The effect of time Token Arends’ strategy on improving students’ speaking skills: An experimental study in Seventh grade students at SMPN 2 Cileunyi Bandung

Isnaeni, Siti Darojah (2013) The effect of time Token Arends’ strategy on improving students’ speaking skills: An experimental study in Seventh grade students at SMPN 2 Cileunyi Bandung. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Speaking is the important skill for communication and self-expression orally. Hence, speaking is one of English skills should be mastered by students. However, some students are lack of speaking ability because they are not facilitated to practice their speaking, while mastering in speaking can be gained through practice. One of teaching strategies to encourage students in speaking is “Time Token Arends’ strategy”. The purposes of this research are: 1) To know students’ speaking skills taught by using Time Token Arends’ strategy; 2) To know students’ speaking skills taught by using conventional strategy; 3) To know the significant difference of students’ speaking skills taught by using Time Token Arends’ strategy and conventional strategy. The research used experimental study. It is conducted to seventh grade students of SMPN 2 Cileunyi with students of 7D as experimental class and students of 7E as control class. In collecting primary data, this study used test to both experimental class and control class. Then, the data is analyzed by using statistical method, particularly for counting ttest. The result of data analysis shows that mean score of students’ speaking skills taught by using Time Token Arends’ strategy is 69.08 and mean score of students’ speaking skills taught by using conventional strategy is 62.21. It means that the average of students’ speaking skills by using Time Token Arends’ strategy is higher than students’ speaking skills by using conventional strategy. Moreover, the result of counting statistics shows that tcount is 2.18 and ttable is 1.69. It means that tcount is higher than ttable. Thus, Ha is accepted and Ho is rejected. it indicates that there is an effect of Time Token Arends’ strategy on improving students’ speaking skills. In addition, the result of “gain score” of experimental class is 0.133 and “gain score” of control class is -0.034. Those scores support that there is an effect of Time Token Arends’ strategy on students’ speaking skills. Based on the result of this research, this study is suggested that teacher is recommended to use Time Token Arends’ Strategy on improving students’ speaking skills for junior high school.

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