The Effectiveness of RPT (Repetitive-Practice Technique) In Teaching Speaking Ability

Authors

  • Hanofi Harianto Universiti Sultan Zainal Abidin
  • Hizbul Wathoni Universiti Sultan Zainal Abidin
  • Ridwan Ridwan Universiti Sultan Zainal Abidin
  • Selamet Riadi Jaelani Universitas Hamzanwadi

DOI:

https://doi.org/10.29408/edc.v16i2.4471

Keywords:

Repetitive-Practice Technique, Speaking, Students’ Ability

Abstract

This research aims to know the significant effect of RPT (Repetitive-Practice Technique) in teaching speaking at the tenth-grade students of SMA Al-Hasaniyah NW Jenggik in 2016-2017. This research was designed as pre-experimental with pretest and posttest design. The study population was 27 and 27 as the sample in X chosen by purposive random sampling it means the sample was taken purposively because the sample is representative. Speaking tests and analytical scoring rubric were used to collect the data. Then the data were analyzed using descriptive statistics and paired sample t-test to test the hypothesis, and it was performed by SPSS 22 for windows. The descriptive statistics analysis showed that RPT (Repetitive-Practice Technique) was effective in teaching speaking ability. It was proven by improving students' scores from 40.89 in Pre-Test and 58.96 in Post-Test. While the result of hypothesis testing using paired sample t-test at significance (2-tailed) value level was .000, it was lower than .05. RPT (Repetitive-Practice Technique) is significantly effective in teaching speaking ability. It was suggested that speaking in RPT (Repetitive-Practice Technique) is suitable for teaching speaking.

References

Akmajian, A., Farmer, A. K., Bickmore, L., Demers, R. A., & Harnish, R. M. (2017). Linguistics: An introduction to language and communication. MIT press.

Cole, E. B., & Flexer, C. (2019). Children with hearing loss: Developing listening and talking, birth to six. Plural Publishing.

Fauzan, U. (2016). Enhancing speaking ability of EFL students through debate and peer assessment.

Gibson, E., Futrell, R., Piantadosi, S. P., Dautriche, I., Mahowald, K., Bergen, L., & Levy, R. (2019). How efficiency shapes human language. Trends in Cognitive Sciences, 23(5), 389–407.

Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review. English Language Teaching, 9(6), 123–133.

HIZBI, N. U. R. L. H. (2018). The Effectiveness Of Using Describe And Draw Technique To Improve Students Speaking Ability In Descriptive Text. Universitas Hamzanwadi.

Irwandi, I. (2020). Implementing Eclectic Method for ELT through Distance Learning during the Covid-19 Pandemic. Educatio, 15(2), 91-103.

Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning & Technology, 20(2), 81–97.

Leong, L. M., & Ahmadi, S. M. (2017). An Analysis Of Factors Influencing Learners’english Speaking Skill.

Megawati, F., & Mandarani, V. (2016). Speaking Problems in English Communication.

Myers-Scotton, C. (2020). Code-switching as indexical of social negotiations. In The bilingualism reader (pp. 97–122). Routledge.

Safari, M. U. K., & Fitriati, S. W. (2016). Learning strategies used by learners with different speaking performance for developing speaking ability. English Education Journal, 6(2), 87–100.

Syafryadin, H., & Salniwati, A. (2019). Digital storytelling implementation for enhancing students’ speaking ability in various text genres. International Journal of Recent Technology and Engineering (IJRTE), 8(4), 3147–3151.

Downloads

Published

2022-01-01