THE EFFECTIVENESS OF TEACHING SPEAKING USING SNOWBALL THROWING TO IMPROVE STUDENTS SPEAKING ABILITY OF THE ELEVENTH-GRADE STUDENTS AT SMAN 4 KEDIRI
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Institusion
Universitas Nusantara PGRI Kediri
Author
Jannah, Soraidah Magfiratul
SUHARTONO, SUHARTONO
AJI, MAHENDRA PUJI PERMANA
SUHARTONO, SUHARTONO
AJI, MAHENDRA PUJI PERMANA
Subject
531 English literature (and language)
Datestamp
2023-09-27 14:12:21
Abstract :
Students should practice speaking since it will help them communicate more effectively. It enables listeners to understand the speaker and avoid misunderstandings. However, teaching speaking is a complex undertaking. During the learning process, students face numerous challenges, such as a lack of vocabulary, speaking fluency, and inaccurate pronunciation. These issues can be overcome by employing a non-monotonous learning model. The snowball throwing model is one of the non-monotonous learning strategies that can increase students' speaking skills. This study was carried out to answer the following problem formulations: (1) What were the students' speaking abilities before being taught using the snowball throwing model at SMAN 4 Kediri? (2) How is the students' speaking ability after using the snowball throwing model at SMAN 4 Kediri? (3) How far is the effectiveness before and after the snowball throwing model at SMAN 4 Kediri? The quantitative research approach employed in this study was a pre-experimental study with pre-test and post-test design. Class XI IPS 4 samples were chosen. One group of 35 students was involved. The data were acquired using the following procedures: conducting the pre-test, giving the treatment, and conducting the post-test. After obtaining the test score, the data was examined and processed in SPSS using the t-test procedure. The pre-test results mean 47.40; after the pre-test, the treatment was given in the form of using the snowball throwing model on teaching speaking to improve students' speaking skills; during the treatment, there was an increase, as evidenced by the post-test results, which mean 72.37. To determine the importance, compare tcount to ttable is obtained at a significant level of 5%, and when compared to tcount 17.464, it can be shown that tcoun is more than ttable, namely 17.464> 2.034. As a result, there is a considerable difference between the pre-test and post-test within the sample group. As a result, the alternative hypothesis (ha) is supported, and the hypothesis (ho) is rejected, indicating that the snowball-throwing model in teaching speaking effectively improves students' speaking ability.
Students should practice speaking since it will help them communicate more effectively. It enables listeners to understand the speaker and avoid misunderstandings. However, teaching speaking is a complex undertaking. During the learning process, students face numerous challenges, such as a lack of vocabulary, speaking fluency, and inaccurate pronunciation. These issues can be overcome by employing a non-monotonous learning model. The snowball throwing model is one of the non-monotonous learning strategies that can increase students' speaking skills. This study was carried out to answer the following problem formulations: (1) What were the students' speaking abilities before being taught using the snowball throwing model at SMAN 4 Kediri? (2) How is the students' speaking ability after using the snowball throwing model at SMAN 4 Kediri? (3) How far is the effectiveness before and after the snowball throwing model at SMAN 4 Kediri? The quantitative research approach employed in this study was a pre-experimental study with pre-test and post-test design. Class XI IPS 4 samples were chosen. One group of 35 students was involved. The data were acquired using the following procedures: conducting the pre-test, giving the treatment, and conducting the post-test. After obtaining the test score, the data was examined and processed in SPSS using the t-test procedure. The pre-test results mean 47.40; after the pre-test, the treatment was given in the form of using the snowball throwing model on teaching speaking to improve students' speaking skills; during the treatment, there was an increase, as evidenced by the post-test results, which mean 72.37. To determine the importance, compare tcount to ttable is obtained at a significant level of 5%, and when compared to tcount 17.464, it can be shown that tcoun is more than ttable, namely 17.464> 2.034. As a result, there is a considerable difference between the pre-test and post-test within the sample group. As a result, the alternative hypothesis (ha) is supported, and the hypothesis (ho) is rejected, indicating that the snowball-throwing model in teaching speaking effectively improves students' speaking ability.
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RAMA_88203_19101080048.pdf
RAMA_88203_19101080048_SIMILARITY.pdf
RAMA_88203_19101080048_0714026901_0710049002_01_front_ref.pdf
RAMA_88203_19101080048_0714026901_0710049002_02.pdf
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RAMA_88203_19101080048_0714026901_0710049002_05.pdf
RAMA_88203_19101080048_0714026901_0710049002_06_Ref.pdf
RAMA_88203_19101080048_0714026901_0710049002_07_Lamp.pdf
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