scholarly journals Classroom Management in EFL Speaking Class: Strategies and Challenges

2021 ◽  
Vol 1 (1) ◽  
pp. 120-139
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Teuku Zulfikar ◽  
Saiful Akmal ◽  
Nasriyanti Nasriyanti ◽  
...  
Keyword(s):  
Classroom Management ◽  
Classroom Observation ◽  
English Department ◽  
Teaching English ◽  
Structured Interviews ◽  
Purposive Sampling ◽  
Self Confidence ◽  
English Speaking ◽  
Seating Arrangements ◽  
Banda Aceh

ABSTRACTThis research was designed to investigate the strategies used and challenges faced by lecturers in managing EFL speaking classes. The researchers used both classroom observation and semi-structured interviews in collecting the data. The participants of this research were three EFL lecturers teaching English Speaking classes at the English Department of Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia. These lecturers were selected purposively; all of them were those assigned to teach the speaking class. Insights of the lecturers on their experiences in managing speaking classes were investigated to examine strategies and challenges they faced. The findings suggest that the lecturers utilized several strategies such as setting the classroom, determining seating arrangements, fostering discipline, applying certain speaking activities, and providing interesting topics to discuss. The data also indicated that the lecturers faced challenges in managing their teaching. Issues such as lack of equipment or teaching media to support speaking activities, students’ lacked self-confidence, and lack of vocabulary were among the challenges faced by the lecturers.  ABSTRAKPenelitian ini bertujuan mendapat informasi tentang strategi dan tantangan yang dihadapi dosen di dalam mengelola kelas. Metode pengumpulan data yang digunakan adalah observasi dan wawancara semi-terstruktur. Sumber data atau partisipan dalam penelitian ini adalah 3 dosen yang mengajar kelas Speaking di Prodi Pendidikan Bahasa Inggris, UIN Ar-Raniry Banda Aceh. Para partisipan itu direkrut mengunakan teknik purposive sampling, dimana partisipan yang terlibat adalah yang sudah mengajar speaking selama beberapa semester. Hasil obssrevasi dan wawancara diperoleh informasi bahwa terdapat beberapa strategi dosen di dalam mengelola kelas, diantaranya: menyusun tempat duduk sedimikian rupa, menegakkan disiplin, mengunakan berbagai teknik pembelajaran speaking, dan memberikan topik yang menarik untuk didiskusikan. Penelitian ini juga memperoleh beberapa temuan yang berhubungan dengan tantangan dosen, diantaranya, tidak mencukupi fasilitas yang memadai yang dapat mendukung aktivitas pembelajaran speaking, kurangnya rasa percaya diri dari mahasiswa itu sendiri, dan tidak memadainya kosa kata yang dikuasai mahasiswa juga merupakan tantangan tersendiri dalam pengelolaan kelas speaking.

scholarly journals The effectiveness of task-based language teaching to improve students' speaking skills

2021 ◽  
Vol 5 (1) ◽  
pp. 205-214
Author(s):  
Morita Panduwangi ◽  
Keyword(s):  
Private College ◽  
Control Group ◽  
English Department ◽  
Self Confidence ◽  
Post Test ◽  
English Speaking ◽  
The Mean ◽  
The Difference ◽  
Experimental Group ◽  
Speaking Skills

This study aims to find out the effectiveness of Task-Based English Teaching (TBLT) to improve college students’ speaking skills. Teaching speaking is considered to be difficult as there are various factors involved, both from the teachers’ part and the students’ as well. TBLT uses authentic sources of teaching materials with tasks as the essence of the teaching instructions. The research was done in a private college in Bogor. Sixty 1st semester-students of non-English department are the subjects of the research. They were divided into two groups: the control group and experimental group. Each group consists of 30 students. The control group was taught using a more conventional method, however the experimental group was taught using Task-based instructions. A pre and post test were administered to both groups to find out the effectiveness of TBLT to improve their speaking skills. The mean scores of pre and post English speaking tests were tabulated using SPSS to identify whether there was a difference in students’ achievement of both groups and whether the difference was significant or not. Questionnaires were also distributed to find out their perspectives towards the English lessons. The results of the tests were supported by the students’ answers in the questionnaires in which all students of the experimental group showed significant improvement in their speaking skills in term of accuracy and fluency. Their perspective after experiencing TBLT in the English lessons also demonstrates a significant change resulting in students’ higher self confidence in speaking.

scholarly journals THE RELATIONSHIPS BETWEEN STUDENTS’ SELF-CONFIDENCE AND THEIR ENGLISH-SPEAKING PERFORMANCE: A CASE STUDY OF ENGLISH-MAJORED STUDENTS AT A PRIVATE UNIVERSITY IN VIETNAM

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Anh Tuan Pham ◽  
Hieu Trung Hong ◽  
Tien Thuy Chau ◽  
Nhi Vo Anh Le ◽  
Phuc Thuy Thy Tran ◽  
...  
Keyword(s):  
English Language ◽  
Sampling Technique ◽  
Private University ◽  
Structured Interviews ◽  
Learning Methods ◽  
Self Confidence ◽  
Significant Relationships ◽  
English Speaking ◽  
Speaking Performance

<p>This research aimed to discover the relationships between students' self-confidence and their English-speaking performance. In our research, self-confidence was divided into three components which are affective confidence, behavioral confidence, and cognitive confidence. In addition, speaking performance included eight components which are vocabulary, grammar, pronunciation, fluency, coherence, comprehension, task, and content. A sample of 150 English-majored students at a university in Vietnam was surveyed in this study by using a convenience sampling technique, and then conducting semi-structured interviews to seek for qualitative information from 10 participants out of 150. The result from our study showed that there are significant relationships between the two variables. The more confident the students are, the more accomplished they would be in the presenting procedure since they have superior cognition and understand how to modify their learning methods to build a comprehensive individual in learning English language. We expect that these findings can help students adjust their learning methods to improve their self-confidence as well as English speaking performance and by that way, universities can add more speaking-related subjects so that students can have more opportunities to speak and learn more speaking skills.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

scholarly journals Teaching English Speaking Skill through Pair and Group Interview Techniques

2020 ◽  
Vol 7 (2) ◽  
pp. 329-337
Author(s):  
Sudirman Maca
Keyword(s):  
Experimental Study ◽  
Group Interview ◽  
Teaching Model ◽  
English Department ◽  
Traditional Teaching ◽  
Teaching English ◽  
Interview Techniques ◽  
Speaking Skill ◽  
English Speaking ◽  
And Control

The problem that the participants face in the speaking class teaching is very low confident in speaking English in the class. The research aims are to find the effectiveness the pair and group interview techniques to enhance the participants’ speaking skill.  The experimental study consisting 100 participants at fourth semester of Educational English Department Bosowa University and 40 participants have been chosen randomly as a sample which divided into the treatment class and control class. The treatment class was divided into pairs and groups in conducting the three types of interview techniques in which, one participant asking the four participants and four participants asking one student. The study reveals that the participants felt free and brave expressed their language skill through the small group both pairs and groups of interview techniques. Moreover, these result also was identified that these techniques effective stimulating the participants to speak English actively, confidently, and fluently than the traditional teaching model. In which, all the treatment class, most the participants speaking English actively, whereas the control class is only 60 percent participants speaking English actively and some of the participants only kept silent in the class.

scholarly journals English Department Students’ Anxiety in Interacting Orally with an English Native Speaker Lecturer

2020 ◽  
Vol 1 (1) ◽  
pp. 53-61
Author(s):  
Wini Aprilia
Keyword(s):  
Limited English Proficiency ◽  
Teacher Educators ◽  
Native Speaker ◽  
Negative Evaluation ◽  
English Department ◽  
Structured Interviews ◽  
Self Confidence ◽  
Minor Influence ◽  
Oral Interaction ◽  
English Native Speaker

Anxiety has a debilitating effect on the oral interaction of English Department students with English native speaker (ENS) lecturer. Thus, the present study seeks to discover the perceived factors that cause anxiety among students in interacting with ENS lecturer in the classroom. Informed by a qualitative approach, data were collected mainly using group semi-structured interviews, and analyzed using a thematic analysis approach. The study revealed that the English Department students reported four perceived factors, namely,; limited English proficiency, fear of being misunderstood, lack of self-confidence, and fear of negative evaluation. The study suggests that even though ENS has minor influence in students’ anxiety, it remains important for teacher and teacher educators to continuously encourage students to practice speaking English in and off classroom situation.

scholarly journals Matching The Students’ Learning Preferences With Teacher’s Teaching Methods: The Case Of International EFL Students In Malaysia

2020 ◽  
Vol 5 (2) ◽  
pp. 42-50
Author(s):  
Bilal Al-Khaza’leh ◽  
Imam-edin Awad Mohammed
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
English Language ◽  
Classroom Observation ◽  
Learning Preferences ◽  
Structured Interviews ◽  
Self Confidence ◽  
National University ◽  
Efl Students ◽  
Style Preferences

Due to the paramount significance of English as a lingua franca, TESOL has attracted the attention of researchers globally which necessitates the suitable usage of the best methods for achieving the learners’ goals. This study examined the students’ learning preferences and their teachers’ methods and strategies used in specific classrooms. The sample of the study was 20 international EFL male and female learners and one English professor from the National University of Malaysia. The data were elicited from the samples using three instruments: an adapted from Oxford (1990) questionnaire, classroom observation and semi-structured interviews.  The findings revealed that the teacher’s techniques to some extent support the students’ tendencies and styles toward learning the English language.  It was shown that students are strongly motivated and have the ability to use all the possible strategies during their learning process. Moreover, the teacher confirmed that she supports the students’ self-confidence despite the existence of some barriers between the students and their teacher. It is recommended that teachers pay more attention to their students’ style preferences during the learning process. 

scholarly journals THE MANAGEMENT OF SPEAKING INSTRUCTION AT SMA MODAL BANGSA, ACEH PROVICE

2020 ◽  
Vol 10 (2) ◽  
pp. 165-169
Author(s):  
Sariakin Sariakin
Keyword(s):  
Classroom Management ◽  
Reading Instruction ◽  
Lesson Plan ◽  
Teaching English ◽  
Final Test ◽  
Descriptive Research ◽  
Speaking Skill ◽  
English Speaking ◽  
The Subject ◽  
Conducive Environment

The purposes of this research are (1)  to find out how the teachers make preparation for managing speaking instruction, (2) to find out how English teachers design classroom management for teaching speaking skill, and (3) to find out how the teachers make as assessment of speaking instruction. The subject of this research is all teachers of SMA Modal Bangsa who teach English especially speaking skill and there are four subjects. The design used in this  research is descriptive research and it belongs to  qualitative research.  Thus, this research is conducted to analyze a management of speaking instruction at the school. Data needed were gotten through observation, interview, and documentation. Data gotten are analyzed by narration procedure and discussing. The result of the research shows that the teachers prepare classroom management of reading instruction by preparing lesson plan, materials, and conducive environment for instruction process. Next, the teachers usually use six methods namely: asking opinion, debate, roll play, discussion, problem solving and speech in managing speaking instruction.  Furthermore, the teachers evaluate the students in teaching English speaking skill in two kinds of tests namely on going process test and final test. The tests of English speaking skill were orally. The tests are parted into six categories, there are: fluency of speaking, pronunciation, grammar, sound gesture and content

scholarly journals EFL Students in Speaking Skill: Identifying English Education Students’ Perceptions of the Psychological Problems in Speaking

2020 ◽  
Vol 2 (2) ◽  
pp. 8-20
Author(s):  
Ikrar Genidal Riadil
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
English Education ◽  
Psychological Problems ◽  
English Department ◽  
Education Students ◽  
Self Confidence ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking

This research focuses on students' English speaking problems, and this research aims to find out the most dominant problem of speaking in English as a Foreign Language (EFL) situation faced by the students of English Departement at Tidar University. The research method used in this research is the qualitative method. The writer uses a questionnaire as a tool for data collection. From the questionnaire, the problems that most dominant faced by the English education students of the English Department at Tidar University is Linguistic problems. Linguistic problems include less grammar, lack of vocabulary, and poor pronunciation. The next is psychological problems include, including lack of self-confidence, anxiety, and shyness. Meanwhile, instructor related problems did not have much effect on speaking problems for the students. In conclusion, Linguistic problems are the most dominant problem faced by the English education students of the English Department at Tidar University.

scholarly journals Self-confidence attitude of novice primary teachers reflection on teaching mathematics

Jurnal Elemen ◽  
2022 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Enditiyas Pratiwi ◽  
A.Wilda Indra Nanna ◽  
Dedi Kusnadi ◽  
Irianto Aras ◽  
Dian Kurniati ◽  
...  
Keyword(s):  
Classroom Management ◽  
Mathematics Teaching ◽  
Teaching Experience ◽  
Primary Teachers ◽  
Quantitative Information ◽  
The Self ◽  
Teaching Mathematics ◽  
Structured Interviews ◽  
Self Confidence ◽  
Students Attitudes

The teacher’s attitude towards mathematics teaching is seen as an essential factor in forming students’ attitudes towards mathematics. However, no one has extensively described the reflection of teachers’ self-confidence in teaching mathematics, especially for novice primary teachers. Therefore, the purpose of this study sought to describe a reflection of the self-confidence attitude of novice primary teachers in teaching mathematics. A questionnaire based on novice primary teachers’ teaching experience was administered to a total of 28 novice primary teachers (N = 22 males, N = 6 females) conveniently selected to participate in the study reported in this article. The semi-structured interviews data explored novice primary teachers’ reflections on the given questionnaire scale items. The qualitative data obtained from semi-structured interviews informed the quantitative information extracted from the questionnaires. The results showed that the reflection of the self-confidence attitude of novice primary teachers in low, moderate, and high participants on the scale of confidence in teaching mathematics raises three essential findings, specifically (1) ability on content knowledge, (2) ability to explain, and (3) ability in classroom management. The resulting reflection in low, moderate, and high participants on the scale was an attitude toward success in teaching mathematics, namely, the appraisal of others, and on the scale, the usefulness of mathematics teaching, namely the ability to understand the usefulness of mathematics.

scholarly journals Fostering Students' Self-Esteem in Speaking by Extending Speaking Activities in Social Media

2019 ◽  
Vol 7 (1) ◽  
pp. 65
Author(s):  
Yosevina Rosdiana Su ◽  
Fatmawati Fatmawati
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Group Discussion ◽  
Self Esteem ◽  
English Department ◽  
Self Confidence ◽  
It Impacts ◽  
Teachers And Students ◽  
English Speaking

Speaking in foreign language involves both cognitive and psychological process which eventually bring it as the most challenging skill to learn. However, many learners do not have adequate opportunities to practice speaking unless in the classroom, thus, teachers and students needed to developed various extensive speaking activities including utilizing technological features such as social media. This study is aimed at describing the students' perceptions about extending speaking activities in social media and how it impacts on the improvement of their skill as well as their self-confidence in speaking. It was a case study involving 5 students of English Department in Universitas Katolik Indonesia Santu Paulus Ruteng, East Nusa Tenggara as the participants. The data were collected by observing the participants’ English-Speaking videos posted on Facebook and Focus Group Discussion. The observation sheet and the discussion guidelines were used as the instruments of data collection. To analyze the data, the researchers used Miles and Huberman’s procedures of data analysis, comprising: data reduction, data displaying, and conclusion drawing. This study revealed that extending the speaking activities in social media had positively enhanced the students’ speaking ability as well as their self-esteem in speaking.

scholarly journals MENINGKATKAN KECAKAPANAN BERBAHASA INGGRIS MELALUI PRESENTASI ORAL

2015 ◽  
pp. 326-333
Author(s):  
Zaitun Zaitun ◽  
Mutiarani Mutiarani
Keyword(s):  
Oral Presentation ◽  
English Teachers ◽  
English Department ◽  
Test Results ◽  
Teaching English ◽  
Speaking Proficiency ◽  
Delivery Technique ◽  
Post Test ◽  
English Speaking ◽  
Academic Year

Abstrak:Kecakapan berbicara bahasa Inggris guru bahasa Inggris berperan penting dalam membantu peserta didik untuk mencapai tujuan pembelajaran bahasa tersebut. Teknik yang tepat untuk meningkatkan kecakapan ini harus diperhatikan oleh mahasiswa Program Pendidikan Bahasa Inggris Fakultas Ilmu Pendidikan, dimana mahasiswa calon guru-guru bahasa Inggris. Penelitian ini bertujuan untuk mengkaji apakah oral presentasi efektif untuk pembelajaran kecakapan berbicara bahasa Inggris. Penelitian ini menggunakan metode eksperimen dengan desain pretest/posttest dengan sampel 52 orang mahasiswa semester II Program Studi Pendidikan Bahasa Inggris Fakultas Ilmu Pendidikan, Universitas Muhammadiyah Jakarta tahun akademik 2012/2013. Data dari hasil penelitian ini dianalisis secara kuantitatif dan dideskripsikan dalam bentuk persentase. Hasil penelitian ini menunjukkan bahwa oral presentasi efektif dalam pembelajaran berbahasa Inggris, karena hasil post-test baik dari segi isi materi paparan (content) maupun cara penyajian materi (delivery) lebih tinggi nilainya dibandingkan hasil pretestnya. Oleh karena itu, teknik oral presentasi ini menjadi alternatif pilihan teknik pembelajaran yang dapat digunakan oleh guru bahasa Inggris pada pembelajaran berbicara bahasa Inggris.Kata kunci: berbicara, kecakapan berbicara, oral presentasi. Abstract:English teachers’ proficiency in speaking English plays a major role to help students achieve the objectives of learning English. The appropriate method to improve this proficiency should be taken into consideration by students in English department where they are prepared to become English teachers. This study is aimed to examine the effectiveness of oral presentation to improve students’ proficiency in speaking English. An experimental method applied in this study in which 52 students of second semester from English department in Muhammadiyah University of Jakarta in the academic year of 2012-2013 were chosen as the sample. The results of the study were quantitavely analyzed and described in percentages. The findings of the study show that students’ post-test results both in the content and delivery technique of the presentation were higher than those in the pre-test. It is hoped that this oral presentation is potential as an alternative technique for English teachers in teaching English speaking skill.Keywords: speaking, proficiency, oral presentation

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