scholarly journals AN EXPLORATORY INVESTIGATION ON PROJECT ASSESSMENT OF STUDENTS’ SPEAKING SKILLS IN PROJECT-BASED LEARNING (PBL)

2017 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Widya Rizky Pratiwi
Keyword(s):  
Project Based Learning ◽  
Qualitative Design ◽  
Project Assessment ◽  
Exploratory Investigation ◽  
Speaking Skill ◽  
The Impact ◽  
Descriptive Method ◽  
The Way ◽  
Speaking Skills

This article attempts to present the way to increase students’ speaking skill through project assessment in Project-Based Learning (PBL) approach. This article was explored in qualitative design using descriptive method to find out how the project assessment runs and functions and find out the students’ perception of project assessment. Assessment is an activity to answers the question of what is the result such as what is being learned by the students, what is the impact being made by instruction, what is working, what is not working, what can students do and what is the faculty accomplishing. And then, it measures the students’ achievement that can cover three aspects of learning namely cognitive, affective and psychomotoric. Project assessment in Project Based Learning is offered to increase the students’ speaking skill because it is an assessment of assignment that must be completed by students in particular period of time. The assignment is contextualizes learning by investigation form beginning from collecting, organizing, evaluating, until presenting the data with problems to be solved or products to be developed.Key words: Assessment, Project assessment, Project Based Learning, Speaking Skill

scholarly journals The Students' Perceptions of Using Zoom Application on Mobile Phone in Improving Speaking Skills During Online Learning at Ban Loeiwangsai School, Loei Province, Thailand.

2021 ◽  
Vol 5 (1) ◽  
pp. 54
Author(s):  
Putri Karya Dwi Bawanti ◽  
Yudhi Arifani
Keyword(s):  
Online Learning ◽  
Mobile Phones ◽  
Survey Design ◽  
Independent Learning ◽  
School Students ◽  
Strategic Design ◽  
Grade 5 ◽  
Speaking Skill ◽  
The Impact ◽  
Speaking Skills

This study focused on the impact of using the Zoom application on mobile phones by examining students' perceptions of speaking skills and their attitude during online learning. The students have 4 months of experience using the Zoom application. This research method used a survey design and collects data by giving 12 questionnaire items through Google form to students. The participants are elementary school students with 3 categories, namely grade 4, grade 5 and grade 6 at Ban Loeiwangsai school, Thailand. The findings of this study are that the strategic design of online learning on the use of the Zoom application has an impact on students performance in independent learning and managing time. This also has an impact on the ability and knowledge of students learning English especially in the speaking skill. Their academics are particularly affected by the use of the Zoom application during online learning.

scholarly journals A guide to use flipped classroom strategy to develop speaking skill for Arabic language learners for non-native speakers the high level : دليل إرشادي لاستخدام استراتيجية الفصل المقلوب لتنمية مهارة التحدث عند متعلمات اللغة العربية للناطقين بغيرها للمستوى المتقدم

2020 ◽  
Vol 4 (40) ◽  
Author(s):  
Wafaa Hafez Alayaidi, Bayan Nair Alsubhi
Keyword(s):  
Language Learners ◽  
Flipped Classroom ◽  
Performance Indicator ◽  
Native Speakers ◽  
Arabic Language ◽  
Speaking Skill ◽  
High Level ◽  
The Voice ◽  
Descriptive Method ◽  
Speaking Skills

The aim of the current research is to prepare a guide to develop speaking skills for Arabic language learners of non-native speakers with using a flipped classroom strategy, where it included an introduction and the goal of that guide, and profile of the strategy and implementation steps, and also included three of the speaking skills that necessary to teach Arabic language to non-native speakers it is a skill of fluency - and the skill of varying the tone of the voice – and the skill of body language, each skill has its own performance indicator, and the researcher has used the descriptive method, and to achieve this objective the researcher used questionnaire tool for the guide to make sure it is usable, and the sample amounted to (7) specialists in teaching Arabic language and teaching Arabic language to non-native speakers, then the opinions of the arbitrators were statistically treated using percentages and all of them agreed on the validity of that guide with proposed amendments .

scholarly journals The Significant Connection between Communicative Competence and Cognitive Ability in Speaking English of English Debating Team

Humaniora ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 149
Author(s):  
Prima Dona Hapsari ◽  
F.A. Wisnu Wirawan
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Quantitative Research ◽  
Communicative Competence ◽  
Qualitative And Quantitative ◽  
Depth Interview ◽  
Speaking Skill ◽  
English Speaking ◽  
Descriptive Method ◽  
Speaking Skills

The purposes of the research were to find out whether the communicative competence in English speaking skills had a significant relationship with students' cognitive abilities was English speaking skill the most important achievement. How cognitive abilities and communicative competencies in English speaking skills were managed for the primary purposes of the English debating team. This research combined both qualitative and quantitative research. It used a descriptive method by distributing questionnaire, doing a survey, using observation, and doing an in-depth interview as the methods to collect data. The informants were twelve students who participated in the national teams of English Debating Championship of Institut Seni Indonesia Yogyakarta from 2013-2017. The results of this research reveal that there is a significant connection between communicative competence and cognitive ability in which cognitive ability has an important impact on thinking, critical analysis, and creativity. Furthermore, cognitive ability gives a direct influence on communicative competence in speaking English. This communicative competence is reflected in the ability to produce critical-intellectual andcommunicative-factual sentences in doing the analysis and giving the argumentation.

scholarly journals Self Recoded Video and diary Wrtiting Practices as a Way to Improve Higher Education Students’ English Speaking Skills

2020 ◽  
Vol 6 (1) ◽  
pp. 35-47
Author(s):  
Nita henita Koesoemah
Keyword(s):  
Higher Education ◽  
Error Analysis ◽  
Video Recording ◽  
Education Students ◽  
Diary Writing ◽  
Speaking Skill ◽  
English Speaking ◽  
Writing Practice ◽  
Descriptive Method ◽  
Speaking Skills

ABSTRACT Writing and Speaking are the productive Skills of a language. although higher education students have learned English for years in primary and secondary schools, many of them do not find it easy to speak English in their college years while they will need English during and after they graduate. To improve their English, especially speaking skill, self video recording and diary writing practice was carried out. This study was to analyze the effect of Self Recorded Video and Diary Writing on the improvement of English speaking skill of higher education students. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. to get the answer error analysis is used and the result is presented using descriptive method. The data are students’ self recorded videos and diary writing were carried out once a week once a week  in one semester. The result obtained is that self-recorded video and diary writing can improve student speaking skills especially in fluency, pronunciation and vocabulary. Key words: fluency, self-recorded video, diary writing, error analysis, descriptive method

scholarly journals Improving EFL Undergraduate Learners’ Speaking Skills Through Project-Based Learning Using Presentation

2021 ◽  
Vol 12 (3) ◽  
pp. 65
Author(s):  
Lawarn Sirisrimangkorn
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Project Based Learning ◽  
Business English ◽  
Community Based ◽  
Speaking Skill ◽  
English Speaking ◽  
Skill Improvement ◽  
Quantitative And Qualitative Methods ◽  
Speaking Skills

Project-based learning has been variously integrated into EFL instruction to promote learners’ language learning and skills. The objectives of this research study were to examine the effects of project-based learning using presentation on EFL undergraduate learners’ speaking skills. Furthermore, this study sought to explore learners’ opinions on the use of project-based learning using presentation. The participants of this study were 31 second-year undergraduate students who majored in Business English. The research instruments in this study included speaking tests, project-based learning instructions, questionnaires, and interviews. The obtained data were analyzed by quantitative and qualitative methods for the result interpretation. The findings of this study revealed that students’ speaking skills had significantly improved after the project-based learning implementation. Moreover, the students expressed positive opinions towards project-based learning using presentation as it was perceived to have helped improve their speaking skills. The findings from the interviews revealed that the project-based learning using presentation was positive for learners’ speaking skills according to their presentation tasks, scaffolding activities, and practice of integrative skills. A cooperative learning environment is perceived as useful for learners’ speaking skill improvement. However, time constraint posed a major challenge in the study. Further studies are recommended to encompass a community-based context for speaking skill improvement. Instructional implications derived from the findings include implementing project-based learning using presentation in order to provide learners with an authentic English speaking context and to promote the integrated skills.

scholarly journals The Effect of English Access Microscholarship Program on Developing Speaking Skill From Graduate Students’ Perspectives at the King Abdallah II for Excellence School in Zarqa-Jordan

2021 ◽  
Vol 13 (4) ◽  
pp. 77
Author(s):  
Waleed Ayyad Al-Soufi
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Language Skills ◽  
Primary Concern ◽  
Efl Learners ◽  
Reading And Writing ◽  
Speaking Skill ◽  
The Impact ◽  
Access Program ◽  
Speaking Skills

The primary concern of this study is to investigate the effectiveness of English Access Microscholarship Program on developing the English Language Speaking Skill from the perspective of graduate students at the King Abdallah II for Excellence in Zarqa in the academic years from 2016 to 2020. The study also examined if Access Program encourages and motivates EFL learners to improve their speaking skills. In this study, the researcher designed a questionnaire consisting (40) items measuring students` perspectives towards the effect of Access program in improving their speaking ability. The subjects of the research were 60 homogenous students aged 14 to 19. Students consisting three classes; FY14, FY15 and FY16 respectively. Each class had 20 students studying at King Abdallah II for Excellence School in the Directorate of Education in Zarqa, Jordan. The results revealed that the overall degree of the students’ perspectives towards the effect of access program was high in improving their speaking skill and improved the participants` speaking skill. Moreover, the findings revealed that there were no statistically significant differences among students in their perspectives towards the effect of access program on developing their speaking skill. Finally, the researcher recommended that further studies should be conducted to measure the impact of access program in developing the four language skills (Listening, speaking, reading and writing).

scholarly journals Mastering Students’ Speaking Skill using Inquiry Online Project-based Strategy

2021 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Faizul Muna ◽  
Imam Nur Aziz
Keyword(s):  
Online Learning ◽  
Research Result ◽  
Project Based Learning ◽  
Before And After ◽  
Post Test ◽  
Speaking Skill ◽  
Learning Projects ◽  
Positive Effect ◽  
Statistical Formula ◽  
Speaking Skills

This study focuses on the use of an online learning research project focused on students' speaking skills. It is an innovative and practical approach that can develop students to solve a problem by thinking critically. This study aimed to determine the effect of using inquiry project-based learning on students' speaking skills. The research was conducted at MTs Mambaus Sholihin Gresik in class VII Q. To determine whether inquiry-project based online learning is effective or not, researchers used a pre-experimental method, where the statistical formula of the t-test calculates information. The research result is that the pre-test's mean was 83.9189, and the norm of the post-test was 88.5135. The results showed that inquiry-project based online learning projects had a positive effect on students' speaking achievement. It means that there is a large effect, with a substantial difference in student scores before and after treatment. Thus it can be concluded that inquiry-project-based online learning is recommended to promote students' speaking skills.

scholarly journals THE USE OF PROJECT BASED LEARNING AND PEER ASSESSMENT TO IMPROVE STUDENTS’ SPEAKING SKILL FOR YOUNG LEARNERS

2021 ◽  
Vol 1 (1) ◽  
pp. 66-71
Author(s):  
Dwi Endah Widyastuti
Keyword(s):  
Knowledge Building ◽  
Peer Assessment ◽  
Project Based Learning ◽  
Project Work ◽  
Positive Effects ◽  
Young Learners ◽  
Speaking Skill ◽  
Research Questions ◽  
Independent Learner ◽  
The Impact

Project Based Learning is a learning method to encourage knowledge building through collaborative learning and usually integrated with real world concerns. Peer Assessment is an effective way to may help learners reflect on their own project work and improve their speaking skill. In addition the peer-assessment is useful as guidance for the students’ projects. This research aimed to find out the impact of project based learning and peer assessment learning to improve students’speaking skill and the benefits of PBL and Peer Assessment. This research was conducted at the seventh grade of SMPN 2 Babelan-Bekasi, from 12 September until 10 October 2017. It involved only one class is the students of VII.1 in SMPN 2 Babelan-Bekasi. This class consists of 30 students with 17 females and 13 males. This  research was a  classroom action research that consist of three cycles. Each cycles has four steps, they are; planning, acting, observing and reflecting. The researcher answered the research questions by using four instruments such as observation, interview, test and questionnaire. The results of this research revealed that first, PBL and Peer Assessment could improve students` speaking skill. Second, talked a lot, they were participating each other, it motivated them to speak more, to be an enthusiasm and to be independent learner. Besides, the number of errors in speaking components was significantly decreased after they were  encouraged to assess by peer. Based on the theories and previous studies, it can be concluded that there were positive effects; the peer assessment which apply in Project Based Learning (PBL) has positive in teaching speaking. Peer assessment helped the students in speaking English and peer corrective about their performance, so it built their motivation in developing of speaking skill.

scholarly journals Improving English Spoken Skills through Self Recorded Video for Higher Education Students

2019 ◽  
Vol 5 (1) ◽  
pp. 52-65
Author(s):  
Nita Henita Koesoemah
Keyword(s):  
Higher Education ◽  
Education Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Descriptive Method ◽  
Speaking Skills

The research is aimed to analyze the improvement of English speaking skills for higher education students by means of Self Recorded Video. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. The recorded videos are analyzed.To get the answer of the aims, descriptive method is used. The data is students’ self recorded videos which were done  in one semester (semester 1). The result obtained is that practising speaking English through self-recorded video can improve student speaking skills. The improvement can be in one or more categories.Keywords: fluency, self-recorded video, descriptive method

scholarly journals VLOG : A TOOL FOR STUDENTS’ SPEAKING PRACTICE ENHANCEMENT

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Anita Anggraeni ◽  
Cynantia Rachmijati ◽  
Dewi Listia Apriliyanti
Keyword(s):  
Mixed Methods ◽  
The Internet ◽  
Positive Perception ◽  
Research Subjects ◽  
Grammatical Structure ◽  
Learning Tool ◽  
Speaking Skill ◽  
Video Blogging ◽  
The Way ◽  
Speaking Skills

Vlog, stands for video-blogging, is quite popular in the internet. Vlog also can be used as a learning tool especially for speaking skills. Therefore this research focuses on speaking skill via vlog to see the improvement of students’ speaking skill. The method of this research was mixed methods. The research subjects were 13 vlogs made by students on the topic of spot tourism. The 13 vlogs were by assessed using the rubric developed by Dan Rooney (1998). The result found out that using vlog deemed to be improving students’ speaking skill especially in the area of vocabulary, fluency, pronunciation and intonation. However the most common mistakes found are the way they delivered the introduction, how to form conclusions and the last is the grammatical structure. The findings of the research conclude that the application of vlog to improve students’ speaking skill found to be successful with a positive perception from students as learning tool.

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