THE EFFECT OF TEACHING MODELS AND CRITICAL THINKING ON STUDENTS’ ACHIEVEMENT IN SPEAKING A Thesis

The objective of the study are to examine whether (1) the students’ speaking achievement taught by using quantum learning model is better than taught by using problem-based learning model. (2) the students’ speaking achievement with high critical thinking towards learning English is higher than with low critical thinking. (3) there is an interaction between quantum learning model and problem based learning model and students’ critical thinking towards learning English on students’ speaking achievement. This study is conducted by using experimental research with factorial design 2x2. The population of the study is students of grade VIII of 2017/2018 of SMP N 19 Medan. There are three paralel classes are chosen as the sample by applying cluster random sampling technique. Each class consists of 35 students. The instrument used for the data collection are questionaire and speaking test. The data are analyzed by using two-way ANOVA. The research finding shows that (1) Quantum Learning and Problem-Based Learning Model significantly affect students’ achievement in speaking (Sig=0.00<0.05). The students’ achievement in speaking taught by using Quantum learning Model is significantly higher than that taught by using Problem-Based Learning (79.37>72.00), (2) the students’ achievement in speaking with high critical thinking is significantly higher than that of with low critical thinking (Sig=0.00<0.05). The students’ achievement in speaking taught with high critical thinking is significantly higher than that of with low critical thinking(68.65>39.89), (3) there is and interaction between teaching models and critical thinking on students’ achievement in speaking (Sig=0.016<0.05). Thus, teaching models and students’ critical thinking significantly affect the students’ achievement in speaking. It implies that English teachers should apply different teaching strategy and pay more attention to students’ critical thinking in their attempt to improve students’ achievement in speaking