scholarly journals The Use of Conversation Diary in Enhancing Students’ English Speaking Skill

2020 ◽  
Vol 4 (2) ◽  
pp. 208
Author(s):  
Ria Anugrah Prasanti ◽  
Lasim Muzammil ◽  
Oktavia Widiastuti
Keyword(s):  
Action Research ◽  
Score Test ◽  
Numerical Data ◽  
The Other ◽  
Verbal Information ◽  
Other Hand ◽  
Minimum Score ◽  
Speaking Skill ◽  
Verbal Data ◽  
English Speaking

This research describes the use of Conversation Diary as a strategy in increasing students’ English speaking skill and discovers the decreasing of students’ anxiety in performing English speaking. This research is done in Classroom Action Research (CAR) within 2 cycles. Each of the cycle is started by assessing classroom problems, and continues with planning, acting, observing, and reflecting. Each cycle has four meetings to accomplish. The participants of this study were 30 students. They got Conversation Diary treatment during eight weeks. Test 1 and test 2 were conducted to get numerical data while interview, observation checklist, and questionnaire were used to get verbal data needed. The finding informed that cycle 1 failed. It was because most of students’ vocabulary and grammar understanding were still low, caused by length and frequency of time which was too short. On the other hand, from verbal information data, it is found that the students’ behaviour has changed. However, cycle 2 is still needed. Cycle 2 showed students’ behaviour were increased. The students’ score test 3 reached minimum score. In conclusion, this study proved that Conversation Diary could improve the students’ speaking skill better and help decreasing the students’ anxiety. With enough length of time, it would gain better result.

scholarly journals QA-Frame as Media in Learning “Selling and Buying” E xpressions of Traders in Kawasan Wisata Kota Lama Semarang

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Dian Puji Lestari ◽  
Rizza Fijriatur Rohmah ◽  
Ulfiana Koerunisa
Keyword(s):  
Qualitative Method ◽  
The Other ◽  
Other Hand ◽  
Limited English Speaking ◽  
Speaking Skill ◽  
English Speaking ◽  
The Subject ◽  
Discourse Competence ◽  
Basic Vocabulary ◽  
Small Traders

The background of this research is based on phenomenon that traders’ of Kawasan Wisata Kota Lama Semarang in speaking needs to be improved. Some of them were still lazy to speak English because they do not have enough idea of what to speak. QA-Frame is a speaking learning media that contains selling and buying expressions with the meaning. The purpose of this research can be stated as follow: (1) To find out how is the implementation of QA-Frame as learning media for traders in Kawasan Wisata Kota Lama Semarang. (2) To find out what are the problems faced by traders through QA-Frame as media in Kawasan Wisata Kota Lama Semarang.This research is qualitative method. The subject of this research was traders in Kawasan Wisata Kota Lama Semarang. The researchers took three traders for our sample. They are Mr. Nanang; Mr. Riki; and Mrs. Desi. They were traders in Pasar Klitikan. In collecting the data, the researchers used observation and interview. The result of this research showed thatthe implementation of QA-Frame media accepted for the traders to improve their selling and buying expression. In the other hand, the implementation of QA-Frame media have some problems, such as: possessed limited English speaking skill, the traders only knew some basic vocabulary about the price, the small traders did not “have the necessary vocabulary to give directions to tourists”, the traders cant not memorization and repetition, production and communicationstrategies to process the language input from various sources for their spoken output, the traders have limited  grammatical, sociolinguistic and discourse competence.

scholarly journals Ideas for integrating meaningful immediate repetition tasks in the English as an additional language classroom: promoting fluency

2019 ◽  
Vol 10 (2) ◽  
pp. 32988
Author(s):  
Rafael Zaccaron
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
The Other ◽  
Teaching Approaches ◽  
The Core ◽  
Contemporary Research ◽  
Other Hand ◽  
Language Classroom ◽  
Speaking Skill

Although repetition is at the core of many different approaches to language learning, either implicitly or not, using this pedagogic practice in the additional language classroom is still negatively perceived by some teachers (Bygate and Samuda, 2005). For contemporary research, on the other hand, the use ofrepetition is not incongruous with communicative additional language teaching approaches that bring the use of tasks to the forefront. The use of immediate repeated tasks can benefit learners because it allows the possibility of repeating slightly altered tasks in a meaningful way. Bearing this in mind, this paper describes three immediate repetition tasks that focus on the speaking skill aiming at developing both fluency and accuracy. All are inherently suited for the additional language classroom and can be easily adapted to better suit specific contexts.

scholarly journals PENGARUH PENGGUNAAN MEDIA GAMBAR TERHADAP KETERAMPILAN BERBICARA BAHASA INGGRIS

2019 ◽  
Vol 2 (2) ◽  
pp. 181-194
Author(s):  
Doni Anggoro Ari Santoso ◽  
Zumrotul Muniroh ◽  
Nurul Akmaliah
Keyword(s):  
Data Analysis ◽  
Standard Deviation ◽  
Learning Process ◽  
The Other ◽  
Total Variance ◽  
Average Score ◽  
Other Hand ◽  
Flash Cards ◽  
Experiment Method ◽  
English Speaking

ABSTRACT The purpose of this research is to find out the effect of the using of flash cards towards student’s speaking ability in STBA Pertiwi, Cileungsi. The researchers hope that this research can give advantages to all of lecturers and students in doing the learning process, especially in English speaking ability. The method used in this research is experiment method using two groups of classes. One class as experiment class, where the researchers are giving the materials using flash cards. While the other class is control class, where the materials are given with lecturing method. Based on the result of the data analysis, it can be concluded that the average score for English speaking ability in control class is 64,7. The median is 61.5. The modus is 57,5. The variance is 258, 6256. And the standard deviation is 16,082. In the other hand, the average score for English speaking ability in experiment class is 70,5. The median is 71,21. The modus is 85,056. The variance is 229, 128. And the standard deviation is 15,14. It is also obtained that the equation of Total Variance is 15,62. And the TObserved is 1,69 and the T table is 1,667. So that Tobserved >Ttable; 1,69>1,667 that is significant. It can be concluded that there is positive and significant effect of using of flash cards towards student’s speaking ability in STBA Pertiwi, Cileungsi.

scholarly journals Empirically Observed Iconicity Levels of English Phonaesthemes

2017 ◽  
Vol 7 (2) ◽  
pp. 73-93 ◽  
Author(s):  
Nahyun Kwon
Keyword(s):  
Multiple Choice ◽  
Choice Task ◽  
The Other ◽  
Language Group ◽  
Other Hand ◽  
English Speaking ◽  
Korean Speakers

This paper aims to reveal to what extent the diagrammatic iconicity (i.e., form-meaning correspondences which are created by relating similar sets of forms with similar sets of meanings [Peirce, 1955, p. 104]) of English phonaesthemes (e.g., gl- in glitter, glisten, and glow) could manifest primary iconicity (i.e., iconicity that involves a sufficient similarity between sign and referent to allow the understanding that the former stands for the latter [Sonesson, 1997]). To serve the aim, the current research conducts a test, using a multiple-choice task in which groups of native English and Korean speakers choose the meanings of phonaesthemes in sets of aurally-presented nonsense English phonaesthemic words. If primary iconicity is carried by a phonaestheme, then both native and non-native listeners should be able to report with some consistency the putative meaning of the nonsense phonaesthemic words. If, on the other hand, a form-meaning correspondence is carried by secondary iconicity (where the existence of the sign-relation, given by convention or by being explicitly pointed out, is the precondition for noticing the similarity between sign and referent [Sonesson, 1997]), then neither language group is expected to deliver high correct guessing rates. The result showed that the purported meanings of sk- and tw- were correctly guessed by the Korean-speaking participants only, and those of cl-, gl-, sw-, gr-, sn-, and sq- were correctly guessed by the English-speaking participants only. The purported meanings of sp- and tr- were correctly guessed by neither language group. These findings show that individual phonaesthemes possess varying degrees of (primary) iconicity.

scholarly journals Using English Movies to Enhance Grade XI Students‟ Speaking Skill (A Classroom Action Research Conducted in SMAN 1 Seyegan, Sleman)

2015 ◽  
Vol 1 (1) ◽  
pp. 79
Author(s):  
Noor Aeni ◽  
Restu Arini
Keyword(s):  
Action Research ◽  
Average Score ◽  
Research Subjects ◽  
Alternative Teaching ◽  
English Class ◽  
Speaking Skill ◽  
English Speaking ◽  
Classroom Action Research ◽  
Test Treatments ◽  
Skill Improvement

This research intended to discover two things, namely the students‟ interest inlearning English by using movies watching media, and the result of the students‟speaking skill improvement on cyclical implementations. This research appliedClassroom Action Research proposed by Kemmis and McTaggart (2000) with twocycles. Each cycle consisted of a pre-test, treatments, and post-tests. It involved 31students of XI IPA 3 class in SMAN 1 Seyegan as the research subjects. The result ofthis research showed that English movies could make the students interested infollowing the English class. It was proven by the students who became more active totalk in English and did not feel shy or reluctant to share their thoughts. Another resultshowed that the students‟ average score was gradually improved from 58.08 in the pretestbecame 65.74 and 74.78 in the first and second post-tests. It can be concluded thatEnglish movies is effective to be implemented as an alternative teaching and learningmedia to teach English speaking skill. Therefore, English teachers are recommended touse English movies to optimize the English learning outcome not only on speaking skillbut also other skills.Keywords: Classroom Action Research, English Movies, Improve, Speaking Skill

scholarly journals The Impact of Task-Based Approach on EFL Learner’s Performance

2016 ◽  
Vol 3 (2) ◽  
pp. 301
Author(s):  
Dr. Omer Elsheikh Hago Elmahdi
Keyword(s):  
Relevant Literature ◽  
The Other ◽  
Factors Affecting ◽  
Efl Learners ◽  
Other Hand ◽  
Speaking Skill ◽  
Based Instruction ◽  
Task Based Instruction ◽  
The Impact ◽  
Teaching Instruction

<p><em>The aim of this study is to investigate the extent to which task-based instruction affecting EFL learners’ performance. This paper covers the impact of task approach on EFL learners’ performance. It shades light on the relevant literature reviewed and studies on TBLT. At the same time, t</em><em>he speaking skill and s</em><em>peaking sub-skills are introduced as a base for t</em><em>eaching and developing speaking activities. On the other hand, the paper reflects on implementing task-based instruction and the p</em><em>rinciples for implementation by drawing a framework for implementation, and factors affecting implementation of TBI. On the above findings, the researcher recommends that teaching instruction should be given more attention in EFL classes in the light of using task-based approach. Also the researcher suggests that further research is needed to explore more in the effectiveness of task-based programs on EFL learner’s performance as well as its fluency.</em></p>

THE USE OF DIGITAL STORYTELLING TO ENHANCE THE SPEAKING SKILL OF THE ELEVENTH GRADE STUDENTS OF SMA SWASTA PALAPA MEDAN IN THE ACADEMIC YEAR OF 2020/2021

2021 ◽  
pp. 25-34
Author(s):  
Putri Desiana Sinaga ◽  
Anna Stasya Prima Sari ◽  
Novalina Sembiring
Keyword(s):  
Digital Storytelling ◽  
The Other ◽  
Research Subjects ◽  
Sound Effects ◽  
Post Test ◽  
Research Findings ◽  
Speaking Skill ◽  
English Speaking ◽  
The Mean ◽  
Academic Year

This research was conducted in order to improve students’ speaking skill by using digital storytelling at SMA Swasta Palapa Medan. Digital storytelling is the combination of recount text, sound effects, music, images, videos and InShot Application. This is Classroom Action Research (henceforth, CAR). The research subjects of this CAR are the eleventh grade students of SMA Swasta Palapa Medan in Class MIPA in the Academic Year of 2020/2021. The research findings showed that teaching speaking skill through digital storytelling at SMA Swasta Palapa Medan could improve the students’ speaking skill. The result of each test showed that the students’ mean score in pre-test is 55.74 with 11% of the students got score ≥70, in formative test the mean score is 64,44 with 37% of the students got score ≥70, and in post-test the mean score is 81,11 with 93% of the students got score ≥70. The writer concluded that the use of digital storytelling could improve the speaking skill of SMA Swasta Palapa Medan. On the other hand, the students’ responses towards the method of the teaching sound good because above 80% of the students are interested, motivated and enthusiastic in learning English speaking skill through the use of digital storytelling.

The ‘Continental’ Tradition?

2014 ◽  
Vol 74 ◽  
pp. 27-43
Author(s):  
Alan Montefiore
Keyword(s):  
The Other ◽  
Other Hand ◽  
English Speaking ◽  
English Speaking World ◽  
Continental Tradition ◽  
The One

AbstractThere is – of course – no one such thing as the continental tradition in philosophy, but rather a whole discordant family of notably distinct traditions. They are, nevertheless, broadly recognisable to each other. For much of the last century, however, most of those engaged in or with philosophy in continental Europe, on the one hand, and in the English-speaking world, on the other hand, had surprisingly little knowledge of, interest in or even respect for what was going on in the other. Happily, the situation today is vastly improved on each side of the philosophical channel. What follows is an attempt to gain some understanding of the background to this long-standing (and still to some diminishing extent persistent) mutual incomprehension from the standpoint of one who came to philosophy as a PPE student in the Oxford of the late 1940s.

Expressing and legitimating ‘actionable knowledge’ from within ‘the moment of acting’

2004 ◽  
Vol 9 (2) ◽  
pp. 205-229 ◽  
Author(s):  
John Shotter
Keyword(s):  
Action Research ◽  
The Other ◽  
Ordinary People ◽  
Actionable Knowledge ◽  
Other Hand ◽  
Professional Practitioners ◽  
The Moment

As living, embodied beings, communication begins in, and continues with, our living, spontaneous, expressive-responsive (gestural), bodily activities that occur in the meetings between ourselves and the others and othenesses around us. It is by our 1st-person expressions that we influence the actions of others — our tellings are much more important than our reportings . Thus, as I see it, abstract and general theories are of little help to us in the unique living of our unique lives together, either as ordinary people, as professional practitioners, or as action researchers. On the other hand, however, the specific words of others, uttered as ‘reminders’ at a timely moments within an ongoing practice, drawing out attention to unnoticed features of the practice, can be a crucial influence in developing and refining it further. In this paper I distinguish between two kinds of speech/writing: ‘withness (dialogic)’ -talk and ‘aboutness (monologic)’ -talk . Crucial in this distinction is our spontaneous, expressive, living, bodily responsiveness. While monological aboutness-talk is unresponsive to the activities of the others around us, dialogical withness-talk is not. In being spontaneously responsive both to the expressions of others, as well as our own, as I show in the paper, it engenders in us both unique anticipations as to what-next might happen along with, so to speak, ‘action-guiding advisories’ as to what-next we might do — a feature that is of central relevance for action research.

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