SOCIO-AFFECTIVE STRATEGIES USED BY THE STUDENTS FOR THEIR ENGLISH SPEAKING SKILL (A Case Study At The Eight Grade of MTs Sunan Kalijogo Mojo Kediri)

SITI NOR ELYSA, 126203201054 (2024) SOCIO-AFFECTIVE STRATEGIES USED BY THE STUDENTS FOR THEIR ENGLISH SPEAKING SKILL (A Case Study At The Eight Grade of MTs Sunan Kalijogo Mojo Kediri). [ Skripsi ]

	Text COVER.pdf Download (698kB)
	Text ABSTRAK.pdf Download (135kB)
	Text DAFTAR ISI.pdf Download (328kB)
	Text BAB I.pdf Download (143kB)
	Text BAB II.pdf Restricted to Registered users only Download (335kB)
	Text BAB III.pdf Restricted to Registered users only Download (139kB)
	Text BAB IV.pdf Restricted to Registered users only Download (623kB)
	Text BAB V.pdf Restricted to Registered users only Download (313kB)
	Text BAB VI.pdf Restricted to Registered users only Download (133kB)
	Text DAFTAR PUSTAKA.pdf Download (28kB)
	Text LAMPIRAN.pdf Restricted to Repository staff only Download (1MB)

Abstract

Elysa, Siti Nor. NIM. 126203201054. 2024. Sosio-Affective Strategies Used By The Students for Their English Speaking Skills : A Case Study at The Eight Grade of Mts Sunan Kalijogo Mojo Kediri. Thesis. English Edcuation Department. Faculty of Tarbiyah and Teacher Training State Islamic University (UIN) of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Arina Shofiya, M.Pd. Keywords: Socio-Affective, Learning Strategies, Speaking Skill The social-affective learning strategy is a technique used to deal with emotional and socio-cultural challenges that they encounter in their learning process. Social affective strategies can help students improve learning more effectively. This strategy can apply for every teacher in the teaching and learning process, especially in speaking English, and this strategy has may advantages for the teacher and the students. The advantages of using socio-affective strategies could lower anxiety by using some mental technique and can solve the problems through teacher-student, peer interaction, or interaction with a native speaker. Besides, socio-affective strategies can lead to better performance in speaking ability. Students have quite good interactions so that it is easier for them to absorb learning through interactions with fellow friends. This study aims to (1) explore the types of socio-affective learning strategies used by students to improve their speaking skills (2) to know the contribution of socio-affective strategies in learning their speaking skills. The subject in this study were four students consisting of two boys and two girls in class 8A of MTs Sunan Kalijogo. The instruments used in this study were interviews and observations. The researcher conducted face-to-face interviews and asked fifteen lists of questions and some of them continued to be interviewed by asking approximately fifteen questions. Then, the researcher conducted observations in the classroom to determine the similarities and differences between the interview results and in the field or in the classroom. The data is stored on a google drive that can only be accessed by the researcher to avoid theft or loss of data and a flash disk as a backup. The data analysis used is to reduce data, display data, and draw conclusions. Based on the analysis it shows that all students use socio-affective learning strategies, including (1) asking questions; (2) cooperating with others; (3) social meditation and interacting with others; (4) empathizing with others; (5) lowering one’s anxiety; (6) encouraging oneself; (7) taking one’s emotional temperature; (8) self-talk. They apply all types of socio-affective strategies, but they have some strategies that they often use. Based on the data obtained, the researcher can conclude that these socio-affective learning strategies provide benefits and good impacts for students in improving their speaking skills.

Actions (login required)

View Item