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The implementation of Socio-Affective Strategies to improve students’ self-confidence in classroom speaking activities. (A classroom action research at the Eight Grade of MTs Kulni Cikande-Serang in academic year 2019/2020)
- Bagikan:
This research investigates the implementation of socio-affective strategies to improve students’ self confidence in classroom speaking activities. The background of the study in this research is based on the problems as follow: 1) The phenomena that students are not confident in speaking English in their class especially when they speak in front of audience, 2) The low self-confidence caused low speaking score and ability in English speaking. The problems of this research can be stated as follows: 1) How is students’ self confidence in speaking class before the implementation of Socio-affective strategies?, 2) How is the implementation of Socio-affective strategies in improving student’s self confidence in speaking class?,3) How is the improvement of students’ self-confidence in speaking class before and after the implementation of Socio-affective strategies?, The study was conducted at MTs Kulni Cikande- Serang in the academic year of 2019-2020. The implementation of Socio-affetive strategies in teaching speaking at MTs Kulni Cikande-Serang is a Classroom Action Research Which is aimed at improving students’ self-confidence in speaking. This research was conducted in two cycles. The subjects of this study were the students of this school grade VIII A. The number of the subjects was thirty five students. The instruments which are used to collect the data are observation questionnaire and field note. The descriptive quantitative and qualitative are used to analysis the data. The results of the analysis are used to describe the improvement of students’ self confidence. The student who had strong desire in cycle I was 23 students, in cycle II was 33 students. The students who used visual contact in cycle I was 21 students, in cycle II was 28 students. The student who spoke aloud in cycle I was 22 students, in cycle II was 29 students. The student who used their gestures in cycle I was 24 students, in cycle II was 29 students. The student who comprehended the material in cycle I was 28 students, in cycle II was 32 students. Based on the results of the research, it can be concluded that using Socio-affective strategies can improve students’ self-confidence in speaking English. Key words: speaking, socio-affective strategies, self-confidence, classroom action research
Aswati - Personal Name
SKRIPSI TBI 1842
SKRIPSI TBI 1842
Text
English
Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
2019
Serang Banten
21.5cm, 28cm, 135hlm
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