scholarly journals TEACHING OF ENGLISH-SPEAKING SKILL BY GOVERNMENT SECONDARY SCHOOL ENGLISH TEACHERS OF QUETTA CITY

2018 ◽  
Vol 1 (1) ◽  
pp. 1-25
Author(s):  
Rahila Khan Zainab Akram Sadia Suleman Khan
Keyword(s):  
Secondary School ◽  
Oral Language ◽  
Communicative Competence ◽  
English Teachers ◽  
Language Skill ◽  
English Classes ◽  
English Class ◽  
Speaking Skill ◽  
English Speaking ◽  
The 1960S

Speech is an important language skill used for communicating. It is the creative oral language skill that allows one to produce a logical spoken statement in order to express oneself meaningfully. For an effective communication, teaching of speaking skill at schools is of great importance. It is found that in Pakistan, speaking skill is not effectively taught at Government Secondary Schools. The objective of this study was to investigate the perceptions of Government Secondary School English teachers about the challenges they face in teaching English speaking skill to their students. Communicative competence presented by Dell Hymes in the 1960s, provided the theoretical framework for this study. The participants of this study were 100 Government Secondary School English teachers of Quetta city, out of whom 50 were male and 50 females. Data was collected using five items Likert scale questionnaire. Data was analyzed using SPSS. The findings revealed that the majority of English teachers spoke in both English and Urdu in their English class. It was also found that the teachers often asked student for sentence drilling and repeating sentences after them in English. Inclusively, the findings of this study depicted that most English Teachers agreed that they describe grammar only when required in class. The study suggests that English should be taught only by the teachers qualified in this subject. It is further suggested that speaking skill should be assessed in the board examination, only in that case the English teachers would focus teaching of speaking skill in their English classes in order to enhance communicative competence of their students.   

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 Using English Movies to Enhance Grade XI Students‟ Speaking Skill (A Classroom Action Research Conducted in SMAN 1 Seyegan, Sleman)

2015 ◽  
Vol 1 (1) ◽  
pp. 79
Author(s):  
Noor Aeni ◽  
Restu Arini
Keyword(s):  
Action Research ◽  
Average Score ◽  
Research Subjects ◽  
Alternative Teaching ◽  
English Class ◽  
Speaking Skill ◽  
English Speaking ◽  
Classroom Action Research ◽  
Test Treatments ◽  
Skill Improvement

This research intended to discover two things, namely the students‟ interest inlearning English by using movies watching media, and the result of the students‟speaking skill improvement on cyclical implementations. This research appliedClassroom Action Research proposed by Kemmis and McTaggart (2000) with twocycles. Each cycle consisted of a pre-test, treatments, and post-tests. It involved 31students of XI IPA 3 class in SMAN 1 Seyegan as the research subjects. The result ofthis research showed that English movies could make the students interested infollowing the English class. It was proven by the students who became more active totalk in English and did not feel shy or reluctant to share their thoughts. Another resultshowed that the students‟ average score was gradually improved from 58.08 in the pretestbecame 65.74 and 74.78 in the first and second post-tests. It can be concluded thatEnglish movies is effective to be implemented as an alternative teaching and learningmedia to teach English speaking skill. Therefore, English teachers are recommended touse English movies to optimize the English learning outcome not only on speaking skillbut also other skills.Keywords: Classroom Action Research, English Movies, Improve, Speaking Skill

scholarly journals A STUDY ON SPEAKING SKILL ACTIVITIES IN AR-ROHMAH ENGLISH COMMUNITY PROGRAM IN SMA AR-ROHMAH MALANG

2018 ◽  
Vol 3 (1) ◽  
pp. 30
Author(s):  
Adnin Hayatinnufus
Keyword(s):  
Teaching And Learning ◽  
Mother Tongue ◽  
Opportunity To Learn ◽  
English Teachers ◽  
Science Writing ◽  
Community Program ◽  
Research Problems ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

Ar-rohmah English Community is an extracurricular program which provides time and creates opportunity to learn English speaking skill. The aims of this study are to describe kinds of speaking activities used in Ar-Rohmah English Community Program in SMA Ar-Rohmah Malang, to find out the problems related to teaching and learning English speaking skill activities in AEC Program and to investigate the solutions for the problems. The use of research design in this study was descriptive qualitative in which the instrument used to get the data were observation, questionnaire and interview. It was presumed as the proper design in order to attain the purpose in overcoming and solving the research problems. This study obtained the data from twenty-four students and two English teachers who were involved in the AEC Program. After analyzing the data, it is found that English teachers use seven speaking activities in Ar-Rohmah English Community Program. Those seven activities are free speaking, card game, watching movie, interview, storytelling, science writing presentation and dialogue activities. Furthermore, the problems found related to teaching and learning English speaking skill are derived from linguistic and non-linguistic factors. From linguistic factors, it is found that the students face the difficulty on mastering vocabulary, choosing appropriate grammar, lacking of pronunciation experience and not habituated with English. Moreover, from non-linguistic factor, they are reluctant to speak in English because they are inhibited, have nothing to say, have low participation and feel ease and safe using mother tongue language. Besides, the teachers face the difficulty such as get tired to handle a large class with only two teachers, confused to choose suitable activity, do not remember students’ names, hard to motivate the students to speak in English and lack of preparation time. In addition, other activity which is Pandu Hidayatullah influences the students’ passion toward AEC Program. Dealing with those problems, the teachers keep creating creative, fun and interesting activity to improve the students’ vocabulary, grammar, pronunciation and familiarized the students with English. By creating regulations, they solve the problems of students’ low motivation to use English hard to push the students using English

scholarly journals THE CORRELATION OF THE TENTH GRADE STUDENT’S VOCABULARY MASTERY AND READING COMPREHENSION AT SMA NEGERI 6 TANGERANG

2020 ◽  
Vol 9 (2) ◽  
pp. 103
Author(s):  
Rita Puspita Sari
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
English Teachers ◽  
Research Data ◽  
Classroom Observations ◽  
Teachers And Students ◽  
Tenth Grade ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Task

ABSTRACT The objective of this study was to determine what causes students 'anxiety about students' English speaking skills. In this study, researchers used qualitative research. For collecting and retrieving research data the researcher using questionnaire, interviews and observations. Researchers involve teachers and students. The researchers take samples in class VII. A where the researcher only took 10 students to be sampled. In this research the researchers conduct classroom observations and provide questionnaire in which students must answer from the 25 questions. The researcher also interviewed one of the English teachers who taught in the class. Here, the researchers used FLCAS to recap the results of the student's questionnaire. In the FLACS questionnaire, the researcher has found the similarities from what the teacher had said in the interview. The students were always anxious in the situations such as; when their names were called by the teacher, when they could not understand what the teacher has said, when they were asked to talk English in the classroom, when they think they will be the laugh stock of their friends as they speak in English. From the FLCAS questionnaire have also supported the findings from the observation. From the questionnaire, some of the students’ respond toward the items showed that they would be the most anxious when they were asked to perform speaking task. Keywords : Student’s Anxiety, speaking skill, speaking task

scholarly journals IMPROVING THE COLLEGE STUDENTS’ SPEAKING SKILL OF POTENSI UTAMA UNIVERSITY THROUGH TOTAL PHYSICAL RESPONSE METHOD

2019 ◽  
Vol 18 (2) ◽  
pp. 213-221
Author(s):  
Dwi Suci Amaniarsih ◽  
Firdayanti Firdaus
Keyword(s):  
College Students ◽  
English Language ◽  
Language Skill ◽  
Physical Response ◽  
Speaking Skill ◽  
Procedure Text ◽  
English Speaking ◽  
Response Method ◽  
Student Grades

Abstract   The purpose of this study is to find out how the application of the Total Physical Response method in an effort to improve English language skill. The subjects in this study were the college students of Potensi Utama University in Medan. While the object of this research is the application of the TPR method, to improve students' skill to speak English. Based on the results of the study it can be seen that the percentage of the results of the completeness of the students' scores between the preliminary conditions and the first and the second cycle has increased. In the preliminary conditions the percentage of completeness in student grades is only 24%. In the first cycle, the percentage of completeness of students' scores increased to 40%, while in the second cycle there was a significant increase to 68%. If a comparison is made between students 'speaking abilities during the preliminary conditions and after the application of the TPR method, there is a 53% increase in students' English speaking skill using the TPR method. Thus it can be said that the use of the TPR method can improve students' English skill in the procedure text. Keywords: Speaking skill, Total Physical Response method

scholarly journals PROBLEMS FACED IN SPEAKING ASSESMENT DURING THE COVID-19 PANDEMIC. STUDY CASE OF UNIVERSITAS PEMBANGUNAN NASIONAL VETERAN JAWA TIMUR.

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Laksmi Diana
Keyword(s):  
Online Learning ◽  
English Language ◽  
Language Skills ◽  
Education Sector ◽  
Language Skill ◽  
English Classes ◽  
Speaking Skill ◽  
Study Case ◽  
English Language Skills

The education sector is one of the areas that was badly affected during the Covid-19 pandemic, where all schools and campuses in Indonesia have been closed and learning is carried out online. There are impacts from having online learning experienced by students and teachers or lecturers. This study examines the problems that arise during the assessment of speaking skill as one of the skills that students must have in English language skills, which was carried out in English classes during the Covid-19 pandemic. Speaking skill is considered as the most difficult language skill in Indonesia. There are several criteria for determining the categories of problems that arise during the assessment.

scholarly journals Penilaian Alternatif pada Keterampilan Berbicara Bahasa Inggris di Sekolah Menengah Kejuruan Kota Pontianak

Eksos ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 62-73
Author(s):  
Lilis Listiyawati ◽  
Anggita Anggita ◽  
Riska Wahyuni ◽  
Heriyanto Heriyanto
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Analysis Data ◽  
English Teachers ◽  
Vocational School ◽  
School Students ◽  
Self Confidence ◽  
Alternative Assessments ◽  
Speaking Skill ◽  
English Speaking

English speaking skill is an important communication skill and must be mastered by students to be able to interact actively, convey ideas and provide responses in both formal and informal situations. Alternative assessment provides benefits for students and teachers in improving students' speaking skill in English. This research focuses on an alternative assessment of English speaking skill in Vocational High Schools in Pontianak City, especially South Pontianak. The objectives of this research are (1) to determine problems related to the English speaking skill of vocational school students in South Pontianak, (2) to identify and analyze alternative assessments applied in overcoming the problems of English speaking skill of vocational school students in South Pontianak, and 3) to find a solution to the English speaking skill problems of vocational school students in South Pontianak by using alternative assessments. This research was a qualitative research, and data were collected from interviews with English teachers and documents analysis. Data were collected through interviews with English teachers at SMK in south Pontianak and analysis of related documents. The stages of data analysis include data reduction, display data, and conclusion drawing / verification. The results showed that the problems faced by students related to English speaking skill were limited ability of students caused by several factors, namely grammar, pronunciation, vocabulary and self-confidence. The alternative assessments that were applied include performance - assessment, peer - assessment and portfolio. The solutions taken were to involve students in providing assessments to other students and the teacher focuses on conveying information clearly and conveying the moral values that are learned without focusing too much on grammar. The suggestions that the researchers gave were in the form of matriculation for students in the early year of school, knowledge sharing between teachers, determining priority aspects of speaking that were assessed and implementing self-assessment as an additional form of alternative assessment that could motivate and encourage students to gradually improve their speaking skills in English.

scholarly journals Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions

2018 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Bandar Mohammad Saeed Al-Sobhi ◽  
Abdul Shakour Preece
Keyword(s):  
English Language ◽  
Language Skills ◽  
Kuala Lumpur ◽  
Teaching English ◽  
Learning And Teaching ◽  
English Classes ◽  
Arab Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

Of the four English language skills, speaking enjoys a superior status. Accordingly, it should be given high priority while teaching. In spite of its importance, teaching English speaking skill to Arab EFL learners has always been an exacting task for Arab teachers of English because it is considered a foreign language, i.e. not widely spoken or used in everyday interactions. For such a reason, Arab teachers of English are required to persistently implement new teaching strategies to tackle the problems regarding speaking skills in the classroom. Although a number of studies have been carried out to investigate the difficulties related to teaching English language skills to the Arab students in the Arab World, the current study is regarded the first study which highlights the problems in learning and teaching English speaking skill in the Saudi School in Kuala Lumpur where English is actively spoken as a second language. The main objective of this paper is to investigate the common problems which affect the teaching of English speaking skills to the Arab learners in the Saudi School in Kuala Lumpur. Additionally, it aims at exploring the areas of difficulty that prevent the Arab students from learning to speak in the English classes. This research also scrutinises the role of Kuala Lumpur ESL context on the Arab students’ English language speaking skills. The current study adheres to qualitative method, and its data were collected via classroom observations and face-to-face interviews with four teachers of English and four students selected purposively. Findings included areas like learning and teaching difficulties. The study suggested some techniques to improve the teaching quality and enable the students to overcome their lack of speaking ability such as implementing communicative approach in the English classes.      

scholarly journals اختبارات اللغة العربية في مهارة الكلام (تصميم اختبار مهارة الكلام بالمقابلة)

2019 ◽  
Vol 3 (1) ◽  
pp. 18-31
Author(s):  
Rikhlah Ilmiyah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Oral Language ◽  
Communicative Competence ◽  
Language Test ◽  
Significant Progress ◽  
Language Performance ◽  
Communication Tools ◽  
Speaking Skill ◽  
Teaching Learning

Test is considered as something important in teaching-learning process for its use to limit teaching-learning process through its result. Basically, test is designed as an instrument which is useful to support learning process and to motivate students gaining a significant progress. In addition, test can be used as an instrument to evaluate students’ performance in learning a language. In some condition, a high correlation between language learning and language test may be lost. Speaking skill is known as one of language skill giving more attention on communicative competence. However, in fact, it is found that what is said by the speaker cannot be understood but by using sign language or other communication tools which is not discovered as language. Language test is useful to know students’ ability to communicate, and a discussion on language test especially speaking will be discussed in this writing. Since interview giving more highlight on the fluency and accuracy of speech, also the appropriateness of delivering ideas, it is chosen, in this research, to measure students’ oral language performance

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