ESTD PERPUSTAKAAN UNTAD
ESTD PERPUSTAKAAN UNTAD
| JudulAN ANALYSIS OF THE USE OF SOCIO-AFFECTIVE STRATEGY IN TEACHING SPEAKING ENGLISH (A LIBRARY RESEARCH) |
| Nama: DANIEL URSLENTON WISER SUMANG |
| Tahun: 2022 |
| Abstrak ABSTRACT Daniel Urslenton Wiser Sumang. 2022. An Analysis of The Use of Socio-affective Strategy in Teaching Speaking English. Skripsi, English Education Study Program, Department of Language and Art Education Department, The Teacher Training and Education Faculty, Tadulako University. Under the Supervision of Darmawan. This study was conducted through Library Research method which describes the implementation of socio-affective strategy in teaching speaking English. Socio-affective strategy is the strategies which are effective to help the learners to improve their speaking ability. The aim of this study is to describe the steps on the implementation of socio-affective strategy to encourage students in teaching speaking English. The data sources were taken from 5 scientific writings on the implementation of socio-affective strategy published from (2017-2020). The results reveal that in using socio-affective strategies, the teacher or lectures used six steps of strategies such as reducing students’ anxiety, encouraging themselves to speak, controlling emotion, asking question, cooperating with others, and empathizing with others based on Oxford (1990). There are some steps in teaching speaking using socio-affective strategies which can improve speaking skill and motivation of the students, such as: 1) create an interest of students’ in new atmosphere before they start the lesson. 2) develop a positive emotional not only in giving the material but also a value to the students. 3) let the students make an interaction with other & cooperate to solve the problem, for example: make preparation before they show their performance in front of the class. 4) create an image in foreign things to be an ordinary, it aims to decrease the student’s anxiety. 5) Make students’ belief with their own/develop their self-confidence when they should speak in front of the class/show their performance. The students definitely have positive response toward the use of socio-affective strategy in teaching speaking English. They thought that socio-affective strategies is possible to help them to enhance their ability, motivation, and confidence in speaking English. It is concluded that using Socio-Affective Strategies in teaching speaking English is effective to increase students’ speaking skill. In other words, differences in the teaching procedures do not negatively impact the students speaking ability. Keyword: Socio-affective Strategy, Teaching Speaking English. |