Tesis

Improving speaking ability of the students of English Department of Gorontalo State University through improvisations and peer-feedback / Muhammad Syamsurizal

Abstrak
The speaking ability of the students of English Education Department of Gorontalo State University still needed improvement. Based on the researcher s experience as a teacher and the results of preliminary study it was revealed that the students hesitated and were reluctant to speak they were inhibited by not being confident and they tended to use their mother tongue either because they lack adequate vocabulary or when they were not on task. There was uneven participation indicated by the dominations of some students who were more active in speaking compared to their other peers. The objective of the study is to implement the improvisations and peer-feedback techniques as a strategy to improve the speaking ability of the students in English Department of Gorontalo State University. The strategy was developed to improve the students fluency accuracy motivation confidence in speaking and the ability to assess the speaking. The collaborative classroom action research was employed in this study and was done in two cycles. Each cycle consisted of four stages (1) planning (2) action (3) observation and (4) reflection. Each cycle took three meetings. The instruments used to collect the data were (1) observation checklist (2) fieldnote (3) tape-recorder and (4) a questionnaire. The result of the research showed that improvisations and peer-feedback techniques could improve the students speaking ability. The students achievement in speaking increased indicated by the scores gained from the assessments. The average score in the pre-test was 3.17 in cycle 1 it was 3.22 and in cycle 2 it was 3.90. The criteria of success had been reached in that all the students were actively involved during the teaching and learning process they were highly motivated in the speaking activity they were more confident in speaking they were more fluent in speaking and they were able to assess and gave feedback to their peers. To attain the effective implementation of the improvisations and peer-feedback four major steps should be followed (1) pre-class preparation (2) rehearsal (3) performance and (4) feedback. In pre-class preparation the teacher selected or created appropriate situations and prepared the necessary role cards. He determined who would perform in certain situations. In rehearsal the students who had been selected in the groups prepared a plan and expressions to say to fulfill the roles assigned to them. They explored the language to be used in the improvisations and exercised the dialogues. In performance the students performed their roles with support of their own groups while teacher and remainder of class watched. In feedback after a group or a pair of students had made improvisations they sat back in their groups and listen to the comment made by the peers. The students who were assigned to give feedback shared their opinion about the performance. In order to be able to apply improvisation and peer-feedback techniques effectively it is advisable for the teachers to consider the steps that have been taken in this study. By doing so it is expected that they can improve the teaching of speaking and motivate the students to keep learning. To the future teacher-researchers especially those who are interested in applying the improvisations and peer-feedback techniques it is suggested that they explore and make necessary modifications to the technique in their studies in improving their students speaking ability.

Informasi Detail

DDC

Rt 428.307 SYA i

Prodi

Tesis (Pascasarjana)--Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2008.

Deskripsi Fisik

xii, 184 hlm. : il : tab. ; 30 cm

Bahasa

No Reg

01371/KI/08

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang, 2008

Subjek

1. BAHASA INGGRIS - BERBICARA, KEMAMPUAN

Pembimbing

1. M.F. BARADJA ; 2. ARWIJATI W. MURDIBJONO

Lampiran Berkas