scholarly journals Ta’līmu Mahārati al-Kalām li ath-Thullābi Tahta Ri’āyati an-Nāthiqi bi al-Lughah al-‘Arabiyah: Musykilātuhā wa halluhā

2020 ◽  
Vol 4 (1) ◽  
pp. 71-88
Author(s):  
Samirotul Azizah Uul
Keyword(s):  
Foreign Language ◽  
Human Resources ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Direct Method ◽  
Data Sources ◽  
First Semester ◽  
Time Period ◽  
Speaking Skill ◽  
A Direct Method

This research is aimed to reveal and explain the speaking skill teaching and learning process of Arabic foreign language carried out by a native speaker as the lecturer. Data and data sources of this research are first-semester student’s Arabic listening and conversation of the Education Faculty of Walisongo Semarang State Islamic University. The research is a kind of qualitative research with data collection through observation, interview, and documentation. The finding of research says that the learning methods used in teaching and learning speaking skills by the native speaker are a direct method and “tarjamah” method. There are still many shortcomings and problems were found including the materials, time period, methods and human resources are inadequate. Based on the case this research tries to put down some suggestions to overcome problems suffered by the students and lecturer. Abstrak Penelitian ini bertujuan untuk mengetahui proses pembelajaran Mahārah Kalām (keterampilan berbicara) yang dilakukan oleh Native Speaker (penutur asli) sebagai pengajarnya. Penelitian ini dilakukan di Fakultas Ilmu Tarbiyah dan Keguruan (FITK) Universitas Islam Negeri (UIN) Walisongo Semarang. Jenis penelitian ini adalah penelitian kualitatif lapangan dengan metode observasi, wawancara dan dokumentasi sebagai metode pengumpulan datanya. Hasil dari penelitian ini menunjukkan bahwa  metode pembelajaran yang digunakan dalam pembelajaran Mahārah Kalām oleh Native Speaker adalah metode langsung dan terjemah. Adapun problem pembelajaran yang terjadi dalam pembelajaran maharah kalam oleh penutur asli datang dari beberapa segi, diantaranya: segi mahasiswa, guru, materi pembelajaran, waktu pembelajaran dan metode pembelajaran. Berdasarkan temuan tersebut penelitian ini menemukan beberapa solusi yang ditawarkan untuk mengatasi problem yang ada. Kata kunci: Pembelajaran Maharah Kalam, Penutur Asli, Problematika dan Saran

scholarly journals The Acquisition and Learning of EFL in A Non-formal English Education in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 86-94
Author(s):  
Dwi Ide Rahayu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Formal Education ◽  
English Education ◽  
Teaching Method ◽  
Direct Method ◽  
Real Life ◽  
Descriptive Case Study ◽  
Affective Filter ◽  
Formal Institution

The acquisition and learning of English as a Foreign Language differs from that of English as a Second Language. In the EFL setting, it is not sufficient if the teaching and learning processes only depend on formal institution. Because of that, the non-formal education plays an important role to support the processes. This research aims at exploring (1) how Kampung Inggris Kebumen – as one of non-formal educations in Indonesia – was built; (2) what the teaching method used to make the learners in Kampung Inggris Kebumen speak English without any reluctance; and (3) how the learners in Kampung Inggris Kebumen acquire and learn English. This research applies qualitative method i.e. a descriptive case study by means of observation and interviews. The result shows that (1) as one of non-formal institution, Kampung Inggris Kebumen plays a significant important role in the success of English teaching and learning in  Kebumen Regency, in terms of their collaboration with MGMP Sekolah; (2)  Kampung Inggris Kebumen applies the combination of direct method and audio lingual method which are confirmed supportive in the process of acquiring and learning English as a Foreign Language; (3) The students feel that they can decrease their affective filter since the instructors of Kampung Inggris Kebumen use many fun learning activities, provide rich exposures, and intensive time to apply the English in students’ real life. Keywords : acquisition, learning, EFL, non-formal education

scholarly journals Increasing Speaking Skill through YouTube Video as English Learning Material during Online Learning in Pandemic Covid-19

2021 ◽  
Vol 3 (1) ◽  
pp. 50-55
Author(s):  
Ahmad Nur Syafiq ◽  
Amalia Rahmawati ◽  
Anwari Anwari ◽  
Tyas Oktaviana
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Comparative Method ◽  
Learning Material ◽  
English Learning ◽  
First Semester ◽  
Speaking Assessment ◽  
Speaking Skill ◽  
Youtube Videos ◽  
English Program

YouTube video is one alternative solution in teaching speaking during pandemic. This study attempts to find the use of YouTube videos to improve speaking skill of students and how teaching and learning process using YouTube videos are implemented in the class. A classroom action research was conducted to first semester college students of Muhammadiyah University of Kudus in 2020. The population of this study was all non-English program and the samples were 85 students in redundant class chosen using purposive sampling. The data were obtained from speaking assessment and interview and later analyzed by using constant comparative method and descriptive statistic. This study showed that YouTube video as English learning material improved speaking skill of students including fluency, vocabulary, pronunciation, grammar, and content. Therefore, it can be concluded that the use of YouTube Video is able to improve the students’ speaking skill during online learning in pandemic Covid-19. Further study may concern on the use of YouTube Video to teach other English skills like reading and writing.

scholarly journals إدارة الأنشطة الإضافية لمهارتي " الكلام والكتابة " في دار اللغة العربية والفقه السلفي بمعهد النقاية لاتي سمنب مادورا

2020 ◽  
Vol 3 (1) ◽  
pp. 16-36
Author(s):  
Afandi Afandi
Keyword(s):  
Native Speaker ◽  
Writing Skills ◽  
Secondary Data ◽  
Data Sources ◽  
Research Approach ◽  
The Third ◽  
Writing Skill ◽  
Speaking Skill ◽  
Secondary Data Sources

It is not easy to speack arabic  for a student who are not native speaker, but it will be solved through much rehearsal. The student are not native speaker will be easy  to speak and write arabic. the rehearsal of this additional activity will be effective if it supports by right management. There are some purposes of this reasearch : 1. To know the planning of extracurricular for speaking and writing skill. 2. To know the organization of extracurricular for speaking and writing skill 3. To know the evaluation of extracurricular for speaking and writing skill. In This  research, the researcher uses qualitative research approach and case study methode. there are two data sources of this reasearch namely primer and secondary data sources, collecting the data through interview, observation, and documentation. Whereas analysing the data uses mils and hubberman analysing models. Based on the result of this research, can take conclusion that management of addtional activity for speaking and writing skill, the first is planning,  in this planning consist of establishing purpose, establishing programe, establishing advisor, establishing the fasility of the implamentation of speaking and writing skills. The second is organization, in this organization consist of distributing assigment and obligation to the teacher. The third is evalution, the evalution of extracurricular of speaking skill did orally whereas the evalution for writing skill through correcting the result of student’s wriring for one month. Keywords : management, extracurricular, speaking skill and writing skill

scholarly journals Developing Modelling-Based Speaking Module for Informal Interaction to Support Independent Learning of Speaking Skill

ELT-Lectura ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 99-111
Author(s):  
Ratih Laily Nurjanah ◽  
Deswandito Dwi Saptanto ◽  
Maya Kurnia Dewi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Extended Period ◽  
Independent Learning ◽  
Ministry Of Education ◽  
Phonetic Transcription ◽  
Correct Pronunciation ◽  
Speaking Skill ◽  
To Come

The lack of English module in speaking skill to support the teaching and learning process becomes one of the reasons for this study to come up. Another one is the reality that now, students are expected to be able to develop themselves independently without being dependent on lecturers since the Ministry of Education issued a new curriculum of Kampus Merdeka (Independent Campus). This is such an extended period from what is being faced by the world during outbreak era where classroom activities cannot be held. This study aims to observe what kind of speaking module is needed by students and to develop a modelling-based speaking module in informal interaction to support the independent learning process. This is a research and Development method according to Borg and Gall theory with 10 steps of development. The results show students need a module that can give them examples how to pronounce words but not in form of phonetic transcription. A module is then developed containing various daily expressions accompanied by an USB flash-drive contains recordings of a native speaker giving examples or models on how to pronounce the expressions accurately. Student are expected to be able to imitate the examples whenever they need until they can produce correct pronunciation and intonation.

scholarly journals Linguistic Cliches at the Crossroads of Controversy: their Impact in Teaching English as a Foreign Language

2016 ◽  
Vol 6 (1) ◽  
pp. 13
Author(s):  
Armanda Ramona Stroia
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Theoretical Perspective ◽  
Positive Function ◽  
Human Mind ◽  
Language Learner ◽  
The Aesthetic ◽  
Learning English

The acute reliance on cliches reflects on the one hand a general and inevitable but intrinsec feature of language (Amossy, Herschberg Pierrot 2011), inscribed in its "genetic code". On the other hand, from the perspective of social psychology, it reflects a broader phenomenon that marks the human mind, in order to simplify the complex set of stimuli from the environment. Apparently, linguistic cliches arise only negative reactions, especially from stylistics’, being disqualified and strongly perceived as a deviation from the aesthetic imperatives promoted under the auspices of the Romanticism. However, this paper tries to investigate if these types of linguistic patterns or the so-called frozen discourse (cliches, stereotypes, lexical phrases, sayings, collocations) can have a major impact on teaching and learning a foreign language. Informed by the theoretical perspective of Dufays (1994), Riffaterre (1979) and Eco (2007) on the constructive function of stereotypes and cliches in the process of reading, the present  paper will report the results of a survey conducted on a group of middle school teachers learning English as a foreign language through an innovative method (flipped classroom) and by exploiting the potential of cliches. As a result of attending a teacher trainer course at Bell Cambridge, we have designed a series of workshops which explores different ways of teaching and learning English by using creatively prefabricated language chunks. Language acquisition specialists have pointed out that the competence to use prefabricated units is vital to the language learner. Furthermore, linguistic cliches can trigger more easily adhesion to the target culture. We aim at promoting the positive value of cliches in teaching, since, besides their cultural overtones, they can help learners achieve the ideal standard of expressing oneself as a native speaker. Keywords: cliche; positive function, frozen language, teaching and learning, foreign language

scholarly journals THE CORRELATION BETWEEN STUDENTS’ ANXIETY AND SPEAKING SKILL AT STKIP KUSUMA NEGARA JAKARTA (A survey research first semester academic year 2018/2019)

2019 ◽  
Vol 3 (2) ◽  
pp. 117
Author(s):  
Megawati Megawati
Keyword(s):  
Foreign Language ◽  
Quantitative Method ◽  
First Semester ◽  
Speaking Test ◽  
Correlational Research ◽  
Language Classroom ◽  
Speaking Skill ◽  
Independent Variable ◽  
Academic Year ◽  
Smirnov Test

<p>The purpose of this research is to know whether there is any correlation between students’anxiety and speaking skill at STKIP Kusuma Negara Jakarta, first semester  academic year 2018/2019.</p><p>This research used quantitative method and the design was correlational research. The sample of this research consists of 25 students. The data of the students’anxiety were collected by using the questionaire which was adopted from foreign Language Classroom Anxiety Scale Horwitz et.at FLCAS, while the data of students’speaking skill were collected by using speaking test. In this research, researcher has two variables, independent variable which variable students’anxiety and dependent variable consists of students’ speaking skill.</p><p>The researcher use SPSS program, before doing the analysis the data normality was tested by using Kolmogorf-Smirnov test to see if the population was distributed normal. The result of this research concluded that there is significant correlation between variable (X) students’anxiety and variable (Y) speaking skill. Sig. (2-tailed) is 0.001 &lt; 0.05. It means that students who have higher speaking skill, they was influenced by anxiety. The value of correlation coefficient is -0.629 &lt;0.5. It means that there is negative correlation between students’anxiety and speaking skill. If the students’anxiety is high so speaking skill is low and if the students’anxiety is low so speaking skill is high.</p>

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

scholarly journals Teaching Speaking Through Public Speaking Course

2013 ◽  
Vol 7 ◽  
pp. 183-203
Author(s):  
Shampa Iftakhar
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Public Speaking ◽  
Vital Role ◽  
English Language Teaching ◽  
Teaching Improvement ◽  
Improvement Project ◽  
Speaking Skill ◽  
Regular Practice

In Bangladesh, English is taught as a foreign language. The English Language Teaching Improvement Project (ELTIP) introduced commutative textbooks in between 1992 to 2001 from class three to the higher secondary level. The main aim of ELTIP is to facilitate the teaching and learning of English with a methodology that will encourage students to acquire communicative competence in English through regular practice of these skills. Each of the books contains many tasks on speaking, but unfortunately in reality there is no practice and reflection of this skill. The speaking skill is never examined in S.S.C. and H.S.C. exam though in the English medium schools the scenario is totally opposite. Now the students who get admitted in the private universities having a very poor competency in speaking face great problems from the very beginning because English is the medium of instruction in these universities and general English courses are compulsory for all students. Very few students are capable of understanding lectures given in English. So conducting the class in English becomes a great challenge for all teachers. In my paper, I intend to analyse some factors that are closely related with teaching speaking. Then I will try to evaluate how Public Speaking course at Stamford University Bangladesh plays a vital role in teaching speaking, and our teachers’ and learners’ opinions regarding this course. DOI: http://dx.doi.org/10.3329/sje.v7i0.14473 Stamford Journal of English; Volume 7; Page 183-203

scholarly journals THE STUDENTS' LEARNING ACHIEVEMENT AFTER AND WITHOUT STUDYING ENGLISH IN ELEMENTARY SCHOOL

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Gusri Emiyati Ali
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
Sampling Technique ◽  
English Learning ◽  
Learning Achievement ◽  
Indonesian Government

The Critical Period Hypothesis by Lenneberg (1976)  states that ages 2 to 12 are ideal ages for achieving foreign language skills such as a native speaker. Based on this hypothesis, the perfect time for children to learn English as a foreign language is in elementary school. Meanwhile, Indonesian government policy through the 2013 curriculum does not require children in primary schools to learn English. Therefore, this study aimed to compare the English learning achievement of students between those who studied and those who did not study English in elementary school. This research is important to be conducted since it can be a reference for the Indonesian government in developing English language teaching and learning policy in elementary schools.  The sample of this research consisted of two groups selected through a purposive sampling technique. They were the groupS of students who studied and who did not study English in elementary school. Data were grouped, presented, and then compared. The results showed that students who studied English in elementary school had better English learning achievement than students who did not study English in elementary school. It is recommended for further related researches to consider many factors those can be influencing the students' English learning achievements such as the English teaching and learning method used by the educators in high school and university, attitudinal factor, and the learning environment. 

scholarly journals Improving Speaking Skill Of The Tenth Grade Students Of SMK 17 Agustus 1945 Muncar Through Direct Practice With The Native Speaker

2017 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Mohamad Nor Shodiq
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Native Speaker ◽  
Direct Practice ◽  
The Third ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Preliminary Study

The Classroom Action Research (CAR) aims to invent teaching and learning strategy which fits the learners’ style and to solve the teachers’ problem in finding the appropriate technique in teaching. The researcher took SMK 17 Agustus 1945 Muncar Banyuwangi on 35 students of the tenth grade of AK 1 and was conducted in one cycle with the phases of planning, implementing, observing, and reflecting. The researcher found that the implementation of Direct Practice with the Native Speaker could improve the students’ speaking skill. It was proved by the result of the students’ speaking score. The average classical score in preliminary study was 50. 00. They had improvement from the third meeting but did not all of students meet the criteria of success and were still below the KKM. In the fourth meeting was found that all of the students could reach criteria of success and KKM score as 70. 00. Direct Practice with the Native Speaker creates the teaching and learning process fun, and good atmosphere of competition among the students.

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