The Student’s Speaking Ability of the Tenth Grade Gtudents of SMA 2 Genteng Through Picture Series
This study employed Collaborative Classroom Action Research design in which the researcher together with the classroom teacher. This classroom action research consisted of two cycles. The increasing can be seen from the changing of the students’ behavior in the teaching and learning process and from their score. The changing of behavior including activeness, dare, independent, and the reach of score increasing step by step. The increasing also shows in the students’ score before conducting the research and after conducting the research. The result of the speaking test in the first Cycle, the students’ percentage score was 41.0% the student can achieve the target score and in the second cycle, the students’ score was 88.00% who achieve the target score. It means that the result of the students’ speaking test improved in the second cycle and fulfilled the target of this research.
Bailey, K. M. (2005). Practical English Language Teaching: Speaking. New York: McGraw Hill.
Bryne, D. (1986). Teaching Oral English: Longman Handbooks for English Teacher. Singapore: Longman Group.
Wright. (1989). Speed speaking Technique: The Effective Strategy of Improving speaking Comprehension Skill. Jurnal Pancaran Pendidikan Volum XVII No. 58 Page 60-67.
Nunan, D. 1994). Second Language Teaching and Learning. Bostom: Henle Publisher.
Arikunto, S. (1998). Prosedur Penelitian: Suatu Pendekatan Praktek: Jakarta: PT. Rineka Cipta.
hughes. (1989). The Bridge English Competence for SMA IX. Bogor: Penerbit Yudhistira.
Frankel, R.J & Wallen, E.N.(1993). How to Design and Evaluate Research In Education.san Fransisco State University: McGrow Hil.
Copyright (c) 2017 Zulaikah Zulaikah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.