scholarly journals ENHANCING STUDENTS’ SPEAKING SKILL IN FACING THE REVOLUTION ERA 4.0

2021 ◽  
Vol 9 (2) ◽  
pp. 102-115
Author(s):  
Rida Paranduk ◽  
Paula Rombepajung ◽  
Yofri Karisi
Keyword(s):  
Role Play ◽  
Read Aloud ◽  
Limited Ability ◽  
Limited Knowledge ◽  
Teaching Role ◽  
Speaking Skill ◽  
English Speaking ◽  
Experience Difficulty ◽  
The Revolution

Many people think learning a language is easy because they assume we are using the language every day. Learning a language is not just being able to communicate with the language, but also knowing and understanding the meaning contained in the word or phrase that is pronounced. In study languages, especially English, most of the students experience difficulty in speaking or talking. Difficulty talk is usually caused by the difficulty to express ideas orally, limited vocabulary, limited knowledge of grammar so it is difficult to talk with the correct rules, limited ability to properly pronounce vocabulary (pronunciation), so it is difficult to pronounce a word with true, the lack of courage to speak out because of fear of being wrong. To facilitate the ability to speak(speaking), there is some pretty effective way to try, among them: expand the vocabulary, read aloud, get to know simple English, read English, conversation English, listening to English songs, watching English movies,love the subjects English. In this paper also discussed methods teaching role-play and media pictorial story to improve the ability of English-speaking students.

scholarly journals THE IMPACT OF ROLE-PLAY TECHNIQUE ON THE STUDENTS’ ENGLISH SPEAKING SKILL

2020 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Nichella Ayu Clarita ◽  
Indah Rahmawati ◽  
Solikin Sudibyo
Keyword(s):  
English Education ◽  
Role Play ◽  
Education Department ◽  
Microsoft Excel ◽  
University Of Technology ◽  
Speaking Skill ◽  
English Speaking ◽  
The University ◽  
The Impact ◽  
Academic Year

Many students usually find it hard to speak in English, because they have not practiced enough. This reason makes them cannot speak English well. Speaking is the skill which student should master it in order to communicate with other people. The situation in the learning process is one of the important things that the teacher should consider. This research aims to know; (1) the students’ achievement of the third semester of English Education Department at the University of Technology Yogyakarta in speaking English using role-play technique on academic year 2018/2019, and (2) the influencing factors to the students’ speaking skill achievement using role-play technique. The method used was quantitative method with experimental design to 9 students as the research sample. The data were analysed using Microsoft Excel 2013. The findings indicated that the mean score increased from 70 to 78.88, the standard deviation also improved from 6.123 to 7.817. Furthermore, the data from questionnaire indicated that the students had positive responses toward the use of role-play technique. Therefore, the use of role-play technique can improve the students’ speaking ability at this experimental research.  

scholarly journals IMPROVING ENGLISH SPEAKING SKILL THROUGH "ROLE-PLAY"TECHNIQUE

2018 ◽  
Vol 2 (02) ◽  
pp. 101-106
Author(s):  
Ikhwan Muslim
Keyword(s):  
Role Play ◽  
Empirical Knowledge ◽  
Speaking Skill ◽  
English Speaking

The Purpose of this study is to get the empirical knowledge of the Role-play technique to improve speaking ability, to know if the role-play effective in teaching speaking, to find the answer if the role is effective to improve English speaking ability.  The technique of the research is qualitative. The data from field was done through observation in the classroom. Here the writer directly taught the students and observed students’ activities in speaking class. The writer explains the finding and gives some samples of role-play technique, activities in teaching and how to teach speaking through role-play technique

scholarly journals A Comparative Analysis on Extrovert and Introvert Students Towards Their Speaking Skill

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Agus Rofi’i
Keyword(s):  
High School ◽  
Comparative Analysis ◽  
Teaching And Learning ◽  
Role Play ◽  
Personality Test ◽  
Significant Difference ◽  
Speaking Skill ◽  
Skill Groups ◽  
English Speaking ◽  
Analysis Design

This study is an attempt to examine about the extrovert and the introvert students’ speaking skill at the eleventh grade of Senior High School. The samples of this research were 44 students. The design in this research was comparative analysis design. The data were obtained through personality test whether the students are the extrovert or introvert after that the researcher used simulation and role-play technique for testing the students speaking skill. The data were analyzed by using t-test formula to investigate whether there are significant difference result between the extrovert and the introvert students in their speaking skill. The result of the calculation shows that there is no different result between the extrovert and the introvert students in their speaking skill. Groups, the extrovert and the introvert students can perform better English speaking skill through their own way of learning. Hopefully this research can be useful for achieving more effective English teaching and learning process.

scholarly journals The Influence of Role Play on Students' English Speaking Skill at Nine Graders

2018 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Ferawaty Puspitorini
Keyword(s):  
Hypothesis Test ◽  
Role Play ◽  
Population Sample ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Ninth Grade ◽  
Teaching Technique ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
English Speaking

This research investigates the influence of using role-play as teaching technique in teaching English speaking at ninth grade students of SMP NEGERI 9 BEKASI. There are two variables, they are teaching technique of role-play as independent variable and students’ speaking skill as dependent variable.The population consists of 62 students from all classes (2 classes). This research used population sample because the amount of sample is same with the amount of population. By simple random sampling technique, the writer determined 1 class as experimental class and the other class as control class. The research method used quasi experimental research. The research design used post test only. Instruments consist 3 indicators with 4 sub indicators for each. Test used oral technique of students speaking skill in role-play.The result of instrument test is validity. it determines higher than 0,275 of pearsons correlation standard. The instrument is also reliability. It determines higher than 0,5000 of alpha scale. The normality test with Kolmogorov-Smirnov is lower than 0,240. it means that the population is normality. The result of hypothesis test with R-square is 0,743. It determines that the influence is 74,3 % by using role-play technique. The writer concludes that there is significant influence of using role-play towards students’ English speaking skill at ninth grade of SMP NEGERI 9 BEKASI. Keywords: Role play, Speaking Skill

scholarly journals INCREASING SPEAKING SKILL THROUGH ROLE-PLAY AND STORY-TELLING AIDED WITH AUDIO-VISUAL

2019 ◽  
Vol 4 (01) ◽  
pp. 11-22
Author(s):  
Budiarto Budiarto
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Research Method ◽  
Role Play ◽  
Story Telling ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

The aim of this study is to convey in-depth research on improving English speaking skills as integrated skills assisted by audio visual. This research includes; 1) the process of improving English speaking skills as an integrated skill assisted by audio visual, and 2) the results of improving English speaking skills as integrated skills assisted by audio visual. The research method used is action research that implements teaching that is considered capable of improving the learning process which is automatically expected to improve the results achieved by students. The research found that role-play and story-telling are techniques that can be used to teach speaking speaking. Role-play and story-telling will not run smoothly when the teacher intervenes students’ activities too much. Students need to work on their own to become autonomous and independent learners so that they will have lots of activities to communicate using English.

scholarly journals IMPROVING ENGLISH SPEAKING BY USING ROLE PLAY TO SEVENTH GRADE OF SMPN 8 CIMAHI IN ACADEMIC YEAR 2016/2017

2019 ◽  
Vol 1 (2) ◽  
pp. 57
Author(s):  
Andri Abdul Basit
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Role Play ◽  
Role Playing ◽  
First Grade ◽  
Vocabulary Knowledge ◽  
Speaking Skill ◽  
English Speaking ◽  
Classroom Action Research ◽  
Academic Year

This study is conducted in order to develop students’ speaking at first grade students of SMPN 8 Cimahi through role play activities. This study is related to the result of a preliminary study showed that the students were still poor in English speaking skill; especially in giving interpersonal response. This study used a Classroom Action Research (CAR) which is conducted to solve the students’ problem in English Speaking. The Classroom Action Research (CAR) was done based on Kemmis and McTaggart design. The writer did two cycles in which each cycle consists of planning, acting, observing, and reflecting.The data were gathered through quantitative data. quantitative data were obtained from the students’ speaking score of pretest and posttest and questionnaire. The results of this research showed that the use of Role Playing technique was successful to improve the students’ speaking. Classroom English helped the students to be more familiar with English, The vocabulary and pronunciation practices and role play performances also helped them to enrich their vocabulary knowledge and build their accuracy. Furthermore, Role Play technique was successful to encourage them to practice speaking. Meanwhile, the use of various media could attract their attention during the class. Based on the quantitative data, the students’ mean scores for the speaking skill improved from 8.25 in the pretest to 14.20 in the posttest.

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.

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