| dc.description.abstract | This thesis focuses on determining how blended learning at SMA HKBP Sidorame affects students' speaking abilities. This research was conducted in a experimental quantitative research design. Students from SMA HKBP Sidorame's eleventh grade made up the study's population. The author is interested in the variations in speech test outcomes between the control class without blended learning and the experimental quantitative research design class. Five high school seniors in the eleventh grade made up the research sample. The Experiment Group and the Control Group were two purposive sample groups used in this study, each in a two class. While the control group did not receive any blended learning instruction, the experimental group did. Speaking assessments serve as the data gathering tool. The author used a sample of 10 students from class XI IPA and IPS SMA HKBP Sidorame, where the experimental class consisted of 5 students IPA sing blended learning and the control class consisted of 5 students IPS . The few examples were necessary since the writer had to construct a phonetic transcription of the student's pronunciation in order to verify the accuracy of this research and the accuracy of the results of the student's speaking ability test. A test is administered to gather data. For both classes, the test consists of a pre- and post-test. The pre-test average for blended learning is 33.6, whereas the average for face-to-face learning is 46.8. The post-test in learning and the post-test in blended learning both have an average score of 80.4. A test-t was used to analyze the data. The calculation results show that t-observed (16.261) is higher than t- table (2.678) at a significance level of (a) 0.01 with degrees of freedom (df) 9. This means that there is a significant effect of the Blended Learning method on students' speaking skills. So, the null hypothesis (H0) is rejected and the alternative hypothesis (HI) is accepted. | en_US |
