scholarly journals English Speaking Skill and Language Component Practice: englisch-hilfen.de in Assistance

2020 ◽  
Vol 1 (02) ◽  
pp. 210-223
Author(s):  
Husnul Hotimah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Computer Assisted ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

English Foreign Language (EFL) students, most of the time, face difficulties in learning English, especially in mastering speaking skills. One of the most common problems faced in the teaching and learning process for speaking skills is the lack of motivation and students tend to use their first language. As the development of technology, the teacher is required to involve digital teaching, especially related to the use of computers. Employing computer or Computer-Assisted Language Learning (CALL) in the teaching and learning process is highly recommended for a fun and exciting learning. In this particular case, englishch-hilfen.de serves as an answer for those seeking such a learning process. A qualitative study was involved to identify how the use of englishch-hilfen.de can improve and give a significant effect on students’ English performance, especially for speaking and vocabulary aspects. The result of this study suggested that the content within englishch-hilfen.de is very beneficial for it provides such meaningful and stimulating activities for English language students.

scholarly journals ENGLISH ZONE (EZO): A FUN ACTIVITY IN LEARNING ENGLISH SPEAKING SKILL FOR YOUNG LEARNERS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Linda Septiyana ◽  
Puri Widiarti ◽  
Tika Purnama Sari ◽  
Eka Nur Kasih ◽  
Hijjriah Al Mukaromah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Descriptive Study ◽  
Young Learners ◽  
Language Classroom ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

This research aims to describe the implementation of English Zone (EZo) activities in learning English speaking skills for young learners. Employing qualitative descriptive study, this research included observation of teaching and learning process, and interview that was administered to 10 students from Kampung Sawah, West Hadimulyo. Ten meetings were observed thoroughly. Each observation took place in English language classroom every Sunday at Al-Fatimah Mosque. This research presented the implementation of English Zone (EZo) to young learners and students’ responses to the implementation of EZo. The findings illuminated the powerful ways in which EZo was able to improve students’ speaking skill. The students were having fun in the classroom which made them actively participate IN speaking practice with their friends or teachers. The findings further highlighted that EZo showed a good result in improving students’ confidence during their speaking practice. EZo helped them to speak more and decreased hesitation. They felt more relaxed to speak.Keywords : English zone, speaking skill, young learners, activity

scholarly journals TEACHING SPEAKING WITH GOSSIPING IN THE PERIOD OF PANDEMIC

2020 ◽  
Vol 7 (2) ◽  
pp. 182-190
Author(s):  
Utami Ratna Swari
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Information Exchange ◽  
Teaching And Learning ◽  
English Language ◽  
Intermediate Level ◽  
English Language Learning ◽  
Major Function ◽  
Teaching Procedure ◽  
Speaking Skill

The mastery of speaking is important in English language learning, even in the period of pandemic, due to the outbreak of COVID 19. Teacher should use interesting method to keep students engage in the teaching and learning process. One of methods in teaching speaking is by using gossiping. The aims of this research is to describe the application of gossiping as one of the techniques in the teaching speaking which focuses on intermediate level students. This research will explain: 1) gossiping and its advantages, 2) topics to be gossiped in speaking English activity, 3) the application of gossiping in teaching speaking. Gossiping as a talk with inspiration and emotion has three major function: a) As a mechanism of information exchange, b) As an entertainment, c) As a portal to brings groups together and d) As a way to be influential. Topics to be gossiped in speaking can be someone famous or popular. The conclusion shows that there is an example of teaching procedure in speaking English using gossiping and it can be a way to keep students engage in the process of teaching speaking, thus it an improve the students mastery in speaking skill.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Exploring Multiple Dimensions of Recording Video Clips in Group in Learning English Speaking Skill

2020 ◽  
Vol 8 (02) ◽  
pp. 1222-1237
Author(s):  
Tuyen Nguyen Chau Bich
Keyword(s):  
English Learners ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structure Interview ◽  
Video Clips ◽  
Multiple Dimensions ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

Applying technology in learning English language is indispensable in the period of industry 4.0 and global integration. However, what technological techniques should be applied in teaching and learning process is the most serious concern. Evidence shows that different technological applications may lead to various learning outcomes, detrimental effects, even spoiling learning interest or motivations. Therefore, this paper is aimed not only to explore the multiple dimensions of recoding video clips in group (RVCIG) in learning English speaking skill but also illustrate how this activity (RVCIG) influences on learners’ English speaking  improvement. Apparently, these explorations and illustrations help to consider whether this RVCIG is widely used in teaching English speaking process or not. To do that, a quantitative research method with the tool of semi - structure interview is used to collect various information, mixed feedbacks or motivations from 2 groups of students fully participating in recording three video clips in group within course. Additionally, a questionnaire survey is also sent to 33 English learners for exploring both commendable and detrimental influences of this RVCIG on English speaking development. The findings indicate that RVCIG makes learners have various opposite experiences in language competence, confident expression, and communication, as well as cope with unavoidable challenges of time consuming, technological problems, and group member’ disagreements. Whatever advantages or disadvantages of this RVCIG activity has, learners also express their interest and expectation of recording video clips in group for purposes of English speaking improvement, mutual engagement, collaborative learning and building friendship.

scholarly journals VLOG AS LEARNING MEDIA TO TRAIN ENGLISH FLUENCY AND PUBLIC SPEAKING SKILL

Prosodi ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 45-56
Author(s):  
Zakiyatul Mufidah ◽  
Miftahur Roifah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Public Speaking ◽  
Learning Situation ◽  
Positive Effects ◽  
Learning Goal ◽  
English Fluency ◽  
Speaking Skill ◽  
English Speaking ◽  
Technology In Learning

The collaboration of technology and media can have positive effects on teaching and learning. In modern teaching traditions, teachers must include technology into their teaching and must be able to select a suitable media so they can deliver lessons in the classroom effectively and can achieve the learning goal. This study is going to explore and elaborate the effectiveness of incorporating technology in learning process by using a media to get more engaging learning situation and to know its impacts to the students’ learning achievements, especially to their fluency and public speaking skill. To be specific, this study is trying to implement Video Blog (Vlog) as learning media in English speaking subject. The results of the observation show that, training students’ fluency and public speaking by implementing Vlog as learning media give positive impacts to the students. Vlog increases students’ encouragement in speaking. Vlog can provide fun and enjoyable learning process and it can build confidence.

scholarly journals Developing a Task-Based Dialogue System for English Language Learning

2020 ◽  
Vol 10 (11) ◽  
pp. 306
Author(s):  
Kuo-Chen Li ◽  
Maiga Chang ◽  
Kuan-Hsing Wu
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
English Language ◽  
Rapid Development ◽  
Past Research ◽  
Machine Learning Algorithms ◽  
Computer Assisted ◽  
Human Communication ◽  
Dialogue System ◽  
English Speaking

This research involved the design of a task-based dialogue system and evaluation of its learning effectiveness. Dialogue training still heavily depends on human communication with instant feedback or correction. However, it is not possible to provide a personal tutor for every English learner. With the rapid development of information technology, digitized learning and voice communication is a possible solution. The goal of this research was to develop an innovative model to refine the task-based dialogue system, including natural language understanding, disassembly intention, and dialogue state tracking. To enable the dialogue system to find the corresponding sentence accurately, the dialogue system was designed with machine learning algorithms to allow users to communicate in a task-based fashion. Past research has pointed out that computer-assisted instruction has achieved remarkable results in language reading, writing, and listening. Therefore, the direction of the discussion is to use the task-oriented dialogue system as a speaking teaching assistant. To train the speaking ability, the proposed system provides a simulation environment with goal-oriented characteristics, allowing learners to continuously improve their language fluency in terms of speaking ability by simulating conversational situational exercises. To evaluate the possibility of replacing the traditional English speaking practice with the proposed system, a small English speaking class experiment was carried out to validate the effectiveness of the proposed system. Data of 28 students with three assigned tasks were collected and analyzed. The promising results of the collected students’ feedback confirm the positive perceptions toward the system regarding user interface, learning style, and the system’s effectiveness.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals Reflecting Translanguaging in Classroom Practices: A Case Study

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Language Learning ◽  
Language Production ◽  
English Language ◽  
Classroom Practices ◽  
First Language ◽  
Language And Culture ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Bahasa Indonesia

<p>Strategies comes from Greek word “strategia” which means the art of planning and directing. Regarding to language learning, a strategy is used to achieve their goal depends on the skill they obtain. Specifically speaking skill is one of the productive skills that can be a challenging thing for university students who majored in English. Besides vocabulary, other element that support their language production is motivation. Avoiding in using Bahasa Indonesia can make them unmotivated sometimes. If this is the case, therefore the students might be passive learners in the classroom. Translanguaging  is a strategy in language learning that can motivate students keep learning the language by combining their first language with the foreign one. The following case study is intended to observe how do students use translanguaging. The study was a class observation involving four students majored in English Language and Culture Program at Bunda Mulia University. They were in fourth semester and enrolling in the Listening and Speaking Class. Apparently the result shows that students who use their first language in the speaking task help them in delivering information and telling stories.</p><p><em><br /></em></p><strong><em>Keywords: </em></strong><em>translanguaging strategies, speaking skill, language learning</em>

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.

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