TEACHERS’ STRATEGIES TO REDUCE STUDENTS’ SPEAKING ANXIETY DURING ONLINE LEARNING AT SMA NEGERI 1 PRAMBON NGANJUK ACADEMIC YEAR 2021/2022

DIAN PUSPITASARI, 12203183232 (2023) TEACHERS’ STRATEGIES TO REDUCE STUDENTS’ SPEAKING ANXIETY DURING ONLINE LEARNING AT SMA NEGERI 1 PRAMBON NGANJUK ACADEMIC YEAR 2021/2022. [ Skripsi ]

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Abstract

ABSTRACT Puspitasari, Dian. Student Registered Number. 12203183232. 2022. Teachers’ Strategies to Reduce Students’ Speaking Anxiety during Online Learning at SMA Negeri 1 Prambon Nganjuk Academic Year 2021/2022. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Erna Iftanti, S.S., M.Pd. Keyword: Teachers’ Strategy, Speaking Anxiety, Online Learning, Peer Group, Using Games In the teaching-learning process, a strategy is needed. This strategy will later help a teacher to be able to carry out learning well and smoothly, especially for an English teacher. This strategy will be used to teach English skills such as speaking. However, in the implementation of speaking learning, many students feel anxious because they feel they have not been able to speak well, have not mastered the material, and still lack the vocabulary or other problems. Therefore, a teacher needs a special strategy to be able to make students more confident and able to speak well, especially in online learning like during this pandemic. The focus of this study is 1) What are the forms of the strategy to reduce students’ speaking anxiety during online learning at SMA Negeri 1 Prambon Nganjuk?, 2) What are the reasons for using the strategy to reduce students’ speaking anxiety during online learning at SMA Negeri 1 Prambon Nganjuk?, 3) What are the implications of teachers’ strategies to word there speaking performance? In this study, the researcher used qualitative descriptive research form. Data taken in the field is data about the plan of the lesson, forming the strategy to reduce speaking anxiety, the reasons for using the strategy to reduce speaking anxiety, and the implication of teachers’ strategy. The instrument used by the researcher is observation in class, interviews with 2 English teachers, and also the duties. From the results obtained by researcher, researcher found that English teachers in reducing anxiety speak first by addressing students, providing motivation to students, using peer groups, and using games or ice breaking in each lesson. The teacher uses tension beforehand to find out the extent of students' ability to speak, the teacher also motivates students to dare to speak well so that anxiety or fear when speaking does not arise, the peer group will later accelerate student understanding and make it easier for students to express ideas or ideas, this ice breaking is useful for getting children excited to answer questions in class. The implication of some of these strategies is that students indirectly have the willingness to express their opinions indirectly without any element of coercion.The conclusion from this study is that every teacher has a method or strategy to reduce students' speaking anxiety, including that we have to do a mapping of students and then we also have to motivate students so that students dare to speak when appearing in front of the class, peer groups and using games.

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