STRATEGIES EMPLOYED BY STUDENTS OF ENGLISH AND MELAYU PROGRAM (EMPRO) IN LEARNING SPEAKING AT DARUSSALAM SCHOOL TANJONGMAS NARATHIWAT THAILAND

SAKARIYA SIBU, 17203153188 (2020) STRATEGIES EMPLOYED BY STUDENTS OF ENGLISH AND MELAYU PROGRAM (EMPRO) IN LEARNING SPEAKING AT DARUSSALAM SCHOOL TANJONGMAS NARATHIWAT THAILAND. [ Skripsi ]

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Abstract

ABSTRACT Sibu, Sakariya. NIM. 17203153188. 2020. Strategies Employed by Students of English and Melayu Program (EMPRO) in Learning Speaking at Darussalam School Tanjongmas Narathiwat Thailand. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Nurul Chojimah, M.Pd. Key Words: speaking, learning strategy, EMPRO Speaking is one of the important skills that must be mastered by all English students. Speaking is a source or tools used to express our feelings and deliver information or our idea to another. However, to master speaking is not easy for someone or learner to achieve. English and Melayu program (EMPRO) of Darussalam school is a school on program that succeed to make students mastered speaking English. Almost students of this program can speak English well. In this case the researcher feels interested in knowing what strategies used by students of EMPRO in learning speaking so that they succeed in speaking English. The formulations of the research problems were: 1) How do the students of English and Melayu program (EMPRO) improve their speaking in term of vocabulary, pronunciation, grammar, fluency and accuracy? Research method: 1) the research design of this study was descriptive design with qualitative approach, 2) data sources of the researches was teachers as the informant, students of EMPRO as the subjects and related documentation, 3) the method of collecting data was observation, interview, and documentation 4) technique of verification was triangulation methodologically, 5) technique of data analysis was data reductions, data display and conclusion drawing. The result of this research shows that: (1) the students applied almost all of the strategies proposed by O’Malley, Chamot, and Oxford including cognitive strategies, socio-strategies, and affective strategies to improve their speaking skill. In cognitive strategies, the students of EMPRO employed four strategies, namely: resourcing, repetition, transfer, and grouping. In socio-affective strategies, the students of EMPRO employed three strategies namely: asking question, cooperation with other, and empathizing with other. In affective strategies, the students of EMPRO employed three strategies namely: lowering anxiety, encouraging yourself, and taking emotional temporary.

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