Impact of Probing-Prompting Learning Model towards Students’ Writing Speech Script Ability

Abstract

The aim of the research was to explore whether the probing/prompting learning model influenced Indonesian English as a Foreign Language students’ ability to perform a speech. The method used in this research was an experimental method with random cluster sampling of students from an Indonesian English as a Foreign Language school ­– Medang Gili Senior High. There were two 10th grade classes of 22 and 25 students. The results of the lottery performed on the available classes established X-B class as the experimental group and X-A class as the control group. Results of the script-writing test indicated that the average score was 79 out of 100 (with the lowest score of 65 and the highest score of 90) and the median and mode were 80.2 and 81.5, respectively. The ability to write scripts using expository models for speeches was tested among the control class. Another test prompted the use of probing prompting. The results of the hypothesis testing (t test) showed a significant level of 0.05, indicating the significant influence of using probing-prompting learning model (5.00 is greater than t table 2.026), so H0 was rejected and H1 was accepted. Ultimately, the use of probing/prompting learning models had a demonstrably positive impact on tenth graders’ abilities to write speeches during the 2019-2020 academic year.