MAN 1 JEMBER

Imama, Nur (2026) ANALYZING STUDENTS’ SPEAKING ENGAGEMENT IN DESCRIPTIVE TEXT LEARNING AT THE TENTH GRADE OF MAN 1 JEMBER. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

Nur Imama, 2026: Analyzing Students’ Speaking Engagement in Descriptive Text Learning at the Tenth Grade of MAN 1 Jember Keywords: Student Engagement, Behavioral Engagement, Emotional Engagement, Speaking Instruction, Descriptive Text, Jigsaw Strategy. Oral communication competency is widely acknowledged as a pivotal parameter of success in English language pedagogy at the secondary school level. However, a student's capacity to communicate effectively orally is fundamentally contingent upon their active involvement during classroom interactions rather than merely internalizing vocabulary and structural grammar. In response to this dynamic, this investigation was designed to systematically scrutinize how tenth-grade learners display their speaking engagement during descriptive text instruction utilizing a contextual framework of the Jigsaw collaborative technique (specifically a Tour Guide Simulation) at MAN 1 Jember. To provide a granular exploration of this instructional phenomenon, this study formulated two central research inquiries. The first question specifically investigated the practical patterns and outward manifestations of the students' behavioral engagement during oral performance sessions. Meanwhile, the second research question delved into the complex layers of students' emotional engagement, exploring their psychological and affective shifts, internal driving factors, and affective impediments encountered while performing target-language interactions in front of their peers. Methodologically, this study adopted a qualitative approach rooted in a descriptive case study design to capture authentic, non-manipulated interactions within the natural classroom setting. The research involved an active English instructor and a cohort of 32 students from class X KTR2, from which six participants representing high, moderate, and low engagement levels were selected via purposive sampling for deep-dive investigations. Data collection was comprehensively carried out through continuous non-participant classroom observations, semi-structured individual interviews, and academic documentation, ensuring multidimensional data triangulation. The empirical findings demonstrated that the structural setup of the Jigsaw strategy effectively secured commendable behavioral compliance, characterized by high procedural discipline and an absence of disruptive conduct, although notable disparities remained in individual verbal participation and spontaneous effort. Affectively, the localized "Tour Guide Simulation" theme successfully sparked genuine interest and collective group enjoyment among the participants. Nonetheless, speaking anxiety and pronunciation apprehension persisted as profound emotional barriers for the majority of students. Ultimately, while the collaborative framework stabilizes external procedural involvement, a noticeable disparity endures between students' physical participation and their psychological comfort during oral English production

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