Consciousness-Raising Strategy in Developing ELT Students’ Speaking Accuracy
Abstract
Penelitian ini bertujuan untuk mengetahui apakah strategi peningkatan kesadaran dapat meningkatkan kesadaran ketepatan berbicara siswa dan kemampuan ketepatan berbicara siswa. Penelitian ini menggunakan disain satu kali test awal dan test akhir. 26 siswa jurusan bahasa Inggris di universitas Lampung menjadi sampelnya. Peneliti menggunakan kuestioner dan test berbicara. Reliabilitas kuestioner 0.936. Reliabilitas test awal adalah 0.759 dan reliabilitas test akhir adalah 0.799. Data dianalisa secara statistik dengan Paired Sample T –test. Untuk kesadaran ketepatan berbicara siswa, nilai T (6.074) adalah lebih tinggi daripada T-table (2.060) dengan alpha level 0.000 atau lebih rendah daripada 0.05 (α ˂ 0.05). Untuk kemampuan ketepatan berbicara nilai T (26.820) adalah lebih tinggi daripada T-table (2.060) dengan alpha level 0.000 atau lebih rendah dari 0.05 (α ˂ 0.05). Penemuan tersebut mengindikasikan strategi ketetapan berbicara siswa dapat menjadi sebuah solusi untuk meningkatkan ketepatan berbicara siswa.
This research aimed to find out wheter consciousness-raising strategy could improve the students’ speaking accuracy consciousness and performance or not. The research used one group pre test-post test design. 26 students of English department at Lampung University became the sample. The researcher used questionnaire and speaking test. The reliability of the questionnaire was 0.936. The reliability of the pre-test was 0.759 and the reliability of the post-test was 0.799. The data were analyzed statistically by using Paired Sample T -test. For the students’ speaking accuracy consciousness, the T-value (6.074) is higher than the T-table (2.060) with alpha level 0.000 or lower than 0.05 (α ˂ 0.05). For the students’ speaking accuracy performance, the T-value (26.820) is higher than the T-table (2.060) with alpha level 0.000 or lower than 0.05 (α ˂ 0.05). The findings indicate that consciousness- raising strategy can be a solution to improve the students’ speaking accuracy.
Keywords: consciousness-raising, speaking accuracy, strategy.
Full Text:
PDFReferences
Ahmadi, A., Ghafar Samar, R., and Yazdanimoghaddam, M. 2011. Teaching requestive downgraders in L2: How effective are input-based and output-based tasks? IJAL, 14(2), 1-30.
Fatemipour , Hamidreza and Hemmati, Shiva. 2015. Impact of Consciousness-Raising Activities on Young English Language Learners’ Grammar Performance. English Language Teaching; Vol. 8, No. 9 .Canadian Center of Science and Education.
Fulcher, G. 2003. Testing Second Language Speaking. New York: Pearson
Harmer, J. 2007. The practice of English language teaching (4th ed). Longman
Harris , David. 1974. English as a Second Language. New York. Mc. Graw-Hill.Inc.
Ideka, Sirhajwan and Fong, Lee. 2015. The Use of Consciousness-Raising Techniques in Teaching the Verb ‘be’ to Students of Vocational Colleges. Procedia - Social and Behavioral Sciences 208 111 – 121. Elsevier Ltd.
Iskandar, Joni and Heriyawati, Dwi Fita. 2015. Grammar Consciousness-raising Activities and their Impact on Students’ Grammatical Competence. JEELS,Volume 2, Number 1.
Mohamed, N. 2004. Consciousness-raising tasks: a learner perspective. Englis Language Teaching Journal, pp. 228- 237.
Nakatani, Y. 2005. The effects of awareness raising training on oralcommunication strategy use. Modern Language Journal, 89(1), 76–91.
Sadeghi, Fatemeh . 2012. The Effect of Grammar Consciousness-Raising Tasks on EFL Learners Performance. International Journal of Linguistics, vol. 4, No.3.
Skehan, P. 1996. Second language acquisition research and task-based instruction. In J. Willis, & D. Willis (Ed.), Challenge and Change in Language Teaching (pp. 17-30). Oxford: Heinemann. English Language Teaching Vol. 7, No. 2; 2014 117.
Schmidt, R. 1990. The role of consciousness in second language learning. Applied Linguistics, 11: 129 – 158.
Yuan, F. & Ellis, R. 2003. The effects of pre-task planning and on-line planningon fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1-27.
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 U-JET
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.