scholarly journals THE USE OF DESCRIBING PICTURE STRATEGY TO IMPROVE SECONDARY STUDENTS’ SPEAKING SKILL

2020 ◽  
Vol 1 (2) ◽  
pp. 38-43
Author(s):  
Zakiyah Farhanah Pratiwi ◽  
Mutiara Ayu
Keyword(s):  
Secondary Students ◽  
Research Finding ◽  
Qualitative Data ◽  
First Grade ◽  
Young Learners ◽  
Speaking Skill ◽  
Speaking Skills

Describing picture strategy is one of the techniques that can be used to improve students' speaking skills. Speaking skill is one of the subjects that difficult to be mastered by young learners. This study was conducted in SMA Al Azhar 3 Bandar Lampung at first-grade students. With qualitative data, the result showed that describing a picture strategy can improve students' speaking skills. This finding is in line with the previous research finding that describing pictures can help students to improve students’ speaking skills. Nevertheless, there are some problems gained in using describing picture strategy. Many students could not apply grammar correctly when they speak by using the strategy. The students are difficult to understand English when their friends speak English using describing the picture.

scholarly journals Teachers’ Perceptions of using Gamification Apps in Teaching Speaking Skill to EFL Young Learners

2021 ◽  
pp. 81-97
Author(s):  
Nguyen Thi Thanh Thuy ◽  
Luu Nguyen Quoc Hung
Keyword(s):  
English Education ◽  
Structured Interview ◽  
Related Factors ◽  
Teachers Perceptions ◽  
Young Learners ◽  
Raising Awareness ◽  
Speaking Skill ◽  
Teachers Perspectives ◽  
Giving Feedback ◽  
Speaking Skills

Gamification is a concept that is commonly used in sectors such as education, information studies, human–computer interaction, and health. Recently, gamification apps have been widely used in teaching English in order to increase learners’ interests, engagement and joyfulness. In addition, there have been plenty of prior studies about the effectiveness of gamification in English education but there seemed to be little research about the correlation between gamification and teaching speaking skills. As a result of this, the current study investigated teachers' perspectives on the benefits and challenges of using gamification in teaching speaking skills to young learners. The study enlisted the help of 69 teachers. To explore teachers’ perceptions of gamifying apps, a questionnaire and a semi-structured interview were administered. The findings indicated that gamifying applications benefited teaching speaking to young learners in 4 stages: raising awareness, appropriation, autonomy and giving feedback. Still, there were some challenges involving external factors and teacher- related factors that must be considered and overcome when using gamification applications.

scholarly journals The Use of Voki as A Media to Support the Enhancement of First Grade Students Speaking Skills at SMPN 4 Tambun Selatan

2019 ◽  
Vol 2 (1) ◽  
pp. 12-25
Author(s):  
Akhmad Subkhi Ramdani
Keyword(s):  
Applied Research ◽  
First Grade ◽  
Qualitative Approach ◽  
Native Languages ◽  
Know How ◽  
The World ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Interview Questionnaire ◽  
Speaking Skills

Speaking skill is very crucial for every human being in order to be able to communicate and deliver his or her thoughts among themselves. However, many people around the world speak in vary languages; it depends on their origin. Consequently, many or most of them do not master or able to speak in those languages. So that, people around the world agreed to use some languages as international languages. These languages used as a medium of communication by people whose native languages are different or not mutually intelligible; people are used to say those languages as Lingua Francas. There are some languages that included in Lingua Francas i..e, English. This research is aimed to investigate and explore the use of VOKI to support the enhancement of first grade students’ speaking skills at SMPN 4 Tambun Selatan, Bekasi. The method used in this research is qualitative approach, and it applied Research and Development technique. In this case, the writer collected the data by using observation, structural interview, questionnaire and documentation. The interview was done for the students of first grade students’ speaking skills at SMPN 4 Tambun Selatan, Bekasi. Based on the result of the research, it was found that there were several factors which influence students’ inabilities to speak in English properly, they were students’ speaking ability was low or poor, time limitation, uncomfortable feeling in learning English, lack of motivation, lack of exposures, insufficient materials, and did not know how to start speaking, and lack of feedback. In addition, it was also found that Voki had some features that could be used to solve those problems of the research, the problems of students in speaking English properly. This research can be concluded that the use of Voki as a media to enhance students’ speaking skills to promote the extensive learning at SLTPN 4 Tambun Selatan is useful. It is proven by several problems that hinder the teaching learning process are solved.

scholarly journals THE EFFECTIVENESS OF USING TED TALKS VIDEO IN IMPROVING STUDENTS PUBLIC SPEAKINGS SKILLS IN SENIOR HIGH SCHOOL

2019 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Miftah Farid
Keyword(s):  
Data Collection ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Public Speaking ◽  
Post Test ◽  
Speaking Skill ◽  
Ted Talks ◽  
Qualitative Data Collection ◽  
Speaking Skills

This study tried to analyse the effectiveness of using TED talks video in improving students public speaking skill and also the students’ perception about using TED talks video in improving students’ public speaking skills. Participant of this study were thirty four students. A mixed method was used to collect quantitative and qualitative data. To achieve the aims of this study,      pre-test and post-test were administered as the quantitative data collection, and close-ended questionnaires as the qualitative data collection. From the data taken, the result showed that the students’ perception about using TED talks video in improving students’ public speaking skills is that the students response positively towards how the writer taught them. In addition, the data showed that the writer used a variety of instructional methods to reach the teaching objectively and the strategies were tried to find based on the students need in many ways. Therefore, it was concluded that the use of TED Talks is very useful to improve students’ public speaking skill.  Key words: Effectiveness, Ted Talks Video, Public Speaking Skills

scholarly journals Video Clips to Enhance The Development of The Students’ Speaking Skill

2019 ◽  
Vol 3 (1) ◽  
pp. 61-76
Author(s):  
Nurul Afifah ◽  
Dewi Lestari
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Native Speakers ◽  
Video Clip ◽  
Video Clips ◽  
Class Schedule ◽  
Post Test ◽  
Speaking Skill ◽  
Class Viii ◽  
Speaking Skills

The aimed of this study at investigating how the use of video clips could improve students’ speaking skills of the class VIII D students of SMP NEGERI 1 Madang Suku III OKU TIMUR. This research was categorized into action research and implemented 2 cycles based on the class schedule. The researcher collaborated with the English teacher in this research. The sample of the study was 26 students of class VIII.D. The qualitative data are obtained through observation, interview, and documentation related to the teaching and learning process of speaking in the classroom including the techniques used by the teacher, the learning media and the classroom speaking activities. The findings showed that the use of video clip as the teaching media combined with the use of speaking activities and classroom English was proven to be effective to improve the students’ speaking skills. It means that students’ attention and increased their learning motivation. Through native speakers’ talks, the students got appropriate models and could have better understanding how to use English in real situation so it opened their opportunity to practice speaking. The students who just gained 6.35 in the pre-test were able to increase their score up to 13.65 in the post-test. It indicated that they made a considerable improvement in some aspects of speaking skills such as fluency, pronunciation, grammar, vocabulary, and comprehension. Keywords: enhance, development, video clips, speaking skill, improve

scholarly journals PENERAPAN METODE EDUTAINMENT MELALUI PERMAINAN SIMAK-ULANG-UCAP UNTUK MENINGKATKAN KETERAMPILAN BERBICARA BAHASA ARAB

2020 ◽  
Vol 2 (1) ◽  
pp. 58-68
Author(s):  
Karimna Isya Karima
Keyword(s):  
First Grade ◽  
Mean Value ◽  
Quantitative Approach ◽  
Experimental Methodology ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
The Mean ◽  
Arabic Speaking ◽  
Speaking Skills

This research based on the first grade of MTs Ar-Rohmah’s students’ Arabic speaking skills. It was caused by the lack of application of  in speaking Arabic. The students often feels bored and lack of confidence. So, the researcher was interested to find out differences in student’s speaking skill using Edutainment method. This study used  quantitative approach, and quasi-experimental methodology. The techniques of collecting data are observation, interviews, test learning instruments, and documentation. The results are: (1) The mean value of experimental class’ pre-test has 41,25. Meanwhile in the control class has 51,40. (2) The mean value of experimental class’ post test has  63,43, meanwhile the control class has 59,68. (3) N-Gain Score’s test shows there was an increase in experimental class amounts 43.94% or 0,43 which in the average category. Besed on the results, the application of Edutainment method with ‘Listen-Repeat-Speak’ games can improve Arabic speaking skills.

Applying Circle Game to Enhance Students’ Speaking Skill

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Putri Denaya Side Ayu ◽  
Heri Hidayatullah ◽  
Sri Ariani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Active Involvement ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Speaking Skills

This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

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 Students’ Perceptions about the Importance of Communication Skills: A Case Study of EFL Learners at Jazan University, Saudi Arabia

2015 ◽  
Vol 4 (1) ◽  
pp. 63
Author(s):  
Muhammad Riaz Khan ◽  
Shehla Riaz Khan ◽  
Saeed Ahmad
Keyword(s):  
Saudi Arabia ◽  
Communication Skills ◽  
English Language ◽  
Personality Development ◽  
Oral Communication ◽  
First Grade ◽  
Social Needs ◽  
Survey Method ◽  
Sample Population ◽  
Speaking Skills

The graduates of Jazan University (Saudi Arabia), like anywhere else in EFL or ESL settings, require effective oral communication skills in English language for a highly competitive and expanding market economy of the country, and the worldwide too. The study was taken to evaluate the students’ perceptions about the need of speaking skills and the urgency to participate in language enhancement activities keeping in view the generally unsatisfactory position of the Saudi students in speaking English language. The sample population for this research was taken from three colleges, i.e. the first grade students from Engineering, Business and Computer Science of this university. A survey method technique was adopted in which data was obtained using a structured questionnaire about students’ responses on multiple items indicating their understanding of the importance of speaking skills, their existing level of oral communication and the need to participate in the extra coaching programs offered by the university. The quantitative data were analyzed by using SPSS 17. The data shows the participants’ understanding of the importance of communication skills for social needs, personality development, attaining and survival in the job market, and their needs for attending extra language training sessions other than their normal routine courses.

scholarly journals THINK-PAIR-SHARE: ENGAGING STUDENTS IN SPEAKING ACTIVITIES IN CLASSROOM

2020 ◽  
Vol 1 (1) ◽  
pp. 13-19
Author(s):  
Dian Apriyanti ◽  
Mutiara Ayu
Keyword(s):  
Data Analysis ◽  
Learning Strategies ◽  
Secondary Students ◽  
Learning Process ◽  
Qualitative Method ◽  
Descriptive Analysis ◽  
Document Analysis ◽  
Process Plan ◽  
Analysis Technique ◽  
Speaking Skill

Think-Pair-Share technique is one of the cooperative learning strategies that promote student involvement in the classroom. This strategy makes students engaged in in-class activities such as discussions and provides opportunities to share their ideas with others. The purpose of this study was to describe the implementation of the Think-Pair-Share strategy in teaching speaking skill for secondary students. A qualitative method with a descriptive analysis was undertaken in this study. The sample was twenty students of eighth grade. The data was collected through interviews, observation, and document analysis. The data analysis technique used was presented in a descriptive form. The results indicated the implementation of the Think-Pair-Share technique during the learning process took place following the stages that have been stated in the learning process plan made by the teacher. Appreciation for the implementation of the Think-Pair-Share technique both from students is quite good. Students stated that they can overcome the constraints in the learning process of speaking activity through Think-Pair-Share.

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