IMPROVING STUDENTS’ SPEAKING COMPETENCE IN DELIVERING PRESENTATION THROUGH 3-P TECHNIQUE ( A Classroom Action Research at the Eleventh Grade of SMAN 1 Bojonegoro in the Academic Year 2008/2009)

TIRTANAWATI , MEIGA RATIH (2010) IMPROVING STUDENTS’ SPEAKING COMPETENCE IN DELIVERING PRESENTATION THROUGH 3-P TECHNIQUE ( A Classroom Action Research at the Eleventh Grade of SMAN 1 Bojonegoro in the Academic Year 2008/2009). Masters thesis, Universitas Sebelas Maret.

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    Abstract

    Meiga Ratih Tirtanawati, S890208112: Improving Students’ Speaking Competence in Delivering Presentation Through 3-P Technique (A Classroom Action Research at SMAN 1 Bojonegoro). Thesis. Surakarta. English Education Department, Graduate School, Sebelas Maret University, 2010. Supervisors: (1) Dra. Dewi Rochsantiningsih, M. Ed, Ph. D, (II) Dr. Ngadiso, M. Pd The Research was conducted at SMAN 1 Bojonegoro; the subjects of the research were the eleventh grade students in the academic year 2007-2008. The study applied action research technique to improve students’ speaking competence in delivering presentation through 3-P Technique. The research aims to (1) identify whether and to what extent 3-P Technique can improve the students’ speaking competence in delivering presentation through 3-P Technique; and (2) describe the teaching and learning when 3-P technique is implemented in speaking class. The study applied action research technique. Action research is a away of reflecting on teaching which is done by systematically collecting data on everyday practice and analyzing it in order to come to some decisions about what the future practice should be. In collecting the data the researcher used observations notes, diaries, audio recording, video recording, photograph, questionnaire, interview, document analysis and tape recorded. To analyze the quantitative data, the researcher applied descriptive statistics. To analyze qualitative data, the researcher applied constant comparative method as suggested by Garner. The research consisted of two cycles, with four meetings in every cycle consisting of planning, action, observation and reflection. Cycle 1 was addressed to the improvement of grammar, vocabularies, fluency, and students’ motivation. Cycle 2 was addressed to the improvement of expression (body language, gesture, eye contact, and voice control). The research findings shows that: (1) 3-P Technique can improve students’ speaking competence in delivering presentation in terms of: (a) improving of students achievement in speaking, (b) improving students’ fluency in delivering presentation, (c) improving students’ pronunciation, (d) improving students’ ability to express their opinions, arguments, and ideas using appropriate vocabulary and grammatical form, (e) improving students’ expression in terms of using appropriate body language, voice control, gesture, and eye contact; and (2) 3-P technique can improve classroom situation, in terms of increasing students’ motivation and participation, creating live teaching atmosphere, and increasing teacher motivation. Realizing that 3-P Technique is very essential in improving students’ speaking competence in delivering presentation, there are some recommendations are made based on the research findings: (1) English teacher should implement 3-P technique and facilitate the media for students to improve students’ speaking competence in delivering oral presentation; (2) Students should realize that they have potentials to be a good speaker and open themselves to any chances of self-development in speaking; and (3) Researcher are expected to use the technique as a starting points to conduct further research in the same field.

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    P Language and Literature > PE English
    Divisions: Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
    Depositing User: Users 855 not found.
    Date Deposited: 25 Jul 2013 17:51
    Last Modified: 25 Jul 2013 17:51
    URI: https://eprints.uns.ac.id/id/eprint/9348

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