ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Assyifaul Husna. 2320005. “The Effect of Peer Assessment Towards Students’ Speaking Ability At 11th Grade of SMK Pembina Bangsa Bukittinggi”. Faculty of Tarbiyah and Teacher Training. English Language Education. State Islamic University of Bukittinggi. This study examines the impact of peer assessment on the speaking ability of 11thgrade students at SMK Pembina Bangsa Bukittinggi. The study employed a quantiexperimental design, dividing the participants into two groups: experimental and control. The experimental group received peer assessment training, while the control group did not. Results show that the experimental group significantly outperformed the control group in terms of speaking ability, as measured by a speaking test. Additionally, the study found that peer assessment increased students' self-confidence and motivation to speak, as well as improved their ability to give and receive feedback. The findings suggest that incorporating peer assessment into english language instruction can be an effective way to enhance student speaking ability and promote collaborative learning in the classroom. This study was conducted using an experimental research type. The population of the study was 110 respondents and the sample was 34 respondents. This study used an assessment instrument. The assessment instrument in the research data, hypothesis testing, namely showing rcount> rtable or 0.560> 0.60 proves this. This data showed that the effect of implementing peer assessment has a positive impact on students' speaking ability at 11 grade of SMK Pembina Bangsa Bukittinggi.
ThesisOpen AccessPDF tersedia
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRAK Washliaty Azharni. (2023). Teacher technique in assessing speaking skill (Descriptive Qualitative Analysis on the Assessment technique used by teacher in Assessing speaking Skill English Teacher Assessment technique in assessing the speaking ability of second-grade students at SMKN 2 Bukittinggi). Faculty of Tarbiyah and teacher science. Advisor: Merry Prima Dewi., M.Pd. The purpose of this study was: To find out what assessment techniques used by the teacher in assessing speaking skills at II (second grade) students in SMK Negeri 2 Bukittinggi. The reason researcher choose this research is when researcher did observations, researcher found English teachers have implemented the assessment to assess students' speaking skill but it wasn't fully covered. Several times teachers propose themes for discussion in speaking. Following assignments on the topic, students are required to speak up nonetheless it done without receiving further instructions from the teachers. Two teachers worked on it. The teacher leaves out the assessment criteria, causing students talk just to get points. That is because whenever the student speak they will get the points whereas the students do not know which area that will be scored. Researcher also find a lot of students who are passive in the class during teaching learning process. When the teacher asks students to answer questions, the class atmosphere was silent. Wheres, the results of this study indicate that: first, the English teacher only uses performance in assessing students' speaking skills in class. Implementation of assessment in class, namely the teacher asks students to build a response or performance that is not just giving information. The teacher asks students to solve certain case problems (problem solving). The teacher asks students to select appropriate responses that require information and concepts so that they are more active in class because they must be able to bring information to solve problems based on the learning material that has been previously presented. ABSTRAK Washliaty Azharni. (2023). Penilaian pada Kemampuan Berbicara di Kelas (Analisis Kualitatif Deskriptif pada teknik Penilaian Guru Bahasa Inggris dalam menilai kemampuan berbicara siswa Kelas dua SMKN 2 Bukittinggi). Fakultas Tarbiyah dan ilmu keguruan. Pembimbing: Merry Prima Dewi.,M.Pd. Tujuan penelitian ini adalah: Untuk mengetahui teknik penilaian apa saja yang digunakan guru dalam menilai keterampilan berbicara siswa kelas II SMK Negeri 2 Bukittinggi. Alasan peneliti melakukan penelitian ini adalah ketika peneliti melakukan observasi, peneliti menemukan guru bahasa Inggris telah menerapkan melakukan asesmen untuk menilai keterampilan berbicara siswa tetapi tidak sepenuhnya tercakup. Beberapa kali guru mengajukan tema untuk didiskusikan dalam berbicara. Setelah tugas pada topik, siswa diminta untuk berbicara meskipun itu dilakukan tanpa menerima instruksi lebih lanjut dari guru. Dua guru mengerjakannya. Guru mengabaikan kriteria penilaian, menyebabkan siswa berbicara hanya untuk mendapatkan poin. Hal tersebut dikarenakan setiap kali siswa berbicara akan mendapat poin sedangkan siswa tidak mengetahui bidang mana yang akan dinilai. Peneliti juga menemukan banyak siswa yang pasif di dalam kelas selama proses belajar mengajar. Saat guru meminta siswa untuk menjawab pertanyaan, suasana kelas hening. Hasil penelitian ini menunjukkan bahwa: pertama, guru bahasa Inggris hanya menggunakan performa dalam menilai kemampuan berbicara siswa di dalam kelas. Pelaksanaan penilaian di kelas yaitu guru meminta siswa untuk membangun respon atau performa yang tidak sekedar memberi informasi. Guru meminta siswa untuk memecahkan masalah kasus tertentu (problem solving). Guru meminta siswa untuk menyeleksi respon yang tepat yang membutuhkan informasi dan kosnsep agar mereka lebih aktif di kelas karena mereka harus mampu membawa informasi untuk memecahkan masalah berdasarkan materi pembelajaran yang telah disampaikan sebelumnya.
ThesisOpen AccessPDF tersedia
2021•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Bulan Sari, 2317064, “An analysis of the inhibiting factors of students’ speaking ability at grade XI in Ashabul Yamin Boarding School.” A thesis, State Islamic Institute of Bukittinggi. The research was due to several problems found in the field. There were students’ problems in speaking skills. The students seemed to worry when they speak in front of the class, the students also did not know how to express their idea in English, and students did not participate well in class during the learning process. This research used the qualitative method as the methodology of this research. For collecting the data, the researcher used interviews, and to support the data the researcher also did observation during the learning process. The subjects in this research are the all of students at grade XI in Ashabul Yamin Boarding School. The researcher used snowball sampling. Additionally, to analyze the data the researcher used data reduction, data display, and after that made the conclusion. The findings of this research indicated that the inhibiting factor influenced students’ speaking skill are cognitive factor (conceptualization, formulation, and articulation), Affective factors (anxiety, self-restriction, and lack of motivation), and the last factor are linguistic (vocabulary).
ThesisOpen AccessPDF tersedia
2018•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Suci Hanifa, 2314.002, Thesis, Teachers’ Need for Authentic Assessment to Assess Speaking Skill at the Eighth Grade of MTs.N 6 Agam, Fakultas Tarbiyah dan Ilmu Keguruan, Pendidikan Bahasa Inggris, IAIN Bukittinggi, 2018. This research aimed to reveal the English teachers’ need for authentic assessment to assess students’ speaking skill at the eighth grade of MTs.N 6 Agam. Authentic assessment is an evaluation process that involves multiple forms of performance measurement reflecting the student’s learning achievement, motivation, and attitudes on instructionally-relevant activities. Authentic assessment in teaching and learning process is a form assessment that can increase the students’ ability in speaking that using various forms of measurement to measure the results of learning students not only the internal but also in external the class. Thus, this research was done at Junior High School in MTs.N 6 Agam to know what are the teachers’ need for authentic assessment to assess students speaking skill. There are three important issues which can be teacher needs for authentic assessment to assess speaking skill : types of authentic assessment, characteristics of authentic assessment, and the ways to administer the authentic assessment. This research was a descriptive qualitative. The key informant in this research were two English teachers who taught at the eighth grade in MTs.N 6 Agam. The data were collected through observation, interview and documentation. The data were analyzed by using flow model of Milles and Huberman in Sugiyono. After analysis the data, the researcher devided the data into three category: types of authentic assessment, characteristics of authentic assessment, and the ways to administer the authentic assessment. The researcher found that English teachers of eighth grade at MTs.N 6 Agam applied the authentic assessment with various ways. English teachers applied five from six types of authentic assessment according to Brown theory, there are: story or text retelling, portofolios, oral interview, teacher observation, and projects/exibitions. While characteristics of authentic assessment, English teachers needed a simple and familiar materials for students, communicative speaking, and conducted assessment continuously. The last, the ways to administer the authentic assessment, English teachers explained that scoring rubrics are not really important to be explained to the student. It was implied that teachers of eighth grade of MTs.N 6 Agam need clear scoring rubrics to be explain to the students.
