The background of the study in this research is based on the problems as follow: 1) The phenomena that students are not confident in speaking English in their class especially when they speak in front of audience, 2) The low self confidence causes low speaking score and ability in English speaking.
The problems of this research can be stated as follows: 1) How is students’ self confidence in speaking before the implementation of Socioaffective strategies?, 2) How is the implementation of Socioaffective strategies in improving student’s self confidence in speaking?, 3) How is students’ self confidence in speaking after the implementation of Socioaffective strategies?, 4) How is the improvement of students’ self confidence in speaking before and after the implementation of Socioaffective strategies?
The objectives of this study are: 1) To find out students’ self confidence in speaking before the implementation of Socioaffective strategies, 2) To know how is the implementation of Socioaffective strategies in improving students’ self confidence in speaking, 3) To describe students’ self confidence in speaking after the implementation of Socioaffective strategies, 4) To analyze the improvement of students’ self confidence in speaking before and after the implementation of Socioaffective strategies.
The implementation of Sociaffetive strategies in teaching speaking at SMP Pondok Modern Selamat Kendal is Classroom Action Research Which is aimed at improving student’s self confidence in speaking. This research was conducted in two cycles. The study was conducted at SMP Pondok Modern Selamat Kendal in the academic year of 2009-2010. The subjects of this study were the students of this school grade VIII A. The number of the subjects was thirty nine students. The instruments which are used to collect the data are observation and interview. The descriptive quantitative is used to analysis the data.
The results of the analysis are used to describe the improvement of students’ self confidence. The student who had strong desire in cycle I was 30 students, in cycle II was 36 students. The students who used visual contact in cycle I was 25 students, in cycle II was 27 students. The student who spoke aloud in cycle I was 18 students, in cycle II was 28 students. The student who used their gestures in cycle I was 22 students, in cycle II was 25 students. The student who comprehended the material in cycle I was 25 students, in cycle II was 35 students.
Based on the results of the research, it can be concluded that using Socioaffective strategies can improve students’ self confidence in speaking English