scholarly journals COMMUNICATION STRATEGIES USED BY EFL STUDENTS IN IMPROVING SPEAKING SKILL

2018 ◽  
Vol 7 (1) ◽  
pp. 50-53
Author(s):  
Rahmi Aulia Nurdini
Keyword(s):  
Communication Strategies ◽  
Learning Processes ◽  
Code Switching ◽  
Literal Translation ◽  
Efl Students ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Linguistic Means

This study aimed to investigate communication strategies (CSs) used by EFL students in improving speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students have improvement in speaking when they used communication strategies (CSs). The strategies used by the students such as non-linguistic means, appeal for help, and fillers or hesitation device, message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to communication strategies (CSs) aspect to obtain the optimum results of teaching-learning processes. 

scholarly journals “Wait, How Do I Say that in English?” Communication Strategies for English as a Foreign Language Learners

2018 ◽  
Vol 12 (2) ◽  
pp. 149
Author(s):  
Zulfadli Aziz ◽  
Ika Apriani Fata ◽  
Syarifah Balqis
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communication Strategies ◽  
The Other ◽  
Target Language ◽  
Topic Avoidance ◽  
Literal Translation ◽  
Foreign Language Learners ◽  
Successful Group ◽  
Speaking Skill

This research aimed to investigate communication speaking skill strategies applied by two groups of English foreign language learners in two boarding senior high schools in Aceh, Indonesia. Of the successful group, there were 52 learners and of the less successful group 24 learners. To collect the data, this study employed the observation sheet adapted by Tarone(1978), which determined nine categories of communication strategies; approximation, word coinage, circumlocution, literal translation, language switch, mime, appeal for assistance, topic avoidance, and message abandonment. The students were observed during their speaking class. The result of this research is the literal translation, approximation, and language switchbecome the most frequent strategies used by the less successful learners. It implies that the students have had difficulties communicating in the target language. On the other hand, successful learners prefer to use approximation, literal translation, and appeal for assistance strategies. It implies that the students tend to speak and communicate well, if not yet fluently. Based on the findings, it is suggested that English teachers should introduce several communication strategies for both groups of learners to improve their effective communication.

scholarly journals Project-Based Learning: Enhancing EFL Students’ Speaking Skill through Vlog

2019 ◽  
Vol 4 (8) ◽  
pp. 1077
Author(s):  
Wienda Febriyanti Nugroho ◽  
Mirjam Anugerahwati
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Project Based Learning ◽  
Vocational Students ◽  
Research Subject ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
Speaking Skill ◽  
Classroom Action Research ◽  
Teaching Learning

<p class="Abstrak"><strong>Abstract:</strong> The purpose of this classroom action research is to enhance the students’ speaking skill using Project-Based Learning through Vlog and looking at their speaking performance in the teaching learning process using PBL through Vlog. Eleven students of vocational students in Indonesia were taken as research subject exposed to the treatment of PBL through Vlog in one cycle. The result of this study showed that after the students were taught by using PBL through Vlog, the eleven students successfully met the criteria of success. The use of PBL through Vlog enhanced the students’ fluency, grammatical accuracy, pronunciation, vocabulary, and content.</p><strong>Abstrak:</strong> Tujuan dari penelitian tindakan kelas ini adalah keterampilan berbicara menggunakan Project-Based Learning melalui pembelajaran dan proses belajar mengajar menggunakan PBL melalui Vlogs. Sebelas siswa siswa kejuruan di Indonesia diambil sebagai subjek penelitian untuk pengobatan PBL melalui Vlog dalam satu siklus. Hasil penelitian ini menunjukkan bahwa siswa terpenuhi oleh kriteria kesuksesan. Penggunaan PBL melalui Vlog meningkatkan kelancaran siswa, akurasi tata bahasa, pengucapan, kosa kata, dan konten.

scholarly journals Communication strategies used by junior and senior teachers in teaching English at secondary school

2018 ◽  
Vol 1 (4) ◽  
pp. 20-29
Author(s):  
Nurul Mutia Utami
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Secondary School ◽  
Communication Strategies ◽  
Code Switching ◽  
Data Display ◽  
Teaching English ◽  
Topic Avoidance ◽  
Literal Translation ◽  
Collection Data

This research aims to find out the types of communication strategies used by the junior and senior teacher in teaching English. This study also explores the differences and similarities of communication strategies used by junior and senior teachers in teaching English. This research employed descriptive qualitative research. The participants of this research were two English teachers in Makassar. The data of this research were collected by employing observation and interview. The researchers adapted and modified Tarone’s (1977), Bialystok’s (1983), and Dörnyei and Scott’s taxonomy (1995a, 1995b) of communication strategies in identifying the data. The obtained data were analyzed in three major phases namely data collection, data reduction, data display, and conclude. The results of this research revealed that there were fifteen types of strategies used by the junior teacher and eleven types of strategies used by the senior teacher in teaching English. The junior teacher used topic avoidance, literal translation, code-switching, retrieval, other-repair, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition,  asking for clarification, asking for confirmation, interpretive summary, comprehension check, and mime/gestures. The senior teacher used the literal translation, restructuring, code-switching, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for confirmation, comprehension check, and mime/gestures.  

scholarly journals Communication Strategies Used by Papuan EFL Students

2021 ◽  
Vol 5 (2) ◽  
pp. 217
Author(s):  
Andi Miftahul Maulidil Mursyid
Keyword(s):  
Qualitative Study ◽  
Communication Strategies ◽  
Code Switching ◽  
Knowledge Gap ◽  
Self Confidence ◽  
Grammatical Errors ◽  
Efl Students ◽  
Self Repair ◽  
Lack Of Knowledge

<p class="AbstractText">To fill the absence of research in the context of communication strategies used by Papuan EFL students, this research would present and fill this knowledge gap. This research aimed to determine the types and their reasons of communication strategies used by Papuan EFL students. It applied qualitative study. The researcher used observation and interview as the research instruments. It was found that Papuan EFL employed fillers, code-switching, self-repetition, self-repair, asking for clarification, asking for confirmation, and direct appeal for help. The reasons why Papuan EFL students do those communication strategies because of thinking time, anxiety, nervousness, doubt, worriedness, hesitation, lack of knowledge, lack of vocabulary, grammatical errors, and self-confidence.</p>

scholarly journals IMPROVING EFL LEARNERS’ SPEAKING SKILL THROUGH THE USE OF CODE SWITCHING STRATEGIES IN THE CONVERSATION

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Syamsudin Syamsudin
Keyword(s):  
Higher Education ◽  
Communication Strategies ◽  
Code Switching ◽  
Efl Learners ◽  
Self Confidence ◽  
Speaking Skill ◽  
Switching Strategies

<span class="fontstyle0">This study is about code switching strategies usage as a part of communication strategies used by the EFL learners in Higher Education to improve their speaking skill. This paper presents the discussion on code switching strategies usage employed by two EFL learners to improve their speaking skill. This topic is interesting to be discussed because the employment of code switching strategies during the conversation might facilitate EFL learners to learn speaking. This happens due to the opportunity of the EFL learners to use L1 to express some unfamiliar vocabularies during the conversation. Further, by<br />employing code switching strategies in conversation learners might feel comfortable so that they have courage and self confidence to practice speaking. Thus, it is crucial for the EFL learners to use code switching strategies in the process of learning speaking so that they might improve their speaking ability.</span>

scholarly journals The Use of Non Linguistics Means Strategies as a Speaking-problem Solving in EFL Learning

2016 ◽  
Vol 4 (2) ◽  
pp. 42
Author(s):  
Syamsudin .
Keyword(s):  
Problem Solving ◽  
Communication Strategies ◽  
English Department ◽  
Efl Learners ◽  
Limited Knowledge ◽  
Speaking Skill ◽  
Linguistic Means ◽  
Efl Learning

<p>This study is about the use of non-linguistic means strategies as a part of communication strategies by the English Department students of one of the Islamic Universities of Malang as a means to solve their speaking problems. This paper aims at discussing the result of some observations and interviews to two students in the use of non-linguistic means strategies in EFL learning to handle their speaking problem. I am interested in discussing this topic because the use of non linguistic means strategies has helped EFL learners handle their speaking problems in EFL learning due to their limited knowledge on linguistic elements. It is necessary for the EFL learners to know more about non-linguistic means strategies as a part of communication strategies so that they might develop their speaking skill.</p>

Photovoice Implementation in Teaching English Guiding at English Study Program College of Foreign Language (STIBA) Saraswati Denpasar

2018 ◽  
Vol 1 (2) ◽  
pp. 86-95
Author(s):  
Gusti Ayu Putri
Keyword(s):  
Oral Communication ◽  
Teaching English ◽  
Study Program ◽  
Tour Guide ◽  
Speaking Assessment ◽  
Post Test ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
The Mean ◽  
Teaching Learning

Guiding is a branch of oral communication. In oral communication, guiding can be included as productive skill. English guiding is one of the academic lessons in the fourth semester. Being a tour guide is a very important job in tourism part. In many cases, the tour guide is a traveller's first impression of a foreign country. In other cases a tour guide may be responsible for teaching tourists about the culture and sites in a city or town. Improving students’ communicative skill is the goal of teaching English guiding, because the student can express themselves and know how to use language well. In the real situation in teaching guide process, lecturer cannot escape from reality. It occurs because there are some problems faced by the lecture and the student. The lecturer cannot make student pay attention; make the students’ lack of creativity in making interactive guiding topics, and engagement in whole teaching learning process. This research applied photovoice as a technique to increase the student’s ability in speaking English guiding. Photovoice is suitable technique in teaching speaking skill in English guiding because it gives student chance to communicate with different context and different social by photo as a learning media. This reviews were taken from Beverly Palibroda (2009) Photovoice implementation and Speaking Assessment from Brown Lavinson (2004). This research was conducted by three cycles such as: pre-test, cycle I and cycle II. In composing this research the writer used qualitative descriptive method by classroom action research (CAR).             The result of this research showed that the mean score in pre-test before implementing Photovoice clearly showed that the ability of the subject under study was relatively “ fairly satisfactory ” in the level of mastery of speaking rubric. There were increasing in cycle I after implementing Photovoice technique. The result of the data analysis of the reflection score in cycle I showed increasing the mean score of 7.11 It was higher than the result of pre-test. In the cycle II, which the treatment was more intensive in order of weakness of the students had been known. The result of the data anaysis of reflection or post-test in cycle II that the mean score was 8.18. The different between mean score in cycle I and II was 1.07. It showed that the student’s speaking guiding ability improved after the researcher applied the photovoice thecnique to the students.  

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

Impact of quality management systems on teaching-learning processes

2016 ◽  
Vol 24 (3) ◽  
pp. 394-415 ◽  
Author(s):  
Francisco José Fernández Cruz ◽  
Inmaculada Egido Gálvez ◽  
Rafael Carballo Santaolalla
Keyword(s):  
Quality Management ◽  
Student Learning ◽  
School Quality ◽  
Learning Processes ◽  
Management Systems ◽  
Educational Institutions ◽  
Quality Management Systems ◽  
Content Type ◽  
Teaching Learning ◽  
The Impact

Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

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