Abstract:
This research discusses the implementation of morning English vocabulary activity to improve students’ speaking ability. The objective of this study was aimed to investigate how was morning English vocabulary activity implemented and observe how the students perceive morning English vocabulary activity. The present study used qualitative case study design. Twenty five students from eleventh class in senior high school were participated in this study. The data were obtained from two sources, including observation to research how was morning English vocabulary activity implemented and the students’ questionnaire to collect data about how do the students perceive on morning English vocabulary activity. Data from observations were analyzed by classifying, interpreting and commenting the results of observation from video recorder in each meeting. In analyzing the questionnaire the writer used the display data interpretation based on the percentage of the computation. The findings revealed that the implementation of morning English vocabulary activity showed the positive result. Most of the students responded that morning English vocabulary activity made them learn English optimally. In addition, 76% students responded that they had more opportunities to speak English in the morning English vocabulary activity. It is recommended that morning English vocabulary activity can be used as daily activity in the Boarding School to improve students’ speaking ability. The writer suggest that teacher who guide this activity should give the students great opportunities to practice their English and build their critical thinking the students enjoy and feel happy in joining this activity.
