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THE IMPLEMENTATION OF TEACHING SPEAKING BY USING VERBAL MOTIVATION “YES, I CAN” STRATEGY FOR THE ENGLISH BEGINNERS IN THE FOUNDATION SPEAKING CLASS AT PEACE ENGLISH ACADEMY

MARGIN ECO

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Title THE IMPLEMENTATION OF TEACHING SPEAKING BY USING VERBAL MOTIVATION “YES, I CAN” STRATEGY FOR THE ENGLISH BEGINNERS IN THE FOUNDATION SPEAKING CLASS AT PEACE ENGLISH ACADEMY
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Creator Shobaha, Shohiyah
 
Description This research is to describe the implementation of teaching speaking by using verbal motivation “YES, I CAN” strategy for the English beginners in the foundation speaking class at PEACE English Academy. The research focuses on the background of using verbal motivation “YES I CAN” strategy, the implementation of verbal motivation “YES I CAN” strategy in the terms of; lesson plan, technique, intensity,problem – solving, students’ respond, and the speaking achievement of the students. This research was conducted at PEACE Pare Kediri. The methodology used in this case was qualitative research. It means the data gotten were described qualitatively. The subjects of this research were the director, the teacher and students of foundation speaking class at PEACE. Data collection methods were observation, interview, questionnaire, and documentation. To analyze the data, the researcher used data display, data reduction, verification and triangulation. This research resulted that this implementation was to build students’ self-confidence to speak, the teacher uses lesson plan in form of simple list materials, the technique used by using the key word “PEACE STUDENT” and all students answer “YES, I CAN” while rising their hands up, the intensity in implementing is three times per meeting: in opening, before practice and before closing, the problem rises form internal factor when the students are of lack of energy, the solution is by giving verbal motivation “YES, I CAN” more or giving moving brainstorming and game. Students got what they need in learning process through this strategy, andthe students get predicate A (very good) in fluency is 56 %, in understanding is 52%, in accent is 4 %, and in vocabulary is 64%.   The students who got predicate B (good) in fluency is 44 %, in understanding is 48%, in accent is  96%, and in vocabulary is 36%, C and D are 0 %. So, all of the students were successful because their score were above the standard minimum acquisition value from the teacher’s determination.
 
Publisher Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri
 
Date 2018-08-08
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://ejournal.uniska-kediri.ac.id/index.php/Lentera/article/view/849
 
Source LENTERA : Jurnal Pendidikan dan Pengajaran; Vol 8 No 4 (2018): LENTERA : Jurnal Pendidikan dan Pengajaran; 15-21
2086-6860
 
Language eng
 
Relation https://ejournal.uniska-kediri.ac.id/index.php/Lentera/article/view/849/677
 
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