THE EFFECT OF TEACHING TECHNIQUES AND ANXIETY ON THE SPEAKING SKILL

The objectives of this research were to see if: (1) Students’ achievement in speaking taught by using Talking Chips is higher than Students’ achievement in speaking taught by using Game Based Activity, (2) Speaking skill achievement of low anxiety is higher than is Speaking skill achievement with high anxiety, and (3) there is significant interaction between teaching techniques and students’ speaking anxiety on speaking skill. An experimental research with factorial design 2x2 was used in this research. The population of this research was the students of eleventh grade year an academic year 2016/2017 of Madrasah Aliyah Swasta Al-Washliyah 22 Tembung. The sample of this research consists of two classes; class A was used as the experimental group treated by using Talking Chips technique and class B as the control group treated by using Game Based Activity technique. The sampling technique used is cluster random sampling. The instrument for this research were speaking test and questionnaire sheet. The data were analyzed by applying Two-Way Anova. Based on the analysis, there were found that (1) students’ achievement in speaking skill taught by using talking chips is higher than taught by using game based activity, with Fobservedis higher than Ftableat the level significance α = 0.05 (FA = 13.647>Ftable3.98), (2) speaking skill achievement of low anxiety is higher than speaking skill achievement of high anxiety, with Fobserved is higher than Ftable at the level significance α = 0.05 (FB = 4.212 >Ftable = 3.98), (3) there is significant interaction between teching techniques and anxiety on students’ speaking skill with Fobserved is higher than Ftable at the level significance α = 0.05 (FAB = 3.994 > Ftable 3.98). After the Tuckey Test was applied, it showed that students have low anxiety got higher result if they were taught by using Talking Chips, and the students have high anxiety got higher if they taught by using Game Based Activity