scholarly journals Factors Affecting Students’ Difficulties in Speaking Performance of The Tenth Grade Students of SMA Negeri 1 Tiworo Kepulauan

2019 ◽  
Vol 3 (1) ◽  
pp. 95-105
Author(s):  
Hendriati Afebri ◽  
Aderlaepe . ◽  
Khusnun Muhsin
Keyword(s):  
Random Sampling ◽  
Time Pressure ◽  
Factors Affecting ◽  
Affective Factors ◽  
Tenth Grade ◽  
Quantitative Design ◽  
Listening Ability ◽  
Speaking Performance ◽  
Performance Conditions ◽  
Topical Knowledge

Students’ speaking performance could be affected by factors that come from performance conditions (time pressure, planning, standard of performance and amount of support), affective factors (such as motivation, confidence and anxiety), listening ability, topical knowledge and feedback during speaking activities. The purpose of this study was to analyze, describe and determine factors affecting students’ difficulties in speaking performance of the tenth-grade students of SMA Negeri 1 Tiworo Kepulauan. This study employed quantitative design in the form of survey. The samples were 30 students of X MIA 2 which were taken by using random sampling. The data were collected by using close ended questionnaire and were analyzed by using SPSS version 16. The results of this research showed that of the three factors affecting students’ difficulties in speaking, the highest percentage was linguistic factors including grammar, vocabulary and pronunciation. It was concluded that the students got difficulties in performing speaking task. Keywords: Speaking Performance, Students’ Difficulties

FACTORS AFFECTING STUDENTS’ DIFFICULTIES IN SPEAKING PERFORMANCE OF THE TENTH GRADE STUDENTS OF SMA NEGERI 1 TIWORO KEPULAUAN

2019 ◽  
Vol 4 (3) ◽  
pp. 318
Author(s):  
Hendriati Afebri ◽  
Aderlaepe Aderlaepe ◽  
Muhammad Khusnun Muhsin
Keyword(s):  
Random Sampling ◽  
Time Pressure ◽  
Factors Affecting ◽  
Affective Factors ◽  
Tenth Grade ◽  
Quantitative Design ◽  
Listening Ability ◽  
Speaking Performance ◽  
Performance Conditions ◽  
Topical Knowledge

Students’ speaking performance could be affected by factors that come from performance conditions (time pressure, planning, standard of performance and amount of support), affective factors (such as motivation, confidence and anxiety), listening ability, topical knowledge and feedback during speaking activities. The purpose of this study was to analyze, describe and determine factors affecting students’ difficulties in speaking  performance  of  the  tenth-grade  students  of SMA Negeri 1 Tiworo Kepulauan. This study employed quantitative design in the form of survey. The samples were 30 students of X MIA 2 which were taken by using random sampling. The data were collected by using close ended questionnaire and were analyzed by using SPSS version 16. The results of this research showed that of the three factors affecting students’ difficulties in speaking, the highest percentage was linguistic factors including grammar,  vocabulary  and  pronunciation.  It  was concluded that the students got difficulties in performing speaking task. Keywords: Students, Difficulties, Speaking Performance

scholarly journals Factors Contributing to Students’ Habit in Learning English

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Tawali Tawali ◽  
Kamarudin Kamarudin
Keyword(s):  
Dominant Factor ◽  
Data Display ◽  
Affective Factors ◽  
Five Factors ◽  
Speaking Skill ◽  
The Subject ◽  
Listening Ability ◽  
Performance Conditions ◽  
Topical Knowledge ◽  
Learning English

This research aimed at finding out Factors Contributing to Students’ Habit in Learning English. The research was descriptive qualitative research. The subject of the study consisted of 25 students taken from five classes at the fifth semester students of FMBM. The instrument that was in the form of questionnaire. The result was analyzed by using Mile and Huberman (1994) theory (data reduction, data display, conclusion drawing and verification). The result found that there were five factors contributing to students’ habit in learning English especially speaking skill at the fifth semester students of FMBM, they were; Performance Conditions, Affective Factors, Listening Ability, Topical Knowledge, and Feedback during Speaking Activities. And the more dominant factor among those factors were; Performance Conditions (20)/90%, Affective Factors (18)/85%, Topical Knowledge (15)/75%, Listening Ability (10)/35%, and Feedback during Speaking Activities (5)/10%.   

scholarly journals AREL TO ENHANCE STUDENTS’ SPEAKING SKILLS IN DEBATING

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Suci Rahayu Nirwana ◽  
Nia Kurniawati
Keyword(s):  
Language Instruction ◽  
Conversational Discourse ◽  
Affective Factors ◽  
Logical Reason ◽  
Grammatical Error ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Speaking Performance ◽  
Group Sharing ◽  
Speaking Skills

Speaking skill is believed as an essential part of language instruction at every level because it supports learning in multiple ways. Debate is considered as the best method to enhance students‟ speaking skills that used to construct the argument, create the logic idea, work in group, sharing knowledge and arrange the information to be delivered in debating. This is a qualitative research focuses on AREL to enhance the students‟ speaking skills in debating. The aims of this research are finding out the implementation of AREL in debating; investigating how AREL reflected on students speaking performance and revealing the obstacles faced by teacher and students in applying AREL. The research was conducted in a senior high school and involved tenth-grade students who became a delegation in each class as the candidates to compete in the debate competition in Cianjur. The instruments used for this research were observation, questionnaire, and interview. Moreover, there were stages in implementing AREL included: introducing debate of WSDC, implementing AREL (Assertion, Evidence, Reason, and Link-back), giving a stimulant, and constructing the argument. By using AREL in debating, the students became confident to speak English and got a lot of benefits from the debate not only for their speaking skills but also advancing their critical thinking. They showed their ability to explore the argument by giving a logical reason and strong evidence in order to elaborate on their argument. It was also reflected in the students speaking performance including conversational discourse, pronunciation, accuracy and fluency, affective factors, and the interaction effect. However, AREL is difficult to apply for students with insufficient ability in reading information and constructing or arranging their speech. In addition, the students were still in tenth grade and it was also such an obstacle because their speaking skill is still low. Furthermore, the students have more obstacles in their speaking skills such as memorization, anxiety, less vocabularies, and grammatical error.

scholarly journals FACTORS CONTRIBUTING TO EFL LEARNERS’ SPEAKING PERFORMANCE

2021 ◽  
Vol 5 (1) ◽  
pp. 60
Author(s):  
Dyah Pratiwi Areta ◽  
Indah Tri Purwanti
Keyword(s):  
Random Sampling ◽  
Native Speakers ◽  
Descriptive Statistics ◽  
Efl Learners ◽  
Descriptive Research ◽  
Qualitative Approaches ◽  
Speaking Performance ◽  
Topical Knowledge ◽  
Cluster Random Sampling

This research investigated the factors contributing to learners’ speaking performance and exploring the reasons why those factors are perceived by learners to contribute to their speaking performance. This was descriptive research that used both quantitative and qualitative approaches. The participants of this research were 28 EFL learners who were selected by using cluster random sampling. Closed-ended questionnaires, open-ended questionnaires, and interviews were used to collect the data. The data from closed-ended questionnaires were analyzed quantitatively using the descriptive statistics of frequencies and percentages, while the data from open-ended questionnaires and interviews were analyzed qualitatively. Data from all sources were triangulated to validate the data. The result of the closed-ended questionnaire showed that the factors which contribute the most to learners’ speaking performance were the time for preparation and topical knowledge with the same percentages (97.4%). The least factor that contributes to learners’ speaking performance was the pressure to perform well (60.5%). Those factors contribute to learners' speaking performance in both positive and negative ways. These influences can either help motivate learners to speak English or even discourage them from doing so. It all depends on how learners’ value, respond to, and behave towards those factors. Furthermore, this research also gives contributions on factors that contribute to learners' speaking performance; those are vocabulary and interaction with native speakers.

scholarly journals Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners

2020 ◽  
Vol 11 (4) ◽  
pp. 66-77
Author(s):  
Saleh Alrasheedi
Keyword(s):  
Language Learning ◽  
Psychological Factors ◽  
English Language ◽  
Peer Pressure ◽  
Target Language ◽  
Factors Affecting ◽  
Efl Learners ◽  
Affective Factors ◽  
Speaking Performance ◽  
Speaking Skills

Equal focus needs be placed on teaching all four basic skills of language learning: reading, writing, listening, and speaking. However, it is observed that due attention is not devoted to developing speaking skills in Saudi EFL learners; this task is especially challenging as English is not widely used or spoken in their day-to-day communication. The current study aims to investigate the psychological factors which affect learners’ speaking performance by: (a) examining the strategies learners use for developing speaking skills, (b) identifying obstacles confronted by learners in developing speaking skills, and (c) suggesting ways to facilitate the acquisition of English speaking skills. The research seeks answers to these questions: (1) What are some psychological factors affecting speaking skills of students? (2) Why do learners find speaking in English so difficult? . I distributed a questionnaire among 200 female and male participants majoring in various fields at Majmaah university in Saudi Arabia. I employed SPSS to analyze the accumulated data and displayed the results in descriptive tables. The results reveal that affective factors impacting students’ performance in speaking skills are shyness, peer pressure, anxiety, and fear of making mistakes. Other factors that hinder speaking performance are paucity of necessary vocabulary, lack of exposure to the target language, and scarce opportunities to practice speaking outside the classroom. The study contributes to the existing English language learning (ELL) literature through its focus on the affective factors impacting speaking performance in Arabic-speaking EFL learners.

scholarly journals Using Oxford Smart Choice Multi-ROM to develop the students� listening ability

2019 ◽  
Vol 4 (1) ◽  
pp. 25
Author(s):  
Juvrianto Chrissunday Jakob ◽  
Nihla Afdaliah
Keyword(s):  
Experimental Design ◽  
Language Learning ◽  
Random Sampling ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Listening Ability ◽  
Learning Software ◽  
Cluster Random Sampling

The objective of the research aims to investigate whether or not the use of CALL (Computer Assisted Language Learning) with Oxford Smart Choice Multi-ROM as an audiovisual learning software can develop the listening ability of the tenth grade students of SMA Negeri 1 Model Parepare. The research applied quasi-experimental design. The population of this research was the tenth year students of SMA Negeri 1 Model Parepare. The total number of population is 411 students and two classes of twelve classes were taken as sample by using cluster random sampling. The findings of this study as the effect of Oxford Smart Choice Multi-ROM to develop the student�s listening ability, as shown by t-test value (4.6) that higher than t-table value (2.000). It means that the listening ability of the tenth grade students of SMA Negeri 1 Model Parepare develop significantly after they are taught by using CALL (Computer Assisted Language Learning) with Oxford Smart Choice Multi-ROM.

scholarly journals Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners

2021 ◽  
Author(s):  
Saleh Alrasheedi
Keyword(s):  
Language Learning ◽  
Psychological Factors ◽  
English Language ◽  
Peer Pressure ◽  
Target Language ◽  
Factors Affecting ◽  
Efl Learners ◽  
Affective Factors ◽  
Speaking Performance ◽  
Speaking Skills

Equal focus needs be placed on teaching all four basic skills of language learning: reading, writing, listening, and speaking. However, it is observed that due attention is not devoted to developing speaking skills in Saudi EFL learners; this task is especially challenging as English is not widely used or spoken in their day-to-day communication. The current study aims to investigate the psychological factors which affect learners’ speaking performance by: (a) examining the strategies learners use for developing speaking skills, (b) identifying obstacles confronted by learners in developing speaking skills, and (c) suggesting ways to facilitate the acquisition of English speaking skills. The research seeks answers to these questions: (1) What are some psychological factors affecting speaking skills of students? (2) Why do learners find speaking in English so difficult? . I distributed a questionnaire among 200 female and male participants majoring in various fields at Majmaah university in Saudi Arabia. I employed SPSS to analyze the accumulated data and displayed the results in descriptive tables. The results reveal that affective factors impacting students’ performance in speaking skills are shyness, peer pressure, anxiety, and fear of making mistakes. Other factors that hinder speaking performance are paucity of necessary vocabulary, lack of exposure to the target language, and scarce opportunities to practice speaking outside the classroom. The study contributes to the existing English language learning (ELL) literature through its focus on the affective factors impacting speaking performance in Arabic-speaking EFL learners.

The Maintenance of Siladang Language

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Horia Siregar ◽  
Busmin Gurning
Keyword(s):  
Random Sampling ◽  
Language Maintenance ◽  
Daily Life ◽  
Cultural Activity ◽  
Family Language Policy ◽  
Ethnolinguistic Vitality ◽  
Factors Affecting ◽  
Living Together ◽  
Family Language ◽  
Wedding Ceremony

This study observed Siladang language maintenance in Desa Sipapaga. The objectives of the study are (1) to examine the factors affecting language maintenance (2) to find out the strategies in maintaining the Siladang language and (3) to find out the reasons of the Siladang people in maintaining their language. The method of this study was descriptive qualitative research. The participants were 20 Siladang people who live in Desa Sipapaga were taken by purposive random sampling. The research results are as follows (1) There are seven factors affecting Siladang language maintenance in Desa Sipapaga such as, Ethnolinguistic vitality, living together and see each other frequently, use of language in family domain (intra and inter marriage family, use of language in neighbor domain, use of language in religion domain, use of language in workplace domain, and practice traditional ceremony, (2) In maintaining the Siladang language, the Siladang people conducted some strategies such as; family language policy, using Siladang language in their daily life frequently, the using of Siladang language in cultural activity like in wedding ceremony. (3) The reasons of the Siladang people maintain their language are; they were proud of being Siladang people and speak Siladang language, and speak Siladang language shows their identity as Siladang people.   Keywords: language maintenance, Siladang

scholarly journals The Impact Of Agricultural Extension Contact On Crop Income In Bangladesh

2013 ◽  
Vol 38 (2) ◽  
pp. 321-334 ◽  
Author(s):  
Abu Zafar Mahmudul Haq
Keyword(s):  
Random Sampling ◽  
Field Survey ◽  
Sampling Technique ◽  
Agricultural Extension ◽  
Farm Income ◽  
Extension Services ◽  
Factors Affecting ◽  
Factors Influencing ◽  
Crop Income ◽  
The Impact

The impact of extension contact on crop income is examined with a view to evaluating the agricultural extension in Bangladesh. The scope of the study was ten villages of Gazipur district. The objectives of the study are to i) determine the factors influencing the benefit of extension services in terms of farm income, ii) determine the factors affecting the extension contact of farmers, and iii) suggest some policy guidelines to improve the extension services in Bangladesh. The sample of the study consists of 1000 farmers. Data came from field survey and multistage random sampling technique was used in order to collect data. The results indicated that the impact of extension contact coefficient on crop income is positive and significant. Evidence shows that the influence of extension contact coefficient is strongly positive and significant in the comparatively nearer villages to upazila headquarters, while this effect is weaker for those villages, which are comparatively away from upazila headquarters. It is found that many farmers did not receive extension contact and the effect of extension contact is weak on crop income compared to other factors such as irrigation and chemical fertilizer. It is assumed that there was enough scope to increase extension contact in the study areas. Some determinants of extension contact were also examined. The study concludes that agricultural extension is necessary to increase among the farmers. Bangladesh J. Agril. Res. 38(2): 321-334, June 2013 DOI: http://dx.doi.org/10.3329/bjar.v38i2.15893

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