The Impact of the Student-Student versus Teacher-Student Interactions on Students' Speaking Skills

Gunawan Suryoputro, GunawandanNasution Nelmi, Nelmi (2014) The Impact of the Student-Student versus Teacher-Student Interactions on Students' Speaking Skills. IDP Education Cambodia, Phnom Penh, Cambodia.

1.10 The impact of Student-student vs Student-Teacher Interaction on Students' Speaking Skills.pdf

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The study attempts to investigate the effect of the treatments of student-student interactions versus teacher-student interactions to the students' speaking skills in Conversation in English Programs. The number of the students in. each of the three classes (namely student-student interactions class, teacher-student interactions class and control class is not more than 12 students; an ideal number for student-centered class. Each class teacher of the experiment group (student-student interaction group and teacher-student interaction group) is provided with lesson plan and discussions on the lesson plans were conducted prior to the treatments; while the control group teacher has no interfere at all (from the researcher). The students were given situational dialog test before being treated. After being treated for ten consecutive sessions, the same test was administered again. To meet the prerequisite for normal distribution, the data of pre test and post test were analyzed. After normal distribution test was conducted, to determine the progress from the pretest andposttest, paired samples t-test is used; while comparing the progress of the students' speaking skills in those three groups, one way anova is implemented. The results of the gain of the students ' achievement was again processed using LSD (Least significant difference) test to further analyze and find out the most significant improvement among the three group. The LSD test showed that the average of students' achievement in the Student- Student Interactions Group far excelled the achievement of the students in the Teacher-Student Interaction Group and the Control Group. It is clearly seen that the progress of students' achievement in the Teacher-Student Group did not have a significant difference with the progress of the students in the Control Group. To conclude, student-student interactions, in which students are given exposure to use the language in class around 75%, enhance students speaking skills.

Item Type: Book
Subjects: L Education > L Education (General)
Depositing User: admin repository uhamka
Date Deposited: 02 May 2016 06:00
Last Modified: 02 May 2016 06:00

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