THE IMPLEMENTATION OF OVERCOMING ENGLISH SPEAKING ANXIETY STRATEGY BY TSIPLAKIDE (TSIPLAKIDE’S STRATEGY) IN TEACHING SPEAKING AT THE TENTH GRADE OF SMKN 1 JAMBLANG

Sari

This study is aimed to know the effective of the implementation of Tsiplakide’s strategy and students’
responses of that strategy in teaching speaking at the tenth grade of SMKN 1 Jamblang. The data
were collected quantitatively with pre-experimental design one group pretest-posttest. The
population in this study amounted to 680 students from the first semester of the 10th grade and took
40 students from class X TSM 1 as the sample. To achieve the objectives of the study, the writer used
test (pretest-posttest) and questionnaires (15 close questionnaires and 2 open-ended questionnaires)
as the instruments. In the pre-test, the writer ordered the students to make a descriptive text about
animal and tell it in front of class individually. However, in the post-test the writer ordered the
students to make a descriptive text about hometown and tell the text in front if class with their pairs.
The data of test analyzed by using t-test with the formula from McMillan. The writer found that the
result of t-test is taccount (23.4) > ttable (2.022) with significant level 5% (0.05/0.975). Besides analyzed
test, the writer also analyzed questionnaire (close and open-ended questionnaire) that adopted from
six indicators of Tsiplakide’s strategy and percentage it by using the formula from Louis Cohen.
Close questionnaire divided into six indicators (project work, establishing a learning community
and a supportive classroom atmosphere, teacher-student immediacy, providing indirect rather than
direct correction, accepting the need for self-worth protection, and teacher immediacy). The writer
found that there were 70% students whom answered that the implementation of Tsiplakide’s strategy
is effective and 30% students whom answered that the implementation of Tsiplakide’s strategy is not
effective in teaching speaking. The writer found also that there were 45% students whom preferred
to implementing establishing a learning community and a supportive classroom atmosphere
indicator than other indicators of Tsiplakide’s strategy in teaching speaking. Based on the data
above, it can be concluded that the implementation of Tsiplakide’s strategy is effective in teaching
speaking.