scholarly journals The Implementation of Multimedia Learning Materials in Teaching English Speaking Skills

2013 ◽  
Vol 1 (3) ◽  
pp. 293 ◽  
Author(s):  
Andi Tenri Ampa ◽  
Muhammad Amin Rasyid ◽  
M. Asfah Rahman ◽  
Haryanto Haryanto ◽  
Muhammad Basri D.
Keyword(s):  
Multimedia Learning ◽  
Teaching English ◽  
Learning Materials ◽  
English Speaking ◽  
Speaking Skills

scholarly journals The Implementation of Interactive Multimedia Learning Materials in Teaching Listening Skills

2015 ◽  
Vol 8 (12) ◽  
pp. 56 ◽  
Author(s):  
Andi Tenri Ampa
Keyword(s):  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Research Problem ◽  
Control Group ◽  
Listening Skills ◽  
Teaching English ◽  
Learning Materials ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

<pre>One of the factors that may affect the success of the learning process is the use of learning media. Therefore, this research aimed to implement and evaluate the interactive multimedia learning materials using Wondershare Quizcreator program and audio materials in teaching 'English listening skills'. The research problem was whether or not there was a significant difference between the results of teaching listening skills through the interactive multimedia learning materials using Wondershare Quizcreator program and the results of teaching listening skills through audio materials. The earlier process used in the research was to produce new products to be implemented. The product had been validated by the experts and tried out to the college students to get their responses towards the validity and the practicality of the products. Furthermore, the products as new materials were implemented to the experimental group and the conventional materials (audio materials) were implemented to the control group. Pretest and posttest had ben conducted before implementation. The results of statistical analysis (SPSS) showed that there was no significant difference between the results of pretest of the two groups, but there was a significant difference between the results of post of experimental and control groups. It was proved that the t-cal. was greater than the t-table (5.583 &gt; 2.000) at df 70 and p.0.05. So, it was concluded that the interactive multimedia learning materials using Wondershare Quizcreator program were effective in teaching 'English listening skills'.</pre>

scholarly journals THE IMPORTANCE OF THE IMPLEMENTATION OF DRAMA ANDCULTUREIN SPEAKING CLASS (AN ETHNOGRAPHY STUDY AT STIBA IEC, JAKARTA)

2018 ◽  
Vol 4 (2) ◽  
pp. 162-167
Author(s):  
Budiarto
Keyword(s):  
Teaching English ◽  
Learning Materials ◽  
Language And Culture ◽  
Speaking Skill ◽  
English Speaking

The traditional routines in speaking class are often based on learning materials from a handbook. It is practical because a teacher does not need to think about the syllabus, as it is described clearly in front pages in the book. In addition, by referring to the syllabus in the book, the teacher can easily prepare a lessonplan. When it comes to the implementation of teaching speaking skill, the teacher can just train students based on the topics given with certain grammar points and vocabulary coverage. However, it does not normally give more opportunity for the students to use theauthentic language and culture. Too much guiding students with certain patterns and vocabulary seems to be artificial although vocabulary and grammar are not taught explicitly in a speaking class. Furthermore, without freedom in choosing a topic, students’ ideas are too restricted and they tend to memorize language patternsaccording to the topic covered in the book.Nowadays, more and more teachers realize the importance of the implementation of drama and culture in teaching English speaking skill. However, there should be further study to see how a teacher applies drama and culture while teaching speaking skill. A research conductedat STIBA IEC Jakarta investigated the importance of the implementation of drama and culture in Speaking Class of students from the second semester in 2018.It was intended to see how the phenomena of teaching English speaking skill through drama and culture was implemented. The findings indicated that drama and culture were able to help the students use English more naturally or authentically. The students were able to see whether their English was authentic and culturally acceptable by relating to their experience or knowledge they got from drama. It showed that the more topics in drama the students practiced, the more knowledge about culture they learnt, and the more authentic or natural the language they acquired. Therefore, both teacher and students think that the implementation of drama and culture in teaching speaking skill is important.

scholarly journals Challenges and Strategies in Teaching Speaking Skills to the Yemeni EFL Learners at Aden University: A Case Study

2021 ◽  
Author(s):  
Abdulbari Mahboob Ahmed Al-Hassaani ◽  
Abdulkarim Fadhl Mahmood Qaid
Keyword(s):  
Labor Market ◽  
College Of Education ◽  
Teaching English ◽  
Teaching Materials ◽  
Efl Learners ◽  
English Speaking ◽  
Second Year ◽  
Anxiety And Fear ◽  
Speaking Skills

This study focused on Yemeni EFL learners of second-year level, Department of English, College of Education/Saber, Aden University. Yemeni learners started to study English in class seven at the age of about 14, and this is a problem for Yemeni EFL learners. Besides, Yemeni EFL learners’ problems were inadequate syllabus and inappropriate teaching materials of English-speaking skills course. The researchers identified a problem existing in the classroom. The learners in this college faced difficulties in their study of English-speaking skills at Aden University. This was because of their limited background in English. They felt anxiety and fear of making mistakes. The study’s main objective was to examine the difficulties faced by the Yemeni EFL learners in English-speaking skills course at Aden University. The study contributed to finding remedies to the Yemeni EFL learners’ problems in English -speaking skills. It would also help syllabus designers, teaching materials writers, learners, and teachers at Aden University. We conclude that the Yemeni EFL learners need enough time to practice English-speaking skills at Aden University. The current syllabus and teaching materials for teaching English-speaking skills need to be changed and developed to match the learners’ needs in the labor market.

scholarly journals Challenges and Strategies in Teaching Speaking Skills to the Yemeni EFL Learners at Aden University: A Case Study

2021 ◽  
Vol 12 (1) ◽  
pp. 498-514
Author(s):  
Abdulbari Mahboob Ahmed Al-Hassaani ◽  
Abdulkarim Fadhl Mahmood Qaid
Keyword(s):  
Labor Market ◽  
College Of Education ◽  
Teaching English ◽  
Teaching Materials ◽  
Efl Learners ◽  
English Speaking ◽  
Second Year ◽  
Anxiety And Fear ◽  
Speaking Skills

This study focused on Yemeni EFL learners of second-year level, Department of English, College of Education/Saber, Aden University. Yemeni learners started to study English in class seven at the age of about 14, and this is a problem for Yemeni EFL learners. Besides, Yemeni EFL learners’ problems were inadequate syllabus and inappropriate teaching materials of English-speaking skills course. The researchers identified a problem existing in the classroom. The learners in this college faced difficulties in their study of English-speaking skills at Aden University. This was because of their limited background in English. They felt anxiety and fear of making mistakes. The study’s main objective was to examine the difficulties faced by the Yemeni EFL learners in English-speaking skills course at Aden University. The study contributed to finding remedies to the Yemeni EFL learners’ problems in English -speaking skills. It would also help syllabus designers, teaching materials writers, learners, and teachers at Aden University. We conclude that the Yemeni EFL learners need enough time to practice English-speaking skills at Aden University. The current syllabus and teaching materials for teaching English-speaking skills need to be changed and developed to match the learners’ needs in the labor market.

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 AN INVESTIGATION INTO USING SUPPLEMENTARY MATERIALS IN TEACHING ENGLISH SPEAKING SKILLS AT HIGH SCHOOL

2020 ◽  
Vol 225 (12) ◽  
pp. 64-69
Author(s):  
Nguyễn Thị Thu Hoài ◽  
Nguyễn Thị Hoa
Keyword(s):  
High School ◽  
Teaching English ◽  
English Speaking ◽  
Speaking Skills

Ngày nay việc sử dụng tài liệu bổ trợ tiếng Anh trong giảng dạy đã trở nên cần thiết và phổ biến hơn.  Lợi ích của sử dung tài liệu đã góp phần nâng cao hiệu quả dạy và học tiếng Anh. Từ các nghiên cứu đầu tiên về ngôn ngữ, các nhà nghiên cứu về tiếp nhận ngôn ngữ thứ hai và tiếp nhận tiếng nước ngoài đã tìm các cách dạy học hiệu quả nhằm nâng cao kĩ năng ngôn ngữ của người học. Nghiên cứu này với mục đích điều tra việc sử dụng tài liệu hỗ trợ trong giảng dạy kỹ năng nói tiếng Anh. Phương pháp nghiên cứu định lượng được lựa chọn và áp dụng trong nghiên cứu, phiếu khảo sát dùng cho giáo viên và học sinh. Kết quả nghiên cứu tập trung vào thực trạng sử dụng tài liệu bổ trợ, mức độ thường xuyên sử dụng tài liệu và hiệu quả của việc sử dụng tài liệu hỗ trợ trong giảng dạy và đề xuất một số giải pháp nâng cao chất lượng dạy kỹ năng nói tiếng Anh.

scholarly journals Issues in Teaching English Speaking Skill in Second Language Acquisition (SLA) at Secondary Level

2020 ◽  
Vol 1 (3) ◽  
pp. 213-219
Author(s):  
Robina Shaukat ◽  
Muhammad Shahbaz Arif ◽  
Hina Mangi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Quantitative Methods ◽  
Traditional Approach ◽  
Teaching English ◽  
Effective Manner ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

This research has investigated the issues in teaching English-speaking skill as second language acquisition SLA especially in Punjab. It is observed that issues involved in teaching speaking skills by the concerned teachers were having traditional approach in teaching methodologies, their strict inflexible attitude and denying attending refresher courses and workshops in modern e-learning enhancement. It has been observed that the teachers occupying permanent seats are least bothered to cope with fresh, young, junior colleagues and institutional management authorities in practical application of modern latest teaching techniques to produce quality in teaching English as SLA in speaking skills. Qualitative and quantitative methods were applied to find out the objectives in teaching English as SLA in speaking skills. The niche, objective and aim of research is to find out practical issues in teaching English as SLA in applied speaking skill and how speaking’ skill could promote language fluency in effective manner in order to meet the requirements of present modern era. This paper declared that Latest, modern methodologies may be adopted by teachers to produce quality in learning English speaking as SLA in friendly and pleasant atmosphere in light.

scholarly journals A STUDY OF TEACHING ENGLISH SPEAKING SKILL THROUGH ONLINE LEARNING IN SMP UNGGULAN NU MOJOAGUNG

2021 ◽  
Vol 1 (2) ◽  
pp. 59-73
Author(s):  
Nur Habibah ◽  
Maskhurin Fajarina
Keyword(s):  
Online Learning ◽  
Respiratory System ◽  
Qualitative Method ◽  
Teaching English ◽  
Face To Face ◽  
Research Problems ◽  
Speaking Skill ◽  
English Speaking ◽  
The Government ◽  
Speaking Skills

This research was carried out when Coronavirus Disease-19 (COVID-19) pandemic occurred in various countries. This virus attacks the respiratory system and spreads very quickly to various parts of the country, one of which is Indonesia. The spread of the virus has forced the government to issue several policies aimed at breaking the ropes of the spread of the virus. One of the policies issued is to conduct online learning. This study answered three research problems, namely how to prepare, process, and results of teaching English speaking skills through online learning. This study used a descriptive qualitative method by conducting interviews. The results of this research indicated that teaching English in speaking skill through online learning is less optimal than face-to-face speaking learning. The teacher used WhatsApp as a media and take advantage of its features as a method of learning. Those media and methods are very effective compared to other methods and media. The teacher conducted learning by recording sound about the explanation of material. The researcher concluded that teaching English in speaking skills through online learning was not optimal. WhatsApp is an effective application used as a medium and method in teaching English in speaking skills through online learning.

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