The effect of ARCS (Attention, Relevance, Confidence/, and Satisfaction) Model on Speaking Skill of Eleventh-Grade Students 2020/2021

Abstract

This study focused on finding out the Effect of applying the ARCS Model On Students’ Speaking Skill. The writer is interested in examining the students’ speaking skills because based on experience the writer found that students feel difficult to respond to what the teacher said and they do not care about materials and they do not have the motivation to learn English directly. According to Munjanayah (2004:17) argues that some possible problems in speaking including/: 1) Inhibition 2) Nothing to say. 3) Low or uneven participation. 4) Mother tongue use. There are some types of speaking and the writer focused on Responsive speaking because when the writer asked the students in English/, they do not give their response and do not understand with the written word. This study was conducted by applying experimental quantitative research. The object of the study were students of eleventh-grade senior high school in Aek Batu, Kab. Labuhan Batu Selatan consists of 20 students. The data were taken by giving a speaking test. The test was divided into tests: pre-test and post-test for both experimental and control groups. The mean score of the pre-test in the experimental group is 43,75 and the post-test is 66, 25. The mean score of the pre-test in the control group is 42,5 and the post-test is 50, 65. It is conducted that the mean score of the experimental group is higher than the control group. The result that t-observed > t-table as the level of significance p=0.050 (4,3656 > 2,10092 ). The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It is suggested that teachers of English subject apply ARCS Model as an alternative teaching technique to help and enrich speaking skills at the eleventh-grade of Senior high School.