scholarly journals A Study on Difficulties and Solutions in English Speaking Skills of Students at Hufi

2021 ◽  
Author(s):  
Nguyen Lam Minh Tuyen
Keyword(s):  
Daily Life ◽  
School Level ◽  
Listening Skills ◽  
Training Environment ◽  
Good Grasp ◽  
Good Writing ◽  
Speaking Skill ◽  
English Speaking ◽  
Primary School Level ◽  
Speaking Skills

Speaking skill is one of the most necessary skill in English to communicate in our daily life. When learning speaking skills, what you aim for is how to communicate naturally and fluently with foreigners. People can have good writing and listening skills if you have a good grasp of vocab-ulary and grammar but your reflexes are poor. Some common reasons why HUFI students have difficulty speaking English are afraid of communication, lack of training environment, poor vo-cabulary and grammar. Nowadays, English has been introduced into teaching from primary school level. Students learn grammar and vocabulary, practice reading in books. So you have less chance to practice speaking. This situation goes on continuously and lasts up to university, making your English speaking skills poor. Because they are not sure about speaking skills, most students have difficulties in communicating in English. With the above reasons, the aim of this research is to investigate the difficulties and solutions to improve students' speaking skills of HUFI., help students confidently communicate in English in all situations and in daily life.

scholarly journals A Study on Difficulties and Solutions in English Speaking Skills of Students at Hufi

2021 ◽  
Author(s):  
Nguyen Lam Minh Tuyen
Keyword(s):  
Daily Life ◽  
School Level ◽  
Listening Skills ◽  
Training Environment ◽  
Good Grasp ◽  
Good Writing ◽  
Speaking Skill ◽  
English Speaking ◽  
Primary School Level ◽  
Speaking Skills

Speaking skill is one of the most necessary skill in English to communicate in our daily life. When learning speaking skills, what you aim for is how to communicate naturally and fluently with foreigners. People can have good writing and listening skills if you have a good grasp of vocab-ulary and grammar but your reflexes are poor. Some common reasons why HUFI students have difficulty speaking English are afraid of communication, lack of training environment, poor vo-cabulary and grammar. Nowadays, English has been introduced into teaching from primary school level. Students learn grammar and vocabulary, practice reading in books. So you have less chance to practice speaking. This situation goes on continuously and lasts up to university, making your English speaking skills poor. Because they are not sure about speaking skills, most students have difficulties in communicating in English. With the above reasons, the aim of this research is to investigate the difficulties and solutions to improve students' speaking skills of HUFI., help students confidently communicate in English in all situations and in daily life.

Students’ Speaking Skill in English Immersion School

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.

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 The Implementation of Technology-Based Media in Improving English Speaking Skill of Hospitality Students in Mataram Tourism College

2020 ◽  
Vol 7 (2) ◽  
pp. 96
Author(s):  
Sri Wahyuningsih ◽  
Ida Nyoman Tri Darma Putra
Keyword(s):  
Study Program ◽  
Hospitality Students ◽  
Rosetta Stone ◽  
Use Of Technology ◽  
Significant Difference ◽  
Speaking Skill ◽  
English Speaking ◽  
Youtube Videos ◽  
Experimental Group ◽  
Speaking Skills

This research aims to find out the effectiveness of the application of technology-based teaching media to improve the speaking skills of the Hospitality Study Program Students of STP Mataram. In this study, several media that utilize computers and the internet will be used in learning speaking. The use of the application Rosetta Stone, Duolingo, and YouTube videos integrated with the google classroom are used as learning media for students' speaking learning of the hospitality study program students. In this study, 30 students are used as the experimental group and 30 students as a controlled group. The results of this study indicated that the value of t-test > t table (3.462> 2.676), which means that there is a significant difference in English speaking skills using technology-based learning media. In conclusion, the use of technology-based learning media is effective in enhancing students’ speaking skill.

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

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.

scholarly journals UTILIZING AUDIO VISUAL AIDS TO IMPROVE ENGLISH SPEAKING SKILL FOR THE EIGHT GRADE STUDENTS OF SMP NEGERI 3 BANAWA

2020 ◽  
Vol 1 (1) ◽  
pp. 61-72
Author(s):  
Irmawati Irmawati ◽  
Muhammad Ihsan ◽  
Rasmi Rasmi
Keyword(s):  
Teaching And Learning ◽  
Eighth Grade ◽  
Visual Aids ◽  
Eighth Grade Students ◽  
Research Findings ◽  
Speaking Skill ◽  
Class Viii ◽  
Field Notes ◽  
English Speaking ◽  
Speaking Skills

This study aims to improve the speaking skill of the eighth grade students of SMP Negeri 3 Banawa in the use of audio visual aids. This research was conducted through action research consisting of two cycles. The data were obtained from observation during the implementation of the action; interview with Teacher of English and the eighth grade students from class VIII A; and discussion with Teacher of English. Data in the form of field notes, interview transcripts, and photographs. The validity of the data is obtained by applying utilization Audio Visual Aids, results and processes. The results show that there was an increase in students' speaking skills through the use of audio visual aids. The audio-visual tool used in this study was video and slide. Videos were taken from youtube.com in the form of dialogue in certain expressions. These videos can attract students' attention and increase their learning motivation. Students can have a better understanding of the use of English in real situations when they learn appropriate Englishlanguage models through audio-visual aids (video and slide). Students make improvements in several aspects of speaking skills, such as fluency and comprehensibility. They are more confident in speaking English. They actively participate during the teaching and learning process. In addition, they did not hesitate to ask the teacher when they found difficulties. The research findings are also supported by the results of students' speaking achievement which increased from 57.78 in cycle I to 72.67 in cycle II.

scholarly journals Instagram As Medium of Promoting English Speaking Skill: English Edupreneurship

2020 ◽  
Vol 7 (2) ◽  
pp. 105
Author(s):  
Pramudana Ihsan ◽  
Eryna Rista Aulia
Keyword(s):  
English Language ◽  
Public Speaking ◽  
Negative Comments ◽  
New Ideas ◽  
Speaking Skill ◽  
English Speaking ◽  
Using Data ◽  
The Right ◽  
English Students ◽  
Speaking Skills

Public speaking has become an integral part of many professions and is at the center of career development opportunities. Therefore, the change in the education system from offline to online has led to new ideas in the implementation of public speaking learning, namely by using Instagram as a learning medium for collecting assignments intended to introduce or sell English language skills which are usually called Edupreneurship. That way, it is hoped that not only carry out learning and collect assignments but also something is obtained. However, learning still prioritizes output. Therefore, in this study, we refer to the personal branding theory. The purpose of this study is to determine how effective the use of Instagram is as a medium to promote English speaking skills, to find out the followers' responses regarding the skills possessed by English students, and also what was gained from promoting English speaking skills. The subjects in this study were students in the 5th semester. The number of respondents was 25 students. This research was conducted using data collection methods through Google forms. The results showed that Instagram provided effects and benefits to students, most of them stated that: (1) Students felt more confident in speaking English, (2) Students felt an improvement in their abilities, (3) Students felt more enthusiastic about positive comments and motivated by negative comments, (4) Students feel that Instagram is the right medium for promoting English speaking skills, (5) Students get input in the form of work.

scholarly journals IMPROVING THE IMPLEMENTATION OF GOOGLE MEET TO IMPROVE THE ASPECT AND THE COMPONENT OF SPEAKING SKILL ON THE STUDENTS FROM NON ENGLISH SPEAKING BACKGROUND

2021 ◽  
Vol 2 (2) ◽  
pp. 138-149
Author(s):  
Mutakhirani Mustafa ◽  
Natalia Manuhutu ◽  
Fransiska Densiana Luruk
Keyword(s):  
Quantitative Data ◽  
Teaching And Learning ◽  
Intensive English ◽  
Learning And Teaching ◽  
Class Schedule ◽  
Speaking Skill ◽  
English Speaking ◽  
Future Of Education ◽  
Very High ◽  
Speaking Skills

The purpose of this study is to investigate how the use of google meet can improve the speaking ability of students of iain Intensive English 1 program Syekh Nurjati Cirebon. This particular research is categorized as action research. These actions are performed in three cycles based on the class schedule. The study involved 35 students. This research data is qualitative and quantitative data. Qualitative data is obtained by observing the teaching and learning process in speaking classes. Meanwhile, quantitative data is obtained through tests, and questionnaires. The findings suggest that the use of Google Meet terbukti meningkatkan keterampilan berbicara mahasiswa. Therefore google meet is very suitable to be used as online or virtual learning especially in improving students' speaking skills that focus on aspects and components of student speaking skills, but there are some drawbacks that can make learning less effective and less efficient when used as a particular application in the learning and teaching process. Therefore, all educators who use application media such as google meet are able to master and professional in using the application. Hopefully this pandemic ends quickly and we can adjust how the future of education around the world goes forward.  For the next researcher, can be focused on the influence of the implementation of google meet application in speaking subjects to the interest of students to improve speaking. Based on this study, researchers found students' enthusiasm is very high in learning to speak, this proves that the google meet application can improve aspects and components of student speaking because it is influenced by increased student motivation during the use of google meet application compared to other applications.

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 The Problems in Speaking for English Department Student in STKIP BUDIDAYA – BINJAI

2020 ◽  
Vol 12 (1) ◽  
pp. 19-26
Author(s):  
Ayu Indari
Keyword(s):  
English Department ◽  
Sound Recording ◽  
The Third ◽  
Speaking Skill ◽  
English Speaking ◽  
Cover Up ◽  
Analyze Data ◽  
Speaking Skills

This paper is purposed to find out the problems in speaking skills for English department student in STKIP Budidaya – Binjai. The speaking skill is the last position to cover up the four skills in English because speaking is the improving your ability to use four skills in English. Speaking needs some stimulation to attract the students speaks their ideas, opinion, or comments about something. The sample of the study is the third students in English department student, it is around 28 students. The data are collected through document by sound recording. The data analyzed by using the technique of analyze data. The result of the study is that it concludes that first question “What is the problem of speaking?” 10 students (35,71%) respond less of confident and 10 students (35,71%) respond less of vocabulary. The second question “How the ways do you practice your speaking skill?” 10 students (35,71%) respond watching movie. The third question “Do you agree that speaking is the most difficult to study comparing with another skills in English? And why?” 18 students (64,29%) respond yes, because it takes orally.

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