scholarly journals The Effects of Storytelling-based English Classes on Elementary School Students’ English Speaking Skills

2015 ◽  
Vol 54 (2) ◽  
pp. 221-240
Author(s):  
정미희
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Students ◽  
English Classes ◽  
English Speaking ◽  
Speaking Skills

scholarly journals ENGLISH SPEAKING TEACHING METHODS FOR ELEMENTARY SCHOOL STUDENT AT KAMPUNG INGGRIS PONTIANAK

2020 ◽  
Vol 7 (2) ◽  
pp. 183-190
Author(s):  
Viqri Rahmad Satria
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Teaching Methods ◽  
English Language ◽  
Descriptive Analysis ◽  
Educational Background ◽  
School Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Four Levels

This research aims to know speaking teaching methods used at Kampung Inggris Pontianak for elementary school students and tutor obstacles during teaching activity. The method applied in this research was qualitative approach with descriptive analysis. The data were collected from interview and observation with the owner of Kampung Inggris Pontianak, West Kalimantan. It was found that English speaking skill to elementary school students was separated into four levels; basic, intermediate 1, intermediate 2, and advanced. There are five methods applied by Kampung Inggris Pontianak to improve students English speaking skill. Flashcards, watching movies, listening, games, and singing. There were two kinds of obstacles that tutors face during the class. First, most of the tutors’ backgrounds were non-educational. So, they found it hard, sometimes, to control their elementary students who are very energetic. They might have English language competence. However, it is not adequate as their only competence to teach students compared to tutors with English educational background. Therefore, Kampung Inggris Pontianak holds micro-teaching practices to see tutor candidate performances before coming into class. Second, new students made many false answers on the placement test just to make them get into a lower level class than they are supposed to be. The researcher hopes this research will give knowledge to the reader of how tutors in Kampung Inggris Pontianak teaches speaking skills to their students.

scholarly journals The Use of Guessing Game in Improving the Speaking Skills of Elementary School Students

2021 ◽  
Vol 8 (2) ◽  
pp. 327-339
Author(s):  
Suwarsih Madya ◽  
Fitria Ayu Meiningsih
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Language Teaching ◽  
Sampling Technique ◽  
Communicative Language Teaching ◽  
Wilcoxon Test ◽  
School Students ◽  
Long Time ◽  
Speaking Skills

ABSTRACTGuessing game is a part of Communicative Language Teaching (CLT), which will create an atmosphere for students to increase the desire to learn languages. However, learning with games makes students undisciplined and requires a long time. This study aims to determine the effect of learning English using a guessing game method on the speaking skills of elementary school students. The study is a one-group pretest-posttest design implemented at the Islamic Elementary School in Yogyakarta. The study sample consisted of 68 students in grade 6 in 2019. The sampling technique used was total sampling. The measured learning outcomes are speaking skills in pronunciation, vocabulary, grammar, fluency, and understanding. The data were processed using the Wilcoxon test. The results showed that the students' speaking skills improved after learning with guessing games. The speaking skills that improved significantly are pronunciation, vocabulary, and fluency. Grammar and comprehension, on the other hand, improved but not significantly. The conclusion is that the guessing game can improve the students' speaking skills even though it has not covered all of its aspects.ABSTRAKGame menebak merupakan bagian dari Communicative Language Teaching (CLT) yang akan menciptakan suasana bagi siswa dalam meningkatkan keinginan untuk belajar bahasa. Namun pembelajaran dengan permainan membuat siswa tidak disiplin dan membutuhkan waktu yang lama. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran bahasa Inggris menggunakan metode menebak terhadap keterampilan berbicara siswa sekolah dasar. Penelitian ini merupakan penelitian dengan menggunakan desain satu grup dengan pre tes dan pasca tes yang dilaksanakan di Madrasah Ibtidaiyah Yogyakarta. Sampel penelitian berjumlah 68 siswa kelas 6 tahun 2019. Teknik pengambilan sampel yang digunakan adalah total sampling. Hasil belajar yang diukur adalah keterampilan berbicara berupa pengucapan, kosakata, tata bahasa, kefasihan, dan pemahaman. Data diolah menggunakan uji Wilcoxon. Hasil penelitian menunjukkan bahwa keterampilan berbicara siswa meningkat setelah melalui proses pembelajaran dengan permainan tebak-tebakan. Keterampilan berbicara meningkat secara signifikan adalah pengucapan, kosa kata dan kefasihan. Tata bahasa dan pemahaman meningkat tetapi tidak signifikan. Kesimpulannya adalah bahwa permainan tebak-tebakan dapat meningkatkan keterampilan berbicara siswa meskipun belum mencakup semua aspeknya.

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN MONTASE KREATIF DENGAN TEKNIK LIHAT, GUNTING, TEMPEL, DAN CERITAKAN (LGTC) UNTUK MENINGKATKAN KETERAMPILAN BERBICARA SISWA SEKOLAH DASAR

2017 ◽  
Vol 8 (2) ◽  
pp. 280-294
Author(s):  
Zaki Al Fuad ◽  
Helminsyah ◽  
Aprian Subhananto
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Model ◽  
Early Observation ◽  
Class Iii ◽  
School Students ◽  
Student Activities ◽  
Speaking Skill ◽  
Banda Aceh ◽  
Speaking Skills

Development of Creative Montage Learning Model with View, Scissor, Paste, and Tell Techniques to Improve Speaking Skills of Elementary School Students. The purpose of this study is to find out (1) whether the model of creative montage learning with LGTC techniques can facilitate teachers in improving the skills of elementary students. (2) the design of creative montage learning model with LGTC technique can improve the speaking skill of elementary school students. (3) description of success rate of creative montage learning model with LGTC technique toward students' speaking skill. This research was conducted in class III SDIT Al-Azhar Banda Aceh with population of 31 students. Research begins with early observation to school and discussion with teachers at the school. The next activity is an instrument test. Instruement used in the form of observation sheet of students' speaking skill, skill test sheet and implementation plan of learning model. Data collection techniques used are observations, tests, and interviews. Observations were made to the learning process which included teacher and student activities. While the test is used to measure the level of ability or speaking skills of students after learning by mengguanakan model creative montage with LGTC techniques. The result of the research shows that the improvement of students' speaking skill in grade IV. The test results show, the initial value obtained is 61.65 increased to 80.45 after extensive testing. The response from siswapun shows that this model is very popular with students, and also very helpful for teachers in teaching.   Abstrak Pengembangan Model Pembelajaran Montase Kreatif dengan Teknik Lihat, Gunting, Tempel, dan Ceritakan untuk Meningkatkan Keterampilan Berbicara Siswa Sekolah Dasar. Tujuan dari penelitian ini ialah untuk mengetahui (1) apakahmodel pembelajaran montase kreatif dengan teknik LGTC dapat memudahkan guru dalam meningkatkan keterampilan siswa SD. (2) rancangan model pembelajaran montase kreatif dengan teknik LGTC dapat meningkatkan keterampilan berbicara siswa SD. (3) gambaran tingkat keberhasilan model pembelajaran montase kreatif dengan teknik LGTC terhadap keterampilan berbicara siswa SD.Penelitian ini dilakukan di kelas III SDIT Al-Azhar Banda Aceh dengan populasi 31 siswa. Penelitian dimulai dengan observasi awal ke sekolah dan diskusi dengan guru-guru di sekolah tersebut. Kegiatan selanjutnya ialah uji coba instrument. Instruement yang digunakan berupa lembar pengamatan keterampilan berbicara siswa, lembar tes keterampilan dan lembar keterlaksanaan rencana model pembelajaran. Teknik pengumpulan data yang digunakan yaitu observasi, tes, dan wawancara. Observasi dilakukan terhadap proses pembelajaran yang meliputi aktivitas guru dan siswa. Sedangkan tes digunakan untuk mengukur tingkat kemampuan atau keterampilan berbicara siswa setelah dilakukan pembelajaran dengan mengguanakan model montase kreatif dengan teknik LGTC. Hasil penelitian menunjukkan terjadinya peningkatan keterampilan berbicara siswa kelas IV. Hasil uji coba menunjukkan, nilai awal yang didapat yaitu 61,65 meningkat menjadi 80,45 setelah dilakukan uji coba secara luas. Respon dari siswapun menunjukkan bahwa model ini sangat digemari oleh siswa, dan juga sangat membantu guru dalam mengajar. Kata kunci: Montase Kreatif, Teknik LGTC

scholarly journals Educational Comics in Text-Based Learning to Develop Speaking Skills for Elementary School Students

2021 ◽  
Author(s):  
Desy Setiarini ◽  
Kuntoro Kuntoro ◽  
Riptina Pawestri ◽  
Upik Aimanah
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Students ◽  
Speaking Skills

scholarly journals The Effectiveness of Using the Sociodrama Method in Efforts to Improve Speaking Skills in Elementary School Students

2021 ◽  
Author(s):  
Anton Suyitno ◽  
Yahya Sudarya ◽  
Baharudin Akhmad ◽  
Sudibya Santosa ◽  
Fariz Budiarto
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Students ◽  
Speaking Skills

scholarly journals STORTELLING TO FACILITATE ELEMENTARY SCHOOL STUDENTS IN IMPROVING SPEAKING SKILLS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE (EFL)

2021 ◽  
Vol 5 (1) ◽  
pp. 42
Author(s):  
Imelda Malawaty Simorangkir
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Elementary School Students ◽  
Quantitative Methods ◽  
Direct Method ◽  
Foreign Language Learning ◽  
School Students ◽  
Average Value ◽  
Learning English ◽  
Speaking Skills

Because the skills of speaking English as a foreign language (EFL) in Indonesia are still concern and less than maximal, even becoming a phenomenon to date. This study choose storytelling as a learning techniques to facilitate students to increase speaking skills in English learning. So, this study aims to see the success of storytelling techniques in learning foreign languages, and increased skills to speak English students at the grades 6 elementary school. There is an average value (mean score) of student learning outcomes of each aspect are as follows: vocabulary aspects of 17.5, the aspect of pronunciation of 17.3, aspects of smoothness of 16.7, aspects of the structure of 16.7, and the meaning aspects of 17.9. Of the overall average value on every aspect, students can be said to almost reach the highest score, namely 20 on the assessment criteria for each aspect. The findings of this study showed storytelling is a technique that is worthy of being used as a technique or approach to foreign language learning. The storytelling can spur students' interest in talking The storytelling managed to facilitate students to increase speaking skills in learning English as a foreign language (EFL).,Students also provide a good response to this storytelling activity. Then, there is the increase in the speaking skills of elementary school students achieve very satisfactory value, which is 40% of students get a score of 97 for the highest value, and only 10% with a score of 62 for the lowest value. This study uses a direct method in storytelling activities. For data collection, this study uses qualitative and quantitative methods for data analysis.

scholarly journals Phonology-Based Instruction for Pre-Literacy Japanese Elementary Students

2021 ◽  
Vol 2020 (1) ◽  
pp. 98
Author(s):  
Naomi Watanabe
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Elementary Students ◽  
Elementary School Students ◽  
Fourth Graders ◽  
School Students ◽  
Positive Effects ◽  
English Classes ◽  
Study Results ◽  
Based Instruction

This study investigated the following three points regarding the effectiveness of phonology-based instruction on Japanese elementary school students. (1) Does phonology-based instruction have positive effects on improving phonological awareness in Japanese elementary school students?; (2) To what extent does phonology-based instruction enhance letter knowledge in Japanese elementary school students?; and (3) Does phonology-based instruction motivate Japanese elementary school students to learn English? Twenty-nine fourth graders in a public elementary school received phonology-based instruction, such as reciting and singing along with nursery rhymes, detecting rhymes or initial phonemes, and counting syllables. These activities took place during weekly 15-minute modules in English classes. Additionally, letter activities were conducted in English and other subjects to help develop phonological awareness. Study results suggested that phonology-based instruction was effective in improving students’ phonological awareness and attitudes to learn English. 本研究は、日本の小学生に対する音韻指導の有効性について、以下の3点について調べたものである。(1) 日本の小学生の音韻認識の向上にプラスの効果があるか。(2) 日本の小学生の文字知識をどの程度向上させるか。(3) 日本の小学生が英語を学ぶことへの動機付けとなるか。参加者は、公立小学校の4年生29名で、ナーサリーライムの暗唱や歌唱、脚韻や最初の音素の気付き、音節の数などの音韻指導を受けた。これらの活動は、毎週の英語の授業で15分の帯活動で実施され、さらに、音韻認識の発達を促進するために英語および他の教科で文字の活動が行われた。結果として音韻指導が小学生の音韻認識と英語学習に対する態度を向上するのに効果的であることが示唆された。

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