ANALISIS KEMAMPUAN BERBICARA SISWA DALAM KEGIATAN PEER DIALOGUE DI KELAS 8 PESANTREN ASHABUL YAMIN
ABSTRACT Novia Zulianti, 2317124. An Analysis On Speaking Ability In Peer Dialogue Activity at the Eighth Grade Islamic Boarding School Ashabul Yamin. A Thesis, State Islamic University (UIN) Sjech M. Djamil Djambek Bukittinggi. 2024. This research is aimed to describe the speaking ability of eighth-grade students at Islamic Boarding School Ashabul Yamin in peer dialogue activities and to identify the factors that influence the speaking ability of eighth-grade students at Islamic Boarding School Ashabul Yamin in peer dialogue activities. The research utilizes a quantitative descriptive design to assess the speaking ability of eighth-grade students at Islamic Boarding School Ashhabul Yamin. The population includes all eighth-grade students, with three classes selected through purposive sampling based on identified problems and teacher recommendations. A speaking test served as the research instrument, assessed by three raters using a rubric proposed by Harris, evaluating pronunciation, grammar, vocabulary, fluency, and comprehension. Data collection involved audio-recording student dialogues, transcribing them, and observing non-verbal cues. Data analysis employed descriptive statistical methods to rate and present the students' speaking abilities in tables and graphs for clarity. . The findings of this study indicate that the students' speaking ability is influenced by their language proficiency, particularly in terms of pronunciation, grammar, vocabulary, fluency, and comprehension. The results show that the students' speaking ability is generally poor, with most of them scoring below 50 in the speaking ability test.The study also found that peer dialogue cannot be an effective strategy for improving speaking ability in EFL classrooms, as it cannot compensate for the lack of language proficiency. Therefore, language instructors should not solely rely on peer dialogue as a speaking practice activity. Instead, they should integrate peer dialogue with other instructional strategies that focus on language development, such as explicit vocabulary instruction, grammar practice, and fluency-building exercises