IMPROVING STUDENTS SPEAKING SKILL BY USING INTERACTIVE MAPS AT SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL
DOI:
https://doi.org/10.53625/joel.v2i10.5690Keywords:
Speaking Skills,, Interactive Maps Strategy, Classroom Action ResearchAbstract
This Classroom Action Research (CAR) aims to know the effectiveness of interactive maps as a learning strategy to improve students speaking skills and change speaking classroom situation at seventh grade of Junior High School. Population in this research were 28 seventh grade students from Junior High school in Mataram City – West Nusa Tenggara Province. This research was conducted in two cycles, each cycle consisted of four stages namely planning, acting, observing and reflecting. Procedure of data collection by observing, interview and assessing students speaking skills through post-test. The data were analysed using interactive method and the quantitative data were analysed using descriptive statistic procedure. The result of this research indicated there is improvement from pre-test score to post-test, the score of post – test showed that there were 22 students ( 78.57%) reached higher score than minimum criterion. Only 6 students (28.42%) reached lower score. The implementation of interactive maps improved students speaking skills and change classroom situation significantly. It found that the changes of students speaking skills are influenced by six factors such as interesting learning media, fun English atmosphere, enjoyable classroom, attractive teacher approach, appropriate teacher learning strategy and interesting learning experiences
References
Brown, H. Douglas. (1980). Principles of Language Learning and Teaching. New Jersey :
Prentice Hall, Inc.
Brown, H. Douglas. (2001). Teaching by Principles : An Interactive Approach to Language
Pedagogy (2nd ed). New York: Addison Wesley Longman, Inc.
Budd, J. W. ( 2004) Interactive Maps as Classroom Exercises. Minnesota : University of
Minnesota.
Burns, Anne. (1999) .Collaborative Action Research for English Teachers .Cambridge
Cambridge University Press.
Burns, A and Joyce, H. (1997). Focus on Speaking Ability. Sydney: National Centre for English Language Teaching and Research.
Burns, Robert, B. (2001). Introduction to Research Methods. London: SAGE Publication.
Kemmis , S, and McTaggart, R. ( 1988). The Action Research Planner. Gee Long: Deakin University Press.
Nunan, D. (1991). Communicative Task and Language Curriculum. ESOL Quarterly 25 (2), 279 – 295.
Nunan, D. (2003). Practical English Language Teaching. Boston : McGraw Hill.
Richards, Jack C. and Willy, A. Renandya. ( 2001). Methodology in Language Teaching : An Anthology of Current Practice. Cambridge : Cambridge University Press.
Spratt, M. , Pulverness, A.,& Williams, M. (2005). The TKT ( Teaching Knowledge Test) course Cambridge: Cambridge University Press.
Wallace, Michael, J. (1998). Action Research for Language Teaches. Cambridge : Cambridge University Press.
Widdowson, H.G. (1984). Teaching Language as Communication. London : Oxford University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 JOEL: Journal of Educational and Language Research
This work is licensed under a Creative Commons Attribution 4.0 International License.
