scholarly journals ANALYSIS OF 8th GRADE STUDENTS' ENGLISH SPEAKING LEVELS ACCORDING TO CEFR

Author(s):  
M SEITOVA ◽  
А YERGABYLOVA

The aim of this study is to analyse 8th grade students' English speaking levels in the academic year 2020–2021 according to the speaking criteria of the Common European Language Framework of Reference for Languages. This study also aims to identify the speaking difficulties which are experienced by the students and find out the possible problems related to being able to carry out tasks which necessitate share data on known themes and exercises such as describing experiences, events, hopes and ambitions, understanding what the discussion is about and having the option to keep the discussion going successfully. Being able to speak in English or any target language is a vital skill and can be difficult at times. For the speaking analysis, a questionnaire was administered to 32 8th grade students of N20 R. Isetov school in Turkistan, Kazakhstan in the academic year 2020–2021. The results of the questionnaires were assessed statistically. The findings in the research indicate that students think they are competent with the A1 speaking criteria the most according to the CEFR. In other words, as the students reach higher levels of competencies in their current levels (A1, A2, B1), the means that show their speaking performance levels tend to go down.

2017 ◽  
Vol 10 (8) ◽  
pp. 21 ◽  
Author(s):  
Nihta V. F. Liando ◽  
Raesita Lumettu

This research aims at finding out students’ personal initiative towards their achievement in speaking English. This research was conducted in an English department at a university in North Sulawesi Indonesia. The data were obtained from the sixth semester students in English Language and Literature study program of academic year 2015/2016 consisting of 21 students. In obtaining the data about students’ personal initiative, a questionnaire was distributed, and for the speaking performance, the data were obtained from students’ scores in Public Speaking subject. To find out the relation between these two variables, Pearson’s Product Moment Correlation Coefficient formula was used. The result of this research shows that there is a correlation between students’ personal initiative towards their speaking performance with the value of  = (0.52) categorized as a moderate correlation. Based on the findings, it can be concluded that personal initiative of students was important to be considered as one of several determination factors for students’ achievement in English speaking skill. It is suggested that students encourage themselves for taking initiative to speak, and for the teacher to give the students correction and suggestion to help them develop themselves.


Ta dib ◽  
2017 ◽  
Vol 12 (2) ◽  
pp. 183
Author(s):  
Muhamad Hasbi

AbstractFollowing the widespread and growing popularity of English communication across the globe, the implementation of and the research on innovation in language teaching is mushrooming, especially in the teaching of English speaking. This study aims at measuring how far pop-culture themed classroom activity named Speaking 3’s Got Talent gives impacts for students speaking skill improvement at IAIN Salatiga, through an observation of a class in the English Department with a number of students of 30 undertaking Speaking 3 course in the odd-semester of the academic year of 2016/2017. Using a quantitative approach, this research utilizes questionnaire and direct observation for collecting data, and makes use of three methods of data analysis namely questionnaire scale-analysis, CEFR (The Common European Framework) speaking grid, and teacher’s made rubric for speaking for assessment which pinpoint three key measured variables namely students’ attitude toward the activity, teacher’s assessment toward students’ performance referring to both CEFR and teacher’s made rubric. This research finds that students had positive (excellent and very good) attitude towards the time, English, avatar, expertise and assessment variables of the activity and viewed that it is effective in downgrading their degree of stage fright; secondly, students obtain excellent and very good assessment in both the CEFR and teacher’s made rubric model. The three methods of measurements implied its affectivity in enhancing university students’ speaking skill and both student and teacher assessment recommend this activity to be applied in English classrooms.Keywords: speaking skill, pop-cultural activity, attitude, stage fright, assessment


Author(s):  
Nazifullah Nijat ◽  
Hamza Atifnigar ◽  
Kanageswary Chandran ◽  
Siva Letchumi Tamil Selvan ◽  
Vijayaletchumy Subramonie

Speaking is considered as one of the most important skill in learning a language especially English but many language learners find it difficult and need much effort to produce acceptable utterances in English. The aim of this study is to investigate Psychological factors that become obstacles to spoken English among Malaysian primary school pupils, and suggest possible solutions from the student’s perspectives to overcome the obstacles. For conducting current research, a questionnaire was used to collect data and identify the factors that affect students speaking performance, and find out possible solution from the students’ perspectives. After the data analysed, it was noticed that majority of students were the victims of the common physiological factors such as fear in the class, shyness and anxiety.  Most pupils did not have confident to speak because they felt fear to speak in English. While some other were felling shy and anxious when speaking in the class. Thus, pupils suggested solutions like interesting activities, encouraging learning atmosphere, a good rapport between teacher and students to help them to overcome these psychological factors that hinder them to speak in English.


2021 ◽  
Vol 13 (3) ◽  
pp. 39-47
Author(s):  
Diem Nguyen Thi Kieu ◽  
Van Loi Nguyen

Web 2.0 applications with multimedia affordances provide a creative way to expose students to a non-threatening environment for practising English. Motivated by the potentials of this type of application for English speaking instruction, this study aimed to examine the effects of high school learners’ self-practice using an app called Voki on their speaking performance. A quasi-experimental control group design was employed, in which the effect was measured by means of two speaking tests before and after the treatment, and further explored with a semi-structured interview. The results showed the increase in the students’speaking skills and the satisfaction with this Web 2.0 tool for its effectiveness and engagement. Their shyness and nervousness about uttering the target language diminished as their confidence increased. Accordingly, more evidence of the efficacy of Voki on EFL learners’ speaking performance was offered in the study. Future research can investigate learners’ improvement in language proficiency in different skills and contexts and involve larger sample sizes.


2022 ◽  
Vol 9 (1) ◽  
pp. 45-61
Author(s):  
Budi Waluyo ◽  
Rahmah Bakoko

Recently, Willingness to Communicate (WTC) has been explored and proposed to be one of the key concepts for identifying when one decides to initiate communication in the target language. The attention, nonetheless, has been concentrated on how WTC interacts with other learners’ variables. This study, on the other hand, intends to offer empirical evidence on the direct roles of affective variables (self-confidence, anxiety, motivation, and grit) and WTC variables (WTC inside the classroom, WTC outside the classroom, and WTC in a digital setting) in Thai students’ English-speaking performance. The data were obtained from 35 undergraduate students (17.1% males; 82.9% females) using a survey questionnaire. Then, a speaking test was taken from an English Communication Skills course and was analysed using correlation and hierarchical regression. The results disclosed positive correlations among self-confidence, motivation, grit, WTC in a digital setting, WTC inside the classroom, WTC outside the classroom, and speaking performance, and negative correlations among self-confidence, anxiety, and grit. However, motivation was the only significant predictor of speaking performance. The findings offer some implications for English teachers in improving students’ English-speaking performance. 


2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Mohammad Fadil ◽  
Sumardi Sumardi ◽  
Ngadiso Ngadiso

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.


2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Fajar Maulana ◽  
Ikhsanudin Ikhsanudin ◽  
Luwandi Suhartono

This research was done to know the factors’ influencing students’ motivation to speak in a group discussion. This research is qualitative survey, in which the subjects are the Third-Semester Students of English Education Study Program of Tanjungpura University in Academic Year 2018/2019. The subjects of this research were 25 students in class A. The data were collected through observation and survey. Based on the data the students are motivated enough in speaking class and the motivation are relatively high across the students but most of the students faced several speaking problems such as afraid of making mistakes, lack of confidence, and lack of motivation. In summary, the factors that influenced the students’ motivation to speak in a group discussion are the students' interest to the materials of learning, the students’ interest to the culture of the target language, and lastly the reinforced that the students receive inside/outside the teaching and learning process. All of the factors are related to types of motivation, such as, intrinsic, extrinsic, instrumental, and integrative motivation. The writer claimed that knowing and understand sorts of motivation is essential with the intention of making a better teaching and learning environment


2018 ◽  
Vol 2 (2) ◽  
pp. 210-220
Author(s):  
Wendelinus Oscar Janggo ◽  
Yuliana Wisnawati Nona Nungsi

This research is entitled “The Effectiveness of Using Cooperative Script Method to Improve Students’ Reading Comprehension on Recount Text of 8th Grade Students of SMP N Kewapante, Maumere in Academic Year 2017/ 2018”. The objective of this research is to investigate and to find out whether the use of cooperative script method effective to improve students’ reading comprehension on recount text. The method of this research is experimental research especially quasi experimental research. In analyzing the data, the researcher combined both quantitative and qualitative data analysis. In qualitative data analysis, the researcher used interview technique in order to get information about students’ perceptions in reading, while in quantitative data analysis, the researcher used SPSS version 16. The result of the research showed that the implementation of Cooperative Script Method in experimental class was more effective to help the students in reading comprehension on recount text compared to the use of the conventional method in control class of the eighth grade students of SMP N Kewapante, Maumere. It is also found that cooperative script method positively contributed to improve students’ reading comprehension. Therefore ,the researcher  suggests the teachers to use cooperative script method in order to improve students reading comprehension Additionally, cooperative script method can also motivate students to be more active, relax and enthusiastic to comprehend reading texts.


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