Mastering English is something important nowadays because English has became international language and most of aspects in this life such as source of the information and knowledge. There are four skills in English, those are listening, writing, reading and speaking. One of skills that commonly used in daily life is speaking. Speaking is the important skill in English to make a communication with other and speaking is also an important skill in teaching and learning process. However, they are many students experience difficulties in speaking English. Therefore, it is important to do the research entitled “improving the tenth grade studentsÂ’ speaking ability through experiential language teaching at SMAN 1 Tapen Bondowoso in the academic year 2014/2015”. In this research, the problem is “how can experiential language teaching improve the tenth grade studentsÂ’ speaking ability at SMAN 1 Tapen Bondowoso in the academic year 2014/2015?” and the objective of this research referring to the research problem is to find out how experiential language teaching can improve studentsÂ’ speaking ability. Based on the research problem and the relevant theory, the hypothesis of this research is described as follows: experiential language teaching can improve the tenth grade studentsÂ’ speaking ability by role plat at SMAN I Tapen Bondowoso in the academic year 2014/2015. The design of this research is classroom action research. The research subject is X.1 slass consist of 23 students. The instrument that is used to collect the data is speaking test. The students are asked to demonstrate or role play about congratulating other, and The aspects that are score covering fluency, grammar, pronunciation and vocabulary. The result of data analysis shows that based on the result of the speaking test in the first cycle showed that from 23 students, 60% or 14 students got score ≥ 74 and 40% or 9 students scored ≤ 74. The second cycle showed that from 23 students, 78% or 18 students scored ≥ 74 and 22% or 5 students scored ≤ 74. Thus, it means this activity has done effectively and meaningfully for those students who learn English as foreign language. It can be concluded that experiential language teaching can improve studentsÂ’ speaking ability in the tenth grade at SMAN 1 Tapen Bondowoso in the academic year 2014/2015.

Mastering English is something important nowadays because English has became international language and most of aspects in this life such as source of the information and knowledge. There are four skills in English, those are listening, writing, reading and speaking. One of skills that commonly used in daily life is speaking. Speaking is the important skill in English to make a communication with other and speaking is also an important skill in teaching and learning process. However, they are many students experience difficulties in speaking English. Therefore, it is important to do the research entitled “improving the tenth grade studentsÂ’ speaking ability through experiential language teaching at SMAN 1 Tapen Bondowoso in the academic year 2014/2015”. In this research, the problem is “how can experiential language teaching improve the tenth grade studentsÂ’ speaking ability at SMAN 1 Tapen Bondowoso in the academic year 2014/2015?” and the objective of this research referring to the research problem is to find out how experiential language teaching can improve studentsÂ’ speaking ability. Based on the research problem and the relevant theory, the hypothesis of this research is described as follows: experiential language teaching can improve the tenth grade studentsÂ’ speaking ability by role plat at SMAN I Tapen Bondowoso in the academic year 2014/2015. The design of this research is classroom action research. The research subject is X.1 slass consist of 23 students. The instrument that is used to collect the data is speaking test. The students are asked to demonstrate or role play about congratulating other, and The aspects that are score covering fluency, grammar, pronunciation and vocabulary. The result of data analysis shows that based on the result of the speaking test in the first cycle showed that from 23 students, 60% or 14 students got score ≥ 74 and 40% or 9 students scored ≤ 74. The second cycle showed that from 23 students, 78% or 18 students scored ≥ 74 and 22% or 5 students scored ≤ 74. Thus, it means this activity has done effectively and meaningfully for those students who learn English as foreign language. It can be concluded that experiential language teaching can improve studentsÂ’ speaking ability in the tenth grade at SMAN 1 Tapen Bondowoso in the academic year 2014/2015.

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