scholarly journals The Teaching of Speaking in Big Classes

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Ruwandi Ruwandi
Keyword(s):  
Class Size ◽  
Instructional Materials ◽  
Language Skill ◽  
Time Constraints ◽  
Classroom Activities ◽  
Question And Answer ◽  
Interactive Classroom ◽  
Speaking Skill ◽  
Basic Need ◽  
Time Allotment

Speaking is the most important language skill. The language user’s capability will be immediately understood and measured through the skill because this is the most visible proficiency. Difficulties of teaching speaking vary dependent upon the class size. Teaching speaking in big classes is more difficult than teaching of it in small classes. The main constraint is the time allotment. To answer the problem, speaking teachers should be creative to set the intensive classroom activities. If this is true, they need to identify students speaking skill to understand their alertness for the following language instructions. Besides that, they are also responsible to identify their basic need in the class whether this is only for question and answer, dialog, discussion, debate, or others. To anticipate the time constraints, the teachers engage to select the possible methods and strategies for presenting the interesting instructional materials. At the end, teachers should divide the time allotment adjust and proportionally for their students so they are able to self-express and share ideas in those interactive classroom situations.

scholarly journals The Teaching of Speaking in Big Classes

2016 ◽  
Vol 4 (1) ◽  
pp. 67
Author(s):  
Ruwandi Ruwandi
Keyword(s):  
Classroom Management ◽  
Class Size ◽  
Instructional Materials ◽  
Language Skill ◽  
Time Constraints ◽  
Classroom Activities ◽  
Need Analysis ◽  
Interactive Classroom ◽  
Speaking Skill ◽  
Time Allotment

Speaking is the most important language skill. The language user’s capability will be immediately understood and measured through the skill because this is the most visible proficiency. Difficulties of teaching speaking vary dependent upon the class size. Teaching speaking in big classes is more difficult than teaching of it in small classes. The main constraint is the time allotment. To answer the problem, speaking teachers should be creative to set the intensive classroom activities. If this is true, they need to identify students speaking skill to understand their alertness for the following language instructions. Besides that, they are also responsible to identify their basic need in the class whether this is only for question and answer, dialog, discussion, debate, or others. To anticipate the time constraints, the teachers engage to select the possible methods and strategies for presenting the interesting instructional materials. At the end, teachers should divide the time allotment adjust and proportionally for their students so they are able to self-express and share ideas in those interactive classroom situations.keywords; Speaking, Existing Skill;  Need Analysis;  Classroom Management; Methods & Strategies ; Presentation

scholarly journals KOMBINASI TUTORIAL DENGAN METODE TANYA JAWAB UNTUK MENINGKATKAN PEMAHAMAN MATEMATIKA DI PERGURUAN TINGGI

2018 ◽  
Vol 6 (1) ◽  
pp. 153-162
Author(s):  
Senja Putri Merona
Keyword(s):  
Action Research ◽  
Student Understanding ◽  
Instructional Materials ◽  
Mathematical Statistics ◽  
Test Results ◽  
Mathematics Students ◽  
Teaching Materials ◽  
Question And Answer ◽  
Questions And Answers ◽  
Classroom Action Research

Tujuan penelitian ini adalah untuk mendeskripsikan langkah-langkah kombinasi tutorial tambahan dengan metode tanya jawab yang dapat meningkatkan pemahaman matematika mahasiswa. Jenis penelitian ini adalah penelitian tindakan kelas dalam dua siklus. Masing-masing siklus dilaksanakan dalam 3 pertemuan. Subyek penelitian ini adalah mahasiswa Prodi Matematika FKIP Universitas Muhammadiyah Ponorogo yang memprogram matakuliah Statistika Matematika pada semester genap 2015/2016. Dari hasil penelitian diperoleh bahwa pelaksanaan tutorial dengan tanya jawab yang dapat meningkatkan pemahaman matematika siswa adalah sebagai berikut: (1) Perencanaan: pada tahap ini dosen mempelajari bahan ajar, mengidentifikasi bagian yang dirasa sulit, dan menyusun strategi pembimbingan, (2) Persiapan: pada tahap ini dosen menyiapkan bahan ajar tambahan, menyiapkan soal-soal sederhana sebagai latihan dan analogi untuk menyelesaikan permasalahan serupa yang lebih kompleks, (3) Pelaksanaan: pada tahap ini dosen mengidentifikasi dan menganalisis kesulitan mahasiswa dan melaksanakan tutorial untuk menyelesaikan kesulitan tersebut. Pelaksanaan tutorial dikombinasikan dengan tanya jawab dengan metode reinforcement dan prompting, dan (4) Evaluasi dan Penutup: pada tahap ini dosen melaksanakan konfirmasi untuk memastikan bahwa mahasiswa telah dapat mengatasi kesulitannya dan mememinta mahasiswa untuk mengerjakan tugas tambahan untuk memantapkan pemahamannya. Dari hasil tes akhir siklus diperoleh skor pemahaman matematika siswa pada siklus satu yaitu 42.86% dan 80.95% pada siklus kedua. Hal ini menunjukkan bahwa pemahaman matematika mahasiswa mengalami peningkatan.The purpose of this study is to describe the steps the combination of additional tutorials with question and answer method can improve student understanding of mathematics. This research is a classroom action research in two cycles. Each cycle carried out in three meetings. The subjects of this study are students Prodi FKIP Mathematics, University of Muhammadiyah Ponorogo program Mathematical Statistics courses in the second semester 2015/2016. The result showed that the implementation of the tutorial by questions and answers that can improve the understanding of mathematics students are as follows: (1) Planning: at this stage lecturers studying teaching materials, identify the part that is considered difficult, and strategize guidance, (2) Preparation: on this stage lecturers prepare supplementary instructional materials, prepare questions simple as exercise and analogy to resolve similar issues are more complex, (3) Implementation: at this stage lecturer identify and analyze the difficulties students and carry out the tutorial to resolve these difficulties. Implementation tutorial combined with a question and answer with the method of reinforcement and prompting, and (4) Evaluation and Closing: at this stage lecturers carry out a confirmation to ensure that students have been able to overcome the difficulties and mememinta students to perform additional tasks to solidify their understanding. From the end of the cycle test results obtained scores understanding of mathematics students in cycle one, namely 42.86% and 80.95% in the second cycle. This suggests that the increased student understanding of mathematics.

scholarly journals AN EFFECT OF SOCIODRAMA METHOD IMPLEMENTATION IN STUDENTS LANGUAGE SKILL AT FOURTH GRADE ELEMENTARY SCHOOL IN CLUSTER XII OF BULELENG DISTRICT

2017 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
Ni Ketut Desia Tristiantari
Keyword(s):  
Performance Test ◽  
Teaching Method ◽  
Language Skill ◽  
Public Elementary Schools ◽  
Listening Skill ◽  
Conventional Teaching ◽  
Speaking Skill ◽  
The Subject ◽  
And Performance ◽  
Skill Evaluation

This study aimed at finding the effect of sociodrama method influence upon students’ skills of listening, speaking, reading, and writing. This study is a quasi-experiment which the data were analysed by using MANOVA. The samples were 75 students class IV of Public Elementary Schools in Cluster XII of Buleleng District. 37 students became the subject of experiment class and 38 students became the subjects in control class. The four data were collected by using language skill evaluation in form of written and performance test. The finding shows that: (1) There was a difference of listening skill between the students who followed the sociodrama method with students who followed conventional teaching method; (2) There was a difference of reading skill between the students who followed the sociodrama method with students who followed conventional teaching method; (3) There was a difference of writing skill between the students who followed the sociodrama method with students who followed conventional teaching method; (4) There was a difference of speaking skill between the students who followed the sociodrama method with students who followed conventional teaching method; (5) Simultaneously there was a difference of listening, reading, writing and speaking skills of the students who followed the sociodrama method with students who followed conventional teaching method. 

scholarly journals Needs Analysis on Developing EFL Paragraph Writing Materials at Kalimantan L2 learners

2018 ◽  
Vol 12 (1) ◽  
pp. 186
Author(s):  
. Sabarun
Keyword(s):  
Learning Style ◽  
Corrective Feedback ◽  
Target Language ◽  
Instructional Materials ◽  
Learning Needs ◽  
Classroom Activities ◽  
Writing Course ◽  
Language Needs ◽  
Research Findings ◽  
Self Learning

This study attempts to explore the target needs and the learning needs. This research was conducted at the second semester English department students of Palangka Raya State Islamic Institute of 2017/ 2018 academic years. The respondent was 20 EFL paragraph writing learners. The research findings were as follows: (a) in terms of the target language needs, it revealed that majority of learners (45%) were studying Paragraph Writing course; (b) it was found that majority of the respondents (50%) stated that the skills to develop through the paragraph writing course was the understanding the paragraph development; (c) it was found that majority of respondents said that grammar (45%) and mind mapping (40%) was the students’ difficulty in writing paragraph; (d) in terms of learning style, the learners preferred to get assistance from Internet than other sources, and they preferred to self-learning in the classroom activities. In terms of the learners’ appropriate teaching methods it was found that (a) Internet was preferred dominantly by the respondents (75%) as source to be included as instructional materials; (b) the source of corrective feedback preferred mostly by the respondents (80%) was teacher feedback. Therefore, it is recommended that internet-based materials are preferred for developing EFL writing materials. The materials should be made excellent integration of resources available on the web.

scholarly journals TEACHING OF ENGLISH-SPEAKING SKILL BY GOVERNMENT SECONDARY SCHOOL ENGLISH TEACHERS OF QUETTA CITY

2018 ◽  
Vol 1 (1) ◽  
pp. 1-25
Author(s):  
Rahila Khan Zainab Akram Sadia Suleman Khan
Keyword(s):  
Secondary School ◽  
Oral Language ◽  
Communicative Competence ◽  
English Teachers ◽  
Language Skill ◽  
English Classes ◽  
English Class ◽  
Speaking Skill ◽  
English Speaking ◽  
The 1960S

Speech is an important language skill used for communicating. It is the creative oral language skill that allows one to produce a logical spoken statement in order to express oneself meaningfully. For an effective communication, teaching of speaking skill at schools is of great importance. It is found that in Pakistan, speaking skill is not effectively taught at Government Secondary Schools. The objective of this study was to investigate the perceptions of Government Secondary School English teachers about the challenges they face in teaching English speaking skill to their students. Communicative competence presented by Dell Hymes in the 1960s, provided the theoretical framework for this study. The participants of this study were 100 Government Secondary School English teachers of Quetta city, out of whom 50 were male and 50 females. Data was collected using five items Likert scale questionnaire. Data was analyzed using SPSS. The findings revealed that the majority of English teachers spoke in both English and Urdu in their English class. It was also found that the teachers often asked student for sentence drilling and repeating sentences after them in English. Inclusively, the findings of this study depicted that most English Teachers agreed that they describe grammar only when required in class. The study suggests that English should be taught only by the teachers qualified in this subject. It is further suggested that speaking skill should be assessed in the board examination, only in that case the English teachers would focus teaching of speaking skill in their English classes in order to enhance communicative competence of their students.   

“TOP SPEAK” TO IMPROVE SPEAKING SKILL IN SMP N 3 DOLOPO

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Samsul Arifin ◽  
Erike Septiani ◽  
Yuyun Indarwati ◽  
Nisa Nur Hidayah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Field Note ◽  
Speaking Skill ◽  
The Media ◽  
Time Allotment

<p>One of the English skills that has to be learned by the students is speaking. Speaking every day at school will make the students have an ability to speak in public, to deliver their inspirations or views in correct way. Developing this ability can be done by guiding the students to speak English in right way. English is a need in this global and developing world. It can be easier if studying English using media. One of media that can be used is “Top Speak”. This study is aimed to give solution to the junior high school students to develop their ability in speaking English in right way and guide them how to be a public speaker. By doing this research, hopefully the students of junior high school can speak and express their point of views accurately. This research uses legend as the topic for teaching and learning process. The legend is taken from the story in Indonesia that can be learn and known by the students to improve their knowledge. The story is in the form of conversation and the students have to practice the story so they will feel the situation in the story. The researcher uses “Top Speak” to help the students as the property in practicing the story. This practice will make the student easily speak English. The type of this research is descriptive qualitative with the students of SMP N 3 Dolopo as the subject. The researcher uses interview, documentation, field note, and checklist as data collection method. The result of this research shows that the students are very interested in speaking English. It can be seen from the way the students speak in front of the class bravely. Moreover, the media is very interesting for the students. The teacher also can make this media easily. This study found some problems during the research such as the location of the school, the schedule of the research, time allotment for the process of making the media, and the students’ shyness to speak in public area.</p>

Employing “Ender’s Game” Movie as an Aid in Character Education in EFL Classroom

JET ADI BUANA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 149-157
Author(s):  
Ratih Kuswidyasari
Keyword(s):  
Character Education ◽  
21St Century ◽  
Advanced Technology ◽  
Language Competence ◽  
21St Century Education ◽  
Four Dimensions ◽  
Classroom Activities ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Technology Educators

21st century education appears due to the concerns related to the difficulties and challenges faced by people around the world caused by the advanced technology. Educators feel the necessity to design curriculum which prepares the students to face the rapidly changing world. One of the four dimensions in 21st century education is character education, whose purpose is similar to the purpose of education since the very beginning which is developing students to become outstanding personalities. This article focuses character education through ELT by employing a movie titled “Ender’s Game” with the intention of attracting the students to actively participate in learning activities. The whole film approach is used to design the classroom activities relevant to the lesson objectives. The students are expected to cultivate their critical thinking, and to gain language competence focusing in speaking skill, as well as to instill character education within them. The lesson is intended for tenth grade students for the reason that the movie is appropriate for the students that age.

scholarly journals A Comparative Study for Understanding the Problems Faced by Male and Female Undergraduate Students in Acquisition of Speaking Skill Competence, While Learning English as a Foreign Language in Karachi, Pakistan

2020 ◽  
Vol 10 (2) ◽  
pp. 266
Author(s):  
Muhammad Ali Shaikh ◽  
Nadia Saeed ◽  
Subhash Guriro ◽  
Stephen John ◽  
Zahid Hussain Sathito
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Male And Female ◽  
Classroom Activities ◽  
Basic Language ◽  
Learning Skill ◽  
Speaking Skill ◽  
Compulsory Subject ◽  
Speaking Skills

Pakistan is one of the developing countries where English is taught from primary to graduation level as a compulsory subject, but it is observed and quoted by a number of researchers in their research that the EFL learners are found weak in one of the basic language learning skill i.e., speaking. Keeping in view this issue of learners this research study was conducted to investigate the types of difficulties the male and female learners of EFL face in acquisition of speaking skills competence and to get their suggestions, which they expect from teachers or authorities to do in their endeavors of improving speaking skill competence in overcoming the difficulties faced by them. The sample consisting of 120 undergraduate students from 10 universities was selected. A questionnaire having 10 close-ended and 05 open-ended items was distributed among the participants. The analysis of quantitative data suggests that comparatively males give more importance to skill for success in career than female, moreover they are more hesitant than females because of lack of confidence, afraid of mistakes and of being criticized, etc. while analysis of qualitative data reveals that only 27% participants are satisfied by their speaking skills competence, 51% were unable to reason what is important for mastering speaking skills, 20% said, they are unable to speak because of lack of confidence, 38% feel speaking skill is the most difficult skill, while 35% favored classroom activities for improving speaking skill competence. On the basis of findings from the suggestions of the participants, it is concluded that if teachers arrange classroom activities, then there will be a positive impact on students&rsquo; confidence as activities will improve the speaking skill competence of the learners.

scholarly journals A Phonetic-Accuracy-Based Learning Model of Kalam to Improve Students’ Arabic Speaking Skill

2020 ◽  
Author(s):  
Kholisin . ◽  
Irhamni .
Keyword(s):  
Instructional Material ◽  
Evaluation Research ◽  
Learning Model ◽  
Instructional Materials ◽  
General Description ◽  
Teachers And Students ◽  
Speaking Skill ◽  
Instructions For Use ◽  
Arabic Speaking

This research aims to develop a learning model of Arabic speaking based on phonetic accuracy. The specific objectives of the study are (1) to develop instructional materials of Arabic speaking based on phonetic accuracy, and (2) to evaluate the effectiveness of the use of the product to improve the quality of Arabic speking. The research was conducted in two steps; they are: developmental research which focuses on the development of instructional materials of Arabic speaking based on phonetic accuracy, and evaluation research on the use of the materials which have been prepared for further revision and dissemination. The results of this research are (1) the completion of Arabic speaking textbook based on phonetic accuracy that comes with the instructions for use for teachers and students, and (2) the results of the tryout showed that this textbook has a good value of efficiency, effectiveness and attractiveness in terms of its general description, presentation of the material, and types of exercises, and is thus worthy tobe used in Arabic speaking course.   Keywords: Arabic teaching, kalam, instructional material, phonetic accuracy

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