scholarly journals Linguistic Activities for Improve Listening and Speaking Skills/ الأنشطة اللغوية لتنمية مهارة الاستماع والكلام

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Dewi Chamidah ◽  
Rosyida Istiqomah
Keyword(s):  
Music Listening ◽  
Listening Skills ◽  
Case Study Method ◽  
Student Speech ◽  
Student Community ◽  
Inhibiting Factors ◽  
Story Listening ◽  
Listening And Speaking ◽  
Speaking Skills

Listening and speaking skills are important in learning languages, especially Arabic. A language activity needs to be held to support the student's skills. Linguistic activities are all kinds of activities that are implemented to learn a language. The purpose of this research is to uncover and analyze the appropriate activities and the supporting and inhibiting factors of these activities at "Alfarisi" Arabic course, Pare, Kediri. This research is qualitative research using the case study method. Data collection techniques use observation, interviews, and documentation. The results of this research indicate that: Linguistic activities to improve listening skills in "Alfarisi" Arabic Course include: listening to story, listening to music, listening to conversations. Linguistic activities to improve listening skills include: speech, conversations, storytelling, memorize the tashrif, memorize the conversations, drama, memorize the Qur’an of juz amma which means 30 juz, and memorize the supplications in prayer. The external motivation in developing listening and speaking skills are given motivation, reward, and correction of student speech wherever they are. The obstacles faced are the lack of memorizing vocabulary, students feel embarrassed, students do not understand the material, the lack of supervisors who are present in this course, and cultural differences in the student community.

scholarly journals Peranan dongeng dalam pendidikan karakter pada taman kanak-kanak Lazuardi Kamila di Surakarta

2016 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Sidik Nuryanto ◽  
Rita Eka Izzaty
Keyword(s):  
Qualitative Research ◽  
Character Education ◽  
Continuing Education ◽  
Fairy Tales ◽  
Parental Support ◽  
Case Study Method ◽  
Inhibiting Factors ◽  
Character Building

Tujuan penelitian untuk mengetahui (1) pelaksanaan pendidikan karakter melalui dongeng, (2) nilai karakter yang dikembangkan, (3) faktor pendukung dan penghambat, dan (4) hasilnya pada TK Lazuardi Kamila. Pendekatan penelitian menggunakan Penelitian kualitatif dengan metode studi kasus. Hasil penelitian yaitu (1) Pelaksanaan dongeng dimulai dengan perencanaan, pelaksanaan dan evaluasi. (2) Nilai karakter meliputi olah hati, olah pikir, olah raga, dan olah rasa. (3) Faktor pendukung lembaga adanya progam mendongeng, sentra Islamic character building, serta penyediaan fasilitas, dan dari pendidik adalah keteladanan. Dukungan orangtua berupa kemudahan komunikasi dengan pihak lembaga. Faktor penghambat lembaga yaitu karyawan belum bisa menjadi teladan, minimnya media dongeng, serta penilaian belum tersusun sistematis. Pendidik belum menyusun daftar dongeng, kesulitan mencari bahasa, dan penjelasan nilai karakter tidak utuh. Orangtua belum bisa menjadi teladan, dan rendahnya partisipasi dalam melanjutkan pendidikan karakter. (4) Hasilnya semua nilai karakter telah dilakukan, kecuali kepemimpinan dan cinta tanah airKata Kunci: dongeng, pendidikan karakter, taman kanak-kanak The Role of Tales in Character Education in Kamila Lazuardi Kindergarten in SurakartaAbstractThe aim of research to determine (1) the implementation of character education through tales, (2) the value of the characters are developed, (3) enabling and inhibiting factors, and (4) the results on TK Lazuardi Kamila. The qualitative research with case study method. Results of the study are (1) The tales begins with the planning, implementation and evaluation. (2) Value of characters includes careful though, if thought, sport, and if the flavor. (3) Factors supporting institutions for programs of storytelling, character building Islamic centers, and the provision of facilities, and from educators is exemplary. Parental support in the form of ease of communication with the institutions. Inhibiting factors, namely agency employees cannot serve as an example, the lack of media stories, as well as the assessment has not been systematically arranged. Educators have not compiled a list of fairy tales, having trouble finding the language, and explanation of the value of the character is not intact. Parents cannot be exemplary, and low participation in continuing education of character. (4) The results of all grades of character has been done, except leadership and patriotism.Keywords: tale, character education, kindergarten

scholarly journals Digital Audio-visuals Aids and Listening in English as a Foreign Language Classrooms

2020 ◽  
pp. 253-269
Author(s):  
Mahamadou Sawadogo ◽  
Moses Kwadwo Kambou ◽  
Inoussa Malgoubri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Burkina Faso ◽  
Effect Size ◽  
Control Group ◽  
Digital Audio ◽  
Listening Skills ◽  
Visual Aids ◽  
Listening And Speaking ◽  
Speaking Skills

Many scholars and language practitioners have stressed the importance of listening and speaking in language learning and teaching particularly in formal contexts. However, learners of English as a Foreign Language (EFL) in Burkina Faso appear to perform very poorly in those basic language skills. This experimental study investigates the potential of digital audio-visuals to improve the listening skills of EFL learners in secondary schools in Burkina Faso. Assuming that learners born around the year 2000 are digital natives, we have tried to integrate smartphone-friendly audio-visuals in their EFL classrooms in a four-week experiment involving one Experimental Group and one Control Group. The experiment aimed at gauging the effectiveness of those aids operated via students‘ smartphones in improving learners‘ listening and speaking skills. Independent T-tests were used to compare the groups and Sample Paired T-Tests to make comparisons within groups. Furthermore, Cohen‘s d, an effect size formula, was used to measure the effect size. The findings show that the listening skills of the students exposed to the digital audio-visual aids improved on average from 10.2 to 18.5. It was noticed incidentally that their speaking skills improved as well. The study suggests that, if appropriately used, smartphones are excellent devices for language teachers and learners in this digitizing world.

Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 186-195
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

Storytelling to enhance speaking and listening skills for English young learners: A case study at language centers in Binh Duong province

2021 ◽  
Vol 5 (2) ◽  
pp. 18-25
Author(s):  
Du Thanh Tran
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Listening Skills ◽  
Validity And Reliability ◽  
Young Learners ◽  
Teaching Technique ◽  
Real Language ◽  
Listening And Speaking

With the availability of English teaching and learning facilities in most schools as well as in English language centers in Vietnam nowadays, storytelling is believed to be one of the most suitable techniques to improve young learners’ communicative competences; therefore, it should be further investigated and promoted. With the aim of fully exploiting storytelling in Vietnamese English language teaching contexts, the research is designed to discuss and evaluate its effectiveness as a teaching technique to enhance young learners’ speaking and listening skills - a well-matched couple of oral competences. Conducted with mixed research methods through the use of questionnaires, interview and observation, the outcomes, conclusions, theories as well as evaluations and recommendations put forward in the study are of great validity and reliability. Based on the rationale of this teaching technique, some models and activities for teaching demonstration are designed and carried out in real language environments in order to evaluate its advantages as well as disadvantages. From what have been discovered, the study can serve as a reference for teachers who wish to enhance their students’ listening and speaking skills by means of storytelling.

scholarly journals Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 72-81
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals Storytelling to Enhance Speaking and Listening Skills for English Young Learners: A Case Study at Language Centers in Binh Duong Province

2021 ◽  
Vol 5 (2) ◽  
pp. 29-36
Author(s):  
Du Thanh Tran
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Listening Skills ◽  
Validity And Reliability ◽  
Young Learners ◽  
Teaching Technique ◽  
Real Language ◽  
Listening And Speaking

With the availability of English teaching and learning facilities in most schools as well as in English language centers in Vietnam nowadays, storytelling is believed to be one of the most suitable techniques to improve young learners’ communicative competences; therefore, it should be further investigated and promoted. With the aim of fully exploiting storytelling in Vietnamese English language teaching contexts, the research is designed to discuss and evaluate its effectiveness as a teaching technique to enhance young learners’ speaking and listening skills - a well-matched couple of oral competences. Conducted with mixed research methods through the use of questionnaires, interview and observation, the outcomes, conclusions, theories as well as evaluations and recommendations put forward in the study are of great validity and reliability. Based on the rationale of this teaching technique, some models and activities for teaching demonstration are designed and carried out in real language environments in order to evaluate its advantages as well as disadvantages. From what have been discovered, the study can serve as a reference for teachers who wish to enhance their students’ listening and speaking skills by means of storytelling.

scholarly journals Ta’līm Mahāratai al-Istimā’ wal al-Kalām al-Fa’’āl min Khilāl al-Masraḥiyyah al-Arḍiyyah (Bahṡ Tajrībiy fī Ṭullāb al-Mustawā al-Rābi’ bi Jāmi’ah Pontianak al-Islāmiyyah)

ALSINATUNA ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 263
Author(s):  
Sahrani Sahrani
Keyword(s):  
Mixed Methods ◽  
Data Collection ◽  
Average Rate ◽  
Average Score ◽  
Listening Skills ◽  
Method Student ◽  
Using Data ◽  
Listening And Speaking ◽  
Student Competencies ◽  
Speaking Skills

This Study aims to describe the drama method as one of the methods that is assumed to be able to overcome the problems that have often been faced by students of Pontianak IAIN FTIK, such as shame, fear of speaking wrong and lack of confidence. This research uses mixed methods by using data collection instruments such as observation guidelines, test, interview guidelines, documentation, and non-parametric scales. The results of this study illustrate that the previous methods used by lecturers did not contribute much in realizing student competencies in listening and speaking skills. However, after being given an experiment using the drama method, student competencies increased with an average score of 70,034 listening skills which was previously at 60,884. And at an average rate of 67,069 in the previous speaking skills at 58,690.

scholarly journals NURSING STUDENTS’ PERCEPTION TO THE NECESSITY OF ENGLISH FOR SPECIFIC PURPOSES (ESP) COURSE

2021 ◽  
Vol 15 (1) ◽  
pp. 13-22
Author(s):  
Suramto - Suramto ◽  
Susmini Susmini ◽  
Episiasi Episiasi
Keyword(s):  
Nursing Students ◽  
Research Method ◽  
Reading Skills ◽  
Writing Skills ◽  
English For Specific Purposes ◽  
Listening Skills ◽  
Quantitative Survey ◽  
Listening And Speaking ◽  
Speaking Skills

ABSTRACT English for Specific Purposes (ESP) has been learned and become required course for nursing students. The students’ necessity of English is essential for those learners who would like to reach the best achievement and get ready for use in the job area. The objective of this research was to determine nursing students’ perception in regard with the necessity for ESP materials at Politeknik Kesehatan Palembang Nursing Study Prorgam Lubuklinggau. The research method was conducted in quantitative survey. The participants of the research were 34 students. The data used of this research were questionnaire items and students’ responses. The data were analyzed by using SPSS version 20.0. The results of the research showed that there are 8 assignments necessity in listening skills, 11 assignments necessity in speaking skills, 7 assignments necessity in writing skills, and 6 assignments necessity in reading skills. The finding of research can be concluded that both listening and speaking skills are influential necessity for nursing students. Hence, listening and speaking skills should be mastered to fulfill students’ necessity   Keywords: Nursing students, ESP, Necessity analysis

PERANCANGAN SISTEM PEMBELAJARAN MOBILE (M-LEARNING) BERBASIS ANDROID PADA MATERI BANGUN DATAR DAN BANGUN RUANG

2018 ◽  
Vol 1 (2) ◽  
pp. 1-17
Author(s):  
Tedi Budiman
Keyword(s):  
Mobile Learning ◽  
Design Method ◽  
Case Study Method ◽  
Application Development ◽  
Software Application ◽  
Rapid Application Development ◽  
User Design ◽  
Design Software ◽  
Application Programs

One example of the growing information technology today is mobile learning, mobile learning which refers to mobile technology as a learning medium. Mobile learning is learning that is unique for each student to access learning materials anywhere, anytime. Mobile learning is suitable as a model of learning for the students to make it easier to get an understanding of a given subject, such as math is pretty complicated and always using formulas.The design method that I use is the case study method, namely, learning, searching and collecting data related to the study. While the development of engineering design software application programs that will be used by the author is the method of Rapid Application Development (RAD), which consists of 4 stages: Requirements Planning Phase, User Design Phase, Construction Phase and Phase Cotuver.

Drug abuse and drug addiction among students of University of Rajshahi

2020 ◽  
Vol 11 (3) ◽  
pp. 21-32
Author(s):  
Faiqua Tahjiba
Keyword(s):  
Drug Abuse ◽  
Drug Addiction ◽  
Actual Condition ◽  
Snowball Sampling ◽  
Case Study Method ◽  
Monthly Expenditure ◽  
Physical Problems ◽  
Depth Interview ◽  
Research Show

Objectives: The aim of this study was to investigate the actual condition of the students of University of Rajshahi (RU) regarding drug abuse and addiction. Using case study method the research was conducted with four objectives: (a) to find out how respondents began drug abuse; (b) to discover the causes of their drug addiction; (c) to understand the process of their drug abuse; and (d) to find out the economic, social and health effects of drug abuse. Methods: Case study method was used in this research. Through snowball sampling 18 drug- addicted students of RU were selected as respondents. In-depth interview with a schedule was used to collect data from the respondents in January 2019. Results: Findings of the study show that the causes of drug addiction included curiosity, frustration, friends’ request, neglect from family and friends etc. The drugs which they usually abused were Yaba, Phensydyle, Ganja (Weed), Chuani etc. Their average monthly expenditure for collecting drugs was in between Taka 8,000-10,000. They collected those drugs from rickshaw pullers at different points within the campus and from Mizaner Mor, Budhpara slum and other places outside the campus. The respondents opined that drugs were available if sufficient money could be spent. The respondents had senior and junior fellow students and local boys as companions while taking drugs. Most of them faced physical problems after taking drugs, and some of them tried to get rid of this curse of drug addiction. Conclusion: The findings of this research show that the rate of drug addiction among the students of RU was quite alarming. Therefore, all stakeholders including the students, guardians, teachers, university authority, the law makers and law enforcing agencies, researchers, civil society, NGO’s and the state must come forward together to combat this formidable foe.

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