SPEAKING SKILL AND PICTURE SERIES ON EFL CLASSROOM

This study was aimed to find out whether by using this techniques can motivate students in speaking. Result shows that the students’ ability in speaking English has a better ability after the students having the treatment. It is also proves that the application of procedures in using pictures series can also improve the students ability in speaking in five terms according to Oller,John W, they are accent, vocabulary, grammar, fluency, and comprehend. The purpose of the study aims to investigate whether the ability of the students after they have had treatment have better in the ability than before. This study was administered to the eleventh grade students of MIPA on SMAN7 Banjarmasin. The results of the research show that the teaching techniques can improve students speaking ability in both the first cycle and the second cycle, but the researcher only took 18 students for this study because their ability in speaking English is medium to low in ability in contrast to other students. This finding also proves that students’ ability. It also proves that the application of procedures in using serial pictures can improve the ability of English speaking students in five terms as mention before. From the data analysis the value of significant column p- 2tailed at the table show .000 which is lower than 0.05. That is the researcher conclude that; accent, vocabulary, grammar, fluency and also comprehension, the formulated null hypothesis was rejected. Regarding the result of the research showed that it did work.

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The Effect of Teaching Techniques and Learning Styles to Improve Students’ Speaking Skill

Journal of Language Learning and Research (JOLLAR) ◽

10.22236/jollar.v1i2.3479 ◽

2018 ◽

Vol 1 (2) ◽

pp. 48-59

Author(s):

Rani Dewi Yulyani

Keyword(s):

Data Analysis ◽

Learning Styles ◽

Learning Style ◽

Role Play ◽

English Department ◽

Teaching Techniques ◽

Speaking Test ◽

Significant Difference ◽

Speaking Skill

This research aims, firstly, to analyze the significant effect of role-play and discussion techniques on the students’ speaking skill. Secondly, to analyze the significant difference of the students who are holistic learners with those who are sequential learners regarding their speaking skill. Thirdly, to discuss the interaction regarding the teaching techniques and learning style concerning the students’ speaking skill. The objects of the research were two classes of English department students, Universitas Pamulang (UNPAM). The instruments used were the speaking test and questionnaires. The method of the data analysis was quantitative using SPSS 20. The result of the research shows, firstly, there was a significant effect of the role-play technique and discussion on the students’ speaking skill. Secondly, there was no significant difference concerning the students who are holistic learners with those who are sequential learners, regarding the speaking skill. Thirdly, there was no interaction between teaching techniques and learning styles in relation with students’ speaking skill.

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THE EFFECT OF USING BLENDED LEARNING MODEL ON ENHANCING STUDENTS' SPEAKING SKILL IN SENIOR HIGH SCHOOLS

Journal of Languages and Language Teaching ◽

10.33394/jollt.v9i1.2921 ◽

2021 ◽

Vol 9 (1) ◽

pp. 92

Author(s):

Irma Dewi Isda ◽

Purwati Purwati ◽

Imran Imran

Keyword(s):

Data Analysis ◽

Experimental Design ◽

Blended Learning ◽

Quasi Experimental ◽

Speaking Skill ◽

The Media ◽

English Speaking ◽

The Mean ◽

English Students ◽

Speaking Skills

This study aimed at investigating the effect of blended learning on the English-students’ speaking skills at SMAN 2 Patra Nusa Aceh Tamiang. Also, this study investigated students’ level differences of English-speaking skills of SMA Patra Nusa students. Twenty-five students of the eleventh-grade class were involved in this study. This study used a quasi-experimental with pre-experimental design. The instruments used in this study were observation and test (pretest and posttest). The results of data analysis showed that sig. 2-tailed = 0.000 < α (0.05), it means reject H0, accepted Ha. Finding obtained of pretest 77,04 and posttest 88,95. In conclusion, the mean pretest and posttest scores differ significantly. In other words, blended learning positively affects students speaking skills used in the media google classroom at SMA N 2 Patranusa.

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AN INVESTIGATION OF ENGLISH SPEAKING SKILLS PERFORMANCE OF INTROVERT STUDENTS IN SPEAKING CLASS

ENGLISH JOURNAL ◽

10.32832/english.v15i1.4558 ◽

2021 ◽

Vol 15 (1) ◽

pp. 10

Author(s):

Ferizka Emirza ◽

Mohamad Sahril

Keyword(s):

Data Analysis ◽

Public Speaking ◽

Affecting Factors ◽

Education Department ◽

Personality Problem ◽

Ibn Khaldun ◽

Speaking Skill ◽

English Speaking ◽

The Common ◽

The University

This research aims to know the personality (introvert) affects the students on their speaking English performance and influences the students in their communication,and to know the effort of the introvert students to handle the personality problem inspeaking English performance. In order to collect the data, observation,questionnaire and interview was three research instrument used.The participant of this research was a 26 students in the second semester of EnglishEducation Department, Ibn Khaldun University Bogor. Finally for the result of thisresearch revealed that for the score was 2.23 in average of students speakingperformance, it means fair slightly good. This statement was strengthened with thedata analysis that the most affecting factors from psychological aspects towardsintrovert students in speaking skill were depressed (92%). From the linguisticsfactors, eight of thirteen students said vocabulary and grammar was the commonproblem. And six of thirteen students experienced difficulties in pronunciation.Introvert students used a various strategies to overcome their public speakingproblems, several students try to improving their speak ability by read a book andrecord it, sing an English song, have a conversation every day, by join thecommunity outside of the university, help their brother/sister do their homework,talk with the foreigner, watch YouTube.

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TEACHING SPEAKING THROUGH PICTURE SERIES

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v1i5.p645-650 ◽

2018 ◽

Vol 1 (5) ◽

pp. 645

Author(s):

Putri Nur Azijah Mailani ◽

Rida Farhana

Keyword(s):

High School ◽

Junior High School ◽

Null Hypothesis ◽

Junior High ◽

T Test ◽

Speaking Test ◽

Speaking Skill ◽

Research Show

The objective in this research was to find out whether or not The use of Picture Series in Teaching Speaking was effective to improve the students’ speaking ability to in Junior High School. In this research the writer used one group pretest-posttest designs. The population of this research in FirstGrade class students of the Junior High School and the sample in First class. The instrument of this research was speaking test. The data of this research were collected by giving pretest and posttest. Then, The collected data was calculated by using SPPS version 24. The result of this research show, that Normality distribution value of pretest 0.132 and significance values of posttest is 0.200 the data was normal because both of significance value more than 0.05,and significance value (2-tailed) of t-test lower than 0.05. It mean the null hypothesis (Ho) is rejected.Thus, it can be concluded The use of picture series in teaching speaking is effective in improving students speaking ability, it is similar to this research.Keywords: Picture Series, Speaking Skill

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STUDENTS’ PERCEPTION ON THE USE OF VLOG IN FACILITATING STUDENTS’ SPEAKING SKILL IN SOLIHUDDIN SENIOR HIGH SCHOOL, THAILAND

ENGLISH JOURNAL ◽

10.32832/english.v13i1.3830 ◽

2019 ◽

Vol 13 (1) ◽

pp. 51

Author(s):

Ahmad Farda Muzakki ◽

Yani Awalia Indah

Keyword(s):

High School ◽

Data Analysis ◽

Qualitative Analysis ◽

Senior High School ◽

Research Instrument ◽

Speaking Skill ◽

English Speaking ◽

Learning English

This research aimed to find out students’ perceptions on the use of vlog in facilitating students’ speaking skill in Senior High School in Thailand. In conducting the research, the researcher used qualitative analysis. The researcher uses interview and questionnaire as research instrument. This research took students who understood technology in the Solihuddin School as the participants. Based on the data analysis, the result showed that the students’ perception on the use of vlog in facilitating students’ speaking skill is good. Students are more creative. They can create vlog in their speaking session. While creating vlog, students can study collaboratively. Students also can speak more confidently and fluently in practicing English speaking. Students are happy in creating a vlog because they are free to speak creatively and innovatively. Vlog can facilitate students in learning English speaking.

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AN ANALYSIS OF STUDENT’S PROBLEMS IN SPEAKING AT ELEVENTH GRADE OF SMA NEGERI 1 SUKODADI

JURNAL ELINK ◽

10.30736/ej.v8i1.426 ◽

2021 ◽

Vol 8 (1) ◽

pp. 77

Author(s):

Alfi Syahidah Turada

Keyword(s):

Data Analysis ◽

Language Learning ◽

Data Reduction ◽

Data Display ◽

Basic Language ◽

Research Problems ◽

Qualitative Descriptive ◽

Speaking Skill ◽

English Speaking ◽

Descriptive Method

Student usually faced several problems when speaking, such as lack of vocabulary and grammar. This research is focus on speaking skill as important skill of four basic language learning. Using qualitative descriptive method, researcher analysis students' problems in speaking of eleventh grade students in SMA Negeri 1 Sukodadi, Lamongan. The students’ usually faced problems when speaking, such as lack of vocabulary and grammar. This research is guided by research problems as follows: (1) what are student’s problems in speaking English at eleventh grade in SMA Negeri 1 Sukodadi. (2) What are the causes of students’ problems in speaking English at eleventh grade in SMA Negeri 1 Sukodadi. Researcher used qualitative methods. In answering research problems, researcher used observations and interviews. The researcher uses three main phases of data analysis namely data reduction, data display, and drawing conclusions. Based on the data analysis, the result of research found the students problems, included the cause of problems in English speaking. In speaking English every students has their typical problems, but in general those can be stated as follows: lack of vocabularies, grammar, pronoun, comprehension and fluency. The researcher also found that the causes of students’ problems are, lack of confidence, fear of mistakes, shyness, anxiety and low of motivation. Keywords: Student’s problem, speaking

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THE USE OF TIC TAC TOE GAME IN TEACHING SPEAKING SKILL

Linguistics and Elt Journal ◽

10.31764/leltj.v3i1.312 ◽

2015 ◽

Vol 3 (1) ◽

Author(s):

Hidayati Hidayati

Keyword(s):

Data Analysis ◽

Confidence Level ◽

Null Hypothesis ◽

T Test ◽

Second Grade ◽

Control Group ◽

Speaking Skill ◽

Academic Year ◽

Experimental Group

This study was carried out to find the effect of of tic tac toe game in teaching speaking skill. This study was conduced at the second grade of MAN 1 Praya in academic year 2014- 2015. The total number of sample were 40 students and they were divided into two groups. The first group was called experimental group consist of 20 students and the second group was called control group consist of 20 students. After analyzing the data obtained , the researcher found that the use of tic tac toe game has effect in teaching speaking skill. It proved from the data analysis, the researcher found that the value of t-test was 6,3, while the value of t-table in df 38 were 2,024 for confidence level 0,05 (90%) and 2,71 for confidence level 0,01 (99%). It showed that the value of t-test is higher than t-table. It is mean that the use of tic tac toe game has effect in teaching speaking skill. So, the null hypothesis (Ho) was accepted because the use of tic tac toe game has effect in teaching speaking skill at the seond grade of MAN 1 Praya in Academic Year 2014- 2015.

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INTELLIGENCE AS A PRODUCT MARKETING STRATEGY IN THE INTERNATIONAL MARKET

International Journal of Accounting and Management Research ◽

10.30741/ijamr.v1i2.644 ◽

2021 ◽

Vol 1 (2) ◽

pp. 58-62

Author(s):

Mohammad Noor Khairullah

Keyword(s):

Data Analysis ◽

Marketing Strategy ◽

Null Hypothesis ◽

Alternative Hypothesis ◽

International Market ◽

Coefficient Corrélation ◽

Speaking Skill ◽

Maintain Relationship ◽

The Relationship ◽

Correlation Design

One principal use of language is to communicate meaning, but it is also to establish and maintain relationship. There are the different aims in speaking skill and the implementation in activity, for casual conversation and discussion. The aim of this study is to know the influence of Intelligence in using English with the marketing strategy of a product in the International Market. The design of this study is correlation design since it used statistical measurement for the data analysis to describe the relationship between two variables and is analyzed by using Pearson-Product Moment formula. There are 62 purposive sampling from 4 classes and using three instruments: test of IQ, documentation, and assessment. The result of this study is the influence of Intelligence in using English and the marketing strategy of a product in the International Market is dominant with coefficient correlation 0.220. So, the null hypothesis (Ho) is rejected and the alternative hypothesis (Hi) is accepted.

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THE EFFECTIVITY OF ORAI APPLICATION IN TEACHING PRESENTATION SKILLS FOR NON-ENGLISH SENIOR HIGH SCHOOL TEACHERS

JELA (Journal of English Language Teaching, Literature and Applied Linguistics) ◽

10.37742/jela.v1i2.10 ◽

2019 ◽

Vol 1 (2) ◽

pp. 47-53

Author(s):

Cita Mustika Kusumah ◽

Dien Novita

Keyword(s):

High School ◽

High School Teachers ◽

Senior High School ◽

The Public ◽

Speaking Skill ◽

English Speaking ◽

Speak Up ◽

Writing Tools ◽

Research Show ◽

Speaking Skills

Non-English teachers often get nervous and are not confident when they have to speak up in English, especially when they have to speak in front of many people or do the public speaking in English. But nowadays, there are many mobile applications that offer the new method in speaking English. Orai is one of the applications which concerns to help the users in improving their English-Speaking Skills. The research aims to examine the improvement of teachers’ speaking skills by using Orai application. The data were taken from the teachers who did not teach English in Senior High School in Bandung. Data were analyzed using descriptive statistic by finding out the total score per item. The results of the research show that Orai application helps teachers in improving their speaking skill. It helps teachers in correcting their pronunciation and their intonation when they speak. It also reduces some sources for the efficiency such as books, speakers, writing tools, headset, etc. The participants show the positive and good response using Orai application in assisting participants’ speaking fluency.

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Students’ Speaking Skill in English Immersion School

Pancaran Pendidikan ◽

10.25037/pancaran.v7i1.138 ◽

2018 ◽

Vol 7 (1) ◽

Author(s):

Mohammad Fadil ◽

Sumardi Sumardi ◽

Ngadiso Ngadiso

Keyword(s):

English Teachers ◽

Program Improvement ◽

Average Score ◽

Factors Affecting ◽

English Immersion ◽

Speaking Skill ◽

English Speaking ◽

Comparative Results ◽

Academic Year ◽

Speaking Skills

This research aims to describe: (1) students' English speaking skill in English immersion school; (2) students’ strengths and weaknesses in speaking skill in English immersion school; (3) factors affecting students' speaking skill in English immersion school. The research was designed as a case study, conducted at a school applying English immersion in Bondowoso, East Java, Indonesia in Academic Year 2017-2018. The research used purposive sampling. Data were collecated by interview, questionnairre, observation, and document analysis. The informants were grade 2 students, English teachers, and the school founder. The analysis found that: (1) on the scale of 1-5 (1=very bad, 2=bad, 3=fair, 4=good, 5=very good), students’ English speaking skills were at levels of very good (2.22%), good (6.67%), fair (37.78%), bad (44.44%), and very bad (8.89%); (2) students’ strengths in English speaking skills were related to vocabulary with average score of 2.7, and the weaknesses dealt with fluency with average score of 2.25; (3) factors that were assumed to affect students’ English speaking skills were environment, local accent, vocabulary mastery, English use, preference, and habits. It is recommended that all parties involved in the English immersion program evaluate the running of the program and the content of the program to provide learning outputs through English immersion. Commitment to using English should be strengthened, especially in English Week program. Improvement on English teachers’ is needed by involving them in trainings. Finally, similar research at non-English immersion school is necessary to ensure the comparative results gained from both types of school.

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