STUDENTS’ PERCEPTION OF RETELLING TCHNIQUES IN RECOUNT TEXT ON STUDENTS' SPEAKING ABILITY AT THE FIRST GRADE OF MAS NURUL HUDA PRINGSEWU

Nurul, Izzah (2025) STUDENTS’ PERCEPTION OF RETELLING TCHNIQUES IN RECOUNT TEXT ON STUDENTS' SPEAKING ABILITY AT THE FIRST GRADE OF MAS NURUL HUDA PRINGSEWU. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT The main problem in this study was the low speaking ability of 10th-grade students at MAS Nurul Huda Pringsewu, which was caused by limited vocabulary, affecting their ability to convey ideas and messages clearly and vary their use of words. The students' pronunciation and grammar were not yet optimal, resulting in frequent errors in word pronunciation and sentence structure, which affected the clarity of meaning and caused ineffective communication. The students' fluency in speaking was still lacking due to nervousness when speaking, lack of consistent practice, and lack of confidence. Meanwhile, speaking was an important component in English language learning. This study aimed to determine students' perceptions of the use of retelling techniques in recount text learning and its effect on their speaking skills. This study used a quantitative method with a survey approach. The subjects of this study were 20 students of class X.1 MAS Nurul Huda Pringsewu, who were selected using sampling techniques based on classes that used the retelling technique in speaking learning on recount texts. The data collection technique involved distributing a questionnaire to all respondents, which contained statements related to their perception of using the retelling technique in recount text learning. The data were analyzed descriptively using SPSS and Excel to determine the level of student perception and its relationship with speaking ability. The research findings showed that the students of class X.1 at MAS Nurul Huda Pringsewu had a positive perception of the retelling technique in recount text learning, with high average scores on the indicators of information intake from the environment (4.45), understanding of text structure (3.99), and evaluation of the effectiveness of the retelling technique (4.12). The main obstacles identified were anxiety when speaking and limited vocabulary mastery. The study concluded that the retelling technique significantly increased students' motivation and understanding of recount texts. Still, it needed to be supported by vocabulary development strategies and anxiety management to optimally improve speaking skills. ii Therefore, the implementation of the retelling technique should have been combined with a comprehensive and learner-centered communicative teaching method. Keywords: retelling technique, student perception, speaking ability, recount text, quantitative method research

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