Mobile Phone Video-Recording Tasks to Enhance Students’ Speaking Accuracy and Fluency

Ardinawati, Ardinawati (2017) Mobile Phone Video-Recording Tasks to Enhance Students’ Speaking Accuracy and Fluency. S2 thesis, UNY.

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Abstract

This research was aimed to find out (1) whether the use of MPVRT is more effective than that of conventional tasks to improve students’ speaking accuracy, (2) whether the use of MPVRT is more effective than that of conventional tasks to improve students’ speaking fluency, (3) which components of task positively contribute to and dominantly enhance the students’ speaking accuracy, (4) which components of task positively contribute to and dominantly enhance the students’ speaking fluency, and (5) which components of task positively contribute and dominantly enhance the implementation of MPVRT. This study used mixed-methods by involving both quantitative and qualitative data. The research design was sequential explanatory design. The quantitative data were gathered using quasi-experimental research and questionnaire. The qualitative data were gathered through interviews. The data were collected from March to July 2016 in MAN Maguwoharjo located in Jalan Tajem, Maguwoharjo, Sleman. The population of the research was all of the tenth grade students in MAN Maguwoharjo and the samples of the research were the students of class X MIA2 and X IIK determined by using cluster simple random sampling. There were two dependent variables and one independent variable: MPVRT (X1), the students’ speaking accuracy (Y1), and the students’ speaking fluency (Y2). Speaking test items, scoring sheets, questionnaire, and interview guidelines were used as the research instruments. The instruments were validated through an expert judgment and the other validities such as content, internal, and external validities. The reliability of the instruments was measured by using inter-rater reliability. The data were analyzed using ANCOVA. The results of the study are as follows. (1) The first hypothesis that the use of MPVRT is more effective than that of conventional tasks to improve students’ speaking accuracy is accepted as indicated by the value of Sig (0.000) which is lower than 0.05. (2) The second hypothesis that the use of MPVRT is more effective than that of conventional tasks to improve students’ speaking fluency is accepted as indicated by the value of Sig (0.006) which is lower than 0.05. (3) The task component which dominantly contributes to and enhances the students’ speaking accuracy is input since it reaches the score of 3.15 classified as a ‘high’ category. The other components such as role of the teacher, role of students, and outcome belong to ‘fair’ category with the scores of 2.61, 2.76, and 2.68. (4) The highest contribution of task component for students’ speaking fluency is input as it reaches the score of 3.21. Outcome receives ‘fair’ category with the mean score of 2.70. The role of the teacher (1.89) and role of students (1.93) receive ‘low’ category. (5) All the components of task support the implementation of MPVRT. Goal (3.12), input (3.14), setting (3.12), and outcome (3.12) give contribution with ‘high’ category. Meanwhile, content (2.29), procedure (2.39), and activity (2.38) belong to ‘fair’ category.

Item Type: Thesis (S2)
Uncontrolled Keywords: bahasa Inggris, berbicara
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Program Pasca Sarjana > Program Pasca Sarjana: Linguistik Terapan
Depositing User: Perpustakaan Program Pascasarjana UNY
Date Deposited: 18 May 2017 08:02
Last Modified: 18 May 2017 08:02
URI: http://eprints.uny.ac.id/id/eprint/49221

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