scholarly journals An Analysis of Teacher’s Strategies in Teaching Speaking

2021 ◽  
Vol 1 (3) ◽  
pp. 284-301
Author(s):  
Aisyah Nurbaktiah ◽  
Syafrizal Sabaruddin ◽  
Dedy Sofyan
Keyword(s):  
Information Transfer ◽  
Teaching And Learning ◽  
Role Play ◽  
Task Completion ◽  
Information Gap ◽  
Or Groups ◽  
Tenth Grade ◽  
Collection Data ◽  
Field Notes ◽  
Video Documentation

The objectives of the research were to find out the strategies used by teachers in teaching speaking at SMAN 5 Kota Bengkulu and to describe how the teachers implement the strategies in the teaching process. This research was descriptive qualitative. The subjects were two English teachers who taught at tenth grade. The data were collected by using field notes and video documentation and were analyzed by using four procedures by Miles and Huberman namely data collection, data reduction, displaying data, and conclusion. The results showed that teacher 1 used seven strategies from twelve speaking strategies and teacher 2 used eight speaking strategies. The strategies used were Task Completion (50%), Opinion Sharing (83.3%), Information Transfer (16.6%), Reasoning Gap (33.3%), Questioning (100%), Brainstorming (33.3%), Scaffolding (100%), and Drilling (66.6%). Meanwhile, the other four speaking strategies were not used such as Information Gap, Jigsaw, Information Gathering, and Role Play. For the implementation, the teachers gave explanation and instruction to the students before applying the strategy. The teachers asked the students to work in pairs or groups which made them to communicate in English. In short, although the name of the strategy used by teachers was similar to each other, but the steps or ways carried out by them was different from one teaching to another. Furthermore, the teachers applied the strategies based on students’ condition, need, and material in order to help students become more active in the process of teaching and learning.

IMPROVING STUDENTS’ LISTENING COMPREHENSION BY USING BOTTOM-UP TECHNIQUE

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Hari Razaki Akbar ◽  
Sofian Maral ◽  
Wardah Wardah
Keyword(s):  
Learning Process ◽  
Listening Comprehension ◽  
Word Processing ◽  
Teaching And Learning ◽  
Test Field ◽  
Bottom Up ◽  
Listening Test ◽  
Field Note ◽  
Tenth Grade ◽  
Field Notes

The aim of this research was to improve students listening comprehension by using Bottom-Up technique. This research is a classroom action research which has done in three cycles. The subject for this research was the tenth grade students in class X TAV. The research was conducted by using Bottom-Up technique which consists of three main stages. There are word processing, phrase processing, and comprehension. The researcher observed students improvement in listening comprehension by collecting data through field notes, observation checklist and listening test. Field note and observation checklist were used to gather the students attitude in learning process. The data of listening was collected through listening test and it was assessed through scoring rubric. The result showed that students problems in understanding the contents of listening and vocabulary had been solved by using Bottom-Up technique. In the first cycle, the students mean score was 76.7. It increased in the second cycle to 82.1, and 83.7 in third cycle. As the conclusion, the technique was able to be used in improving students listening comprehension. The researcher recommends the teacher to use Bottom-Up technique as a technique in teaching and learning process, especially in the teaching listening with the similar setting and difficulty.

scholarly journals The Effectiveness of Using Role-Play to Improve Students’ Speaking Skill at the Tenth Grade Students of State Senior High School1 Pejagoan, Kebumen 2015/2016 Academic Year

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Alek Andika
Keyword(s):  
Action Research ◽  
Role Play ◽  
Quantitative Information ◽  
Subjective Information ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
Field Notes ◽  
The Moment ◽  
Academic Year

The research was pointed to progress the students’ speaking abilities of the tenth of  SMA Negeri 1 Pejagoan by actualizing the role-play technique. It was carried out based on the strategy that had been arranged some time recently. The observation was action research. It was conducted in three cycles with one assembly in the to begin with cycle and 2 gatherings in the moment and third cycle. The subjects of this inquire about were 32 students of lesson tenth grade at SMA Negeri 1 Pejagoan. The subjective information were collected by watching the educating and learning handle, and meeting the students, the instructor and the collaborators. The information were in the shape of field notes, meet transcripts, and photos. In the interim, the quantitative information were collected through evaluating the students’ speaking execution by comparing the implies of the pretest and post test. The information were the students’ speaking ability. The strategy of the inquire about comprised of surveillance, arranging, acting, and reflecting. The comes about of this inquire about appeared that the utilize of Part Playing procedure was effective to move forward the students’ talking capacity. Based on the subjective information, the utilize of classroom English made a difference the understudies to be more recognizable with English. The lexicon and elocution hones and part play exhibitions too made a difference them to improve their lexicon information and construct their exactness.

scholarly journals Using modified guided writing and role-play to motivate students to practice speaking

2020 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Susan Dewi ◽  
Yohanes Gatot Sutapa Yuliana ◽  
Melti Oktavianda
Keyword(s):  
High School ◽  
High School Students ◽  
Role Play ◽  
Vocational High School ◽  
School Students ◽  
Tenth Grade ◽  
Guided Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning

The ability to speak in English is one of the requisite skills for vocational high school students majoring in hospitality training. However, most tenth-grade students manifested insufficient skills in speaking English, which resulted in low confidence in speaking. To cope with the challenge, the researchers implemented modified role-play and guided writing to stimulate students in speaking English in classroom action research. The procedure of the research consisted of planning, acting, observing and reflecting. The researchers employed observation, questionnaire, documentation and field notes in collecting the data. The research findings presented that the students’ motivation to practice their speaking had increased significantly. Thus, the researchers conclude that role-play and guided writing can be used as a communicative activity where students can simultaneously practise and improve their proficiency in communicating. The researchers also propose suggestion to fellow English teachers to effectively manage the time as well as engaging media to create an enjoyable atmosphere in the teaching-learning process through role-play and guided writing.

scholarly journals Improving speaking ability of the students of SMK Kelautan dan Perikanan Negeri 12 Medan Labuhan by implementing role play technique

2018 ◽  
Vol 2 (1) ◽  
pp. 88
Author(s):  
Iriance Iriance
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Role Play ◽  
English Teacher ◽  
Effective Learning ◽  
Reflection Data ◽  
Learning Technique ◽  
Field Notes ◽  
Planning Implementation ◽  
Scoring Rubric

This research aims to describe whether role play technique can improve speaking ability of students of SMK Kelautan dan Perikanan Negeri 12 Medan Labuhan. The object of this research is 30 students of class XI and used as sample. This research was conducted in two cycles collaboratively where the researcher was assisted by English teacher as a collaborator. The implementation procedure of this research consists of four stagesincluding planning, implementation, observation, and reflection. Data were collected using several research instruments, viz. scoring rubric, observation sheet and field notes. The results show that role play is an effective learning technique in teaching speaking. Students can speak with confidence, use better grammar and pronounciation as well as increased vocabulary. Students become more active and enthusiastic, teaching and learning process becomes more interesting.

IMPROVING STUDENTS’ MASTERY OF SIMPLE PRESENT TENSE IN DESCRIPTIVE TEXT BY USING KAHOOT! GAME

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Rika Pratiwi ◽  
Endang Susilawati ◽  
Wardah Wardah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Setting Time ◽  
Tenth Grade ◽  
Third Person ◽  
The Media ◽  
Field Notes ◽  
The Subject ◽  
Present Tense ◽  
The Third Person

The aim of this research was to improve students mastery of simple present tense in descriptive text by using Kahoot! game. This research was a classroom action research that was done in three cycles. The subject for this research was the tenth-grade students in class X IIS 2. The writer observed students improvement in mastering the simple present tense by collecting data through observation checklist, field notes and multiple choices test. The students attitude towards the learning process was gathered by observation checklist and field notes. The data of students mastery in simple present tense was obtained by the students test which was assessed through scoring rubric. The result showed that students problems in simple present tense in the form of verb (to be) and verb (-s,-es) of the third person singular had been solved by using Kahoot! game as media for teaching, by providing picture in each question of Kahoot! game, by setting time limit in the game to encourage students participation, a music in the Kahoot! game created positive attitude in the classroom and the questioning improved the students attention and motivation in remembering the rules of simple present tense. Furthermore, the students interest in learning the simple present tense also improved. In conclusion, the media was able to improve the students mastery of simple present tense in descriptive text. The writer recommends the teacher to use Kahoot! game as media in teaching and learning process, especially in teaching simple present tense with the similar problems.

scholarly journals The Implementation of Project-Based Learning’s Speaking Skill for Tenth Grade Vocational High School Students

2021 ◽  
Vol 19 (2) ◽  
pp. 374
Author(s):  
Iin Kusumawati
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
First Grade ◽  
Project Based Learning ◽  
Vocational High School ◽  
School Students ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Field Notes

Project-Based Learning (PBL) is one of strategies which English teachers use in teaching oral activities. The activities which can be implemented in PBL are discussion, conversation, presentation (individual or group), role-play, and others.  It also can be an aid in studying and teaching. Based on previous research, using PBL technique can improve students’ speaking ability for second graders of SMPN 1 Kawedanan, Magetan by Permatasari (2013). Because of that, the researcher implements the teaching of speaking using PBL at SMK Dian Indonesia, Sidoarjo. The descriptive qualitative is used as a design of this research. The subject of the research is 20 first-grade students of nursery class, from the academic year 2015/2016. There are three instruments used to collect the data. First is the documentation of related lesson plan and syllabus, second is the observation of field-notes, third is a questionnaire for the students. PBL in teaching speaking is found helpful to regulate students’ ideas and stimulates the group presenter to extend the statement using their own words. PBL was interesting for them, because the researcher gives occasion for them to choose their own topics. They found themselves interested, happy, joyful, and comfortable during the implementation of the PBL because the process of teaching and learning is designed appropriately with the students’ ideas. To gain an effective teaching speaking using PBL, students needed to be active in making collaborative discussions, and giving feedbacks to each other, so that they can build social relationship. The PBL activities have made students build knowledge and think critically.

TEACHING SPEAKING THROUGH (IGA) INFORMATION GAP ACTIVITY AT TENTH GRADE OF MAN 4 KARAWANG

2018 ◽  
Vol 1 (5) ◽  
pp. 608
Author(s):  
Robiatul Adawiah ◽  
Nuraen Nuraen
Keyword(s):  
Experimental Method ◽  
Research Design ◽  
Learning Process ◽  
Null Hypothesis ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
T Test ◽  
Information Gap ◽  
Tenth Grade ◽  
The One

Speaking is the one of language skill that is used in communication to deliver the intention of utterances. speaking is an activity that can not be separated with teaching and learning process. speaking has become a skill that should be owned by teacher. Information gap activity is the activity that each student have different information that should be completed with exchanging the information with their friend because there is a gap between the information. The objective of the research is whether information gap activity effective to the students’ speaking ability. The writer used quantitative research design and for the method is pre-experimental method. The participants of the research is X IPA 2 of MAN 4 Karawang consist of thirty two students. The data conducted through pretest and posttest and computed using SPSS 24. The result of the test is effective. From the normality of distribution test, the result of the test is normal, significance value on Kolmogrov Smirnov is 0.078 on pretest and 0.073 on posttest. It means the data is normally distributed because the value is higher than 0.05. The result of significance value is 0.312 it is higher than 0.05, as a result the test is homogen. Beside that, in one sample t-test, the result of significance two tailed is 0.000 and lower than 0.05. from the data above, it can be concluded that the null hypothesis of this research that is “Information gap activity is not effective to teach speaking” is rejected. In other word, it was proven that teaching speaking using information gap activity is effective to be used by teacher.Key words: Speaking, Information gap.

scholarly journals The Effectiveness of Using Role-Play to Improve Students’ Speaking Skill at the Tenth Grade Students of State Senior High School Pejagoan, Kebumen 2015/2016 Academic Year.

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Alek Andika
Keyword(s):  
High School ◽  
Action Research ◽  
Role Play ◽  
Quantitative Information ◽  
Senior High School ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Field Notes ◽  
The Moment ◽  
Academic Year

The research was pointed to progress the students’ speaking abilities of the tenthof  SMA Negeri 1 Pejagoan by actualizing the role-play technique. It was carried out based on the strategy that had been arrangedsome time recently. The observation was action research. It was conducted in three cycles with one assembly in the to begin with cycle and 2 gatherings in the moment and third cycle. The subjects of this inquire about were 32 students of lesson tenth grade at SMA Negeri 1 Pejagoan. The subjectiveinformation were collected by watching the educating and learning handle, and meeting the students, the instructor and the collaborators. The information were in the shape of field notes, meet transcripts, and photos. In the interim, the quantitative information were collected through evaluating the students’ speakingexecution by comparing the implies of the pretest and posttest. The information were the students’ speaking ability. The strategy of the inquire aboutcomprised of surveillance, arranging, acting, and reflecting. The comes about of this inquire aboutappeared that the utilize of Part Playing procedure was effective to move forward the students’ talkingcapacity. Based on the subjectiveinformation, the utilize of classroom English made a difference the understudies to be more recognizable with English. The lexicon and elocutionhones and part play exhibitionstoomade a difference them to improve their lexiconinformation and construct their exactness.

scholarly journals Improving Students’ Writing Skill Using Numbered Heads Together Technique With Picture Series

2019 ◽  
Vol 7 (1) ◽  
pp. 118
Author(s):  
Gagas Rambu Pamungkas ◽  
Suparno Suparno ◽  
Ellisa Indriyani Putri Handayani
Keyword(s):  
Learning Activity ◽  
Quantitative Technique ◽  
Writing Class ◽  
Writing Skill ◽  
Tenth Grade ◽  
Post Test ◽  
Collection Data ◽  
Field Notes ◽  
Qualitative Technique ◽  
Teaching Learning

<p>This research was conducted to improve the students’ writing skill at the tenth grade of SMAN 1 Sukoharjo in the academic year 2015/2016.The method used in this research is a classroom action research which the in two cycles. The research data were collected using the qualitative and quantitative technique. The qualitative technique consisted of observation, field notes, interview, document analysis, and documentation. Meanwhile, the quantitative technique used tests. The qualitative data the through data collection, data reduction, data display, and drawing a conclusion. The quantitative data were analyzed by comparing the mean score of the pre-test and the post-test. The findings of the research showed that (1) NHT technique with picture series could be implemented to teach writing skill; (2) there were some improvements in the class situation of writing class. As seen in the students’ responses toward teacher’s explanation during teaching learning activity, students enjoy the way teacher delivers materials with picture series as the teaching media, and students tend to be active; (3) the students’ writing score was improved from 60.7 in pre-test to 71.9 in the first post-test and to 79.5 in the second post-test.</p>

scholarly journals ENHANCING THE STUDENTS’ SPEAKING SKILL IN SPEAKING CLASS PROGRAM THROUGH ROLE PLAY AT SENIOR HIGH SCHOOL

2019 ◽  
Vol 2 (1) ◽  
pp. 47-52
Author(s):  
Henry Elisa
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Play ◽  
Social Situation ◽  
Senior High School ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Document Review ◽  
The Impact

Abstract: The objectives of this study were to describe the impact, strengths and weaknesses of role play in the teaching and learning process among the tenth grades students at Senior High School in Kalasan, Sleman. This study applied qualitative research. The subjects of the study were an English Teacher for Speaking Class Program and students of class XB. Techniques for collecting data for the study were observation, document review and interview. Data collection tools of the study were recorder and interview guidelines. The results of the study proved that role play has improved the teaching and learning process in speaking class program for the tenth grade students at Senior High School. The strengths of this technique in the process of teaching and learning was the teacher can bring the social situation into the classroom and the student can have new experiences in learning language by play a certain role in the speaking activity. During the process of learning, the students would be pay attention to the other students who were performed in front of the classroom and they may tried to find a way to improved their performance when their turn to perform or play the role they have got from the teachers.

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