Exploring the Effects of Adventure Education on High School Students’ English-Speaking Performance and Self-Perceived Skill Improvement

This research aimed to improved the students’ speaking skill in English lesson by using action learning strategy. This research was conducted by using Classroom Action Research (CAR). The subject of this research was X grade of MAN 1 Padangsidimpuan which consisted of 48 students. The objective of this research was to improve students’ speaking skill in English Lesson by using Action Learning strategy at Eight Grade of MAN 1 Padangsidimpuan. This research was conducted in two cycles which each consists’ of planning, acting, observing, and reflecting. The data were gathered through quantitative and qualitative data. The result of this reserach showed that there was increasing of students in speaking skill. The mean of pre-test was 59. The mean of post-test 1 was 75.04. the mean of post-test 2 was 82.11. It indicated that the scores and the mean in second cycle were better than the first cycle. The percentage of students who got point >75 also grew up. In the pre-Test, the students who got point >75 up were 4 students (9.09%). In the post-test of cycle 1 students who got point >70 up were 30 students (68.18%). The post-test of cycle 2, students who got point >75 were 38 students (86.36%). In other words, the students’ ability in speaking improved and became well in the first meeting to the next meeting.

<p>The lack of students’ English-speaking performance seems to<br />be common problems found in the department of English<br />education at the University of Muhammadiyah Sumatera<br />Utara. Those problems involve the lack of fluency and<br />proficiency in English speaking skills. This study aimed to<br />analyze the students’ English-speaking performance and the<br />challenges faced by them. This research applied a descriptive<br />qualitative design. The data such as the documents,<br />observation, and interviews were applied. In analyzing the<br />data concerning the components of data analysis in the<br />interactive model, it was proposed by Miles and Huberman<br />(2016). The data were taken questionnaire from 125 EFL of<br />second-year students were collected, then the researcher also<br />conducted the individual interviews with lecturers and class<br />observation. The result showed that the most challenging<br />factor faced by the students' speaking performance was related<br />to the students themselves. Speaking errors were frequently<br />made. The errors dominantly covered into 3 categories namely<br />misused forms (44.8 %), incorrect omission (33.6%), and<br />misplaced and confusing words (21.2 %). Concerning the<br />external factors, the updated teaching strategies should be<br />applied in terms of reducing the use of the mother tongue by<br />combining various speaking performances, collaborating with<br />other lecturers to organize more English programs, and share<br />the speaking teaching experience.</p>

The purpose of conducting this study is based on problem identification asking whether there are correlations among English speaking learning habits and self-confidence toward English speaking skills in promoting local tourism and culture of Bangka Belitung. The first-grade students of SMKN 3 Pangkalpinang in the academic year of 2018/2019 majoring in Tourism Travel Business Agent became the population in this study, and it took 50 students as the sample using a purposive random sampling technique. This correlational study used questionnaires and oral tests in collecting the data. The oral test was used to obtain English speaking skill data, while the questionnaires were used to obtain English speaking learning habits and students’ self-confidence data. The data were then analyzed using Simple and Multiple Correlation and Regression. The results of this study revealed that (1) there was a relationship between English speaking learning habit and English speaking skill, (2) there was a correlation between students’ self-confidence and English speaking skill, and (3) English speaking learning habit, confidence, and English speaking skill was simultaneously and positively correlated. In short, this study leads to a recommendation to the teachers and students to be aware of having good English speaking learning habits and high self-confidence to enhance English speaking skills.

Background and Aim: This study was a research and development of a College English Listening and Speaking Course. The objectives of this research were 1) To study the background information focusing on course components and existing problems of the College English Listening and Speaking Course. 2) To develop the components and quality of the College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning. 3) To study the effectiveness of implementing College English Listening and Speaking Course based on outcome-based education combined with blended learning to enhance English listening and speaking skills of non-English major students. Materials and Methods: The sample of this study was 40 non-English major freshmen students from Xi’an University, the People's Republic of China. They were derived by cluster random sampling. The instruments used in this research were 1) College English Listening and Speaking Course based on the outcome-based education approach combined with blended learning and its lesson plans, 2) English listening skills test with .88 of reliability, and 3) English speaking skills test with .74 of reliability 4) students’ satisfaction questionnaire with .79 of reliability. The statistics used to analyze data included mean, standard deviation, and t-test for one sample. Results: The research results found that 1) the background information of the College English Listening and Speaking Course and its current problems were principles, objectives, content, instructional strategy, media, and resource evaluation. 2) College English Listening and Speaking Course based on outcome-based education approach and blended learning consisted of 6 steps, that is, Step 1: Determine expected learning outcomes (OBE) Step 2: Design teaching activities(OBE) Step 3: Design teaching methods (blended learning) Step 4: Design teaching assessments (OBE and blended learning) Step 5: Continuous feedback and adaptation (OBE) Step 6: Reflection and improvement (OBE and blended learning) 3) the results of implementation of College English Listening and Speaking Course based on outcome-based education approach combined with blended learning found that (1) Students’ English listening skills after using outcome-based education approach combined with blended learning method was higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (2)Students’ English speaking skills after using an outcome-based education approach combined with the blended learning method were higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (3)The satisfaction of students after using the outcome-based education approach combined with the blended learning method was at a higher level (M=4.11, SD=0.64). Conclusion: The developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning has a significant effect on enhancing the English listening and speaking skills of non-English major students at Xi’an University. Students are satisfied with the developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning.

The purpose of this study was to develop the English communication skill of the second class of the students of MTs Darul Aminin NW Aikmual Lombok Tengah NTB by using picture to determine the use ofpicture to develop the speaking skill and determine the students' speaking skill after using picture. The study is conducted at the second class of the students of MTs Darul Aminin NW Aikmual Lombok Tengah NTB. There were 40 Students consisting of 26 boys and 16 girls as the subject of the study.This study uses classroom action research (CAR). The results of this study are as follows. First, by applying the picture, it can develop the students' speaking skill. Students able to communicate communicatively, sequentially, well, and correctly, this can be seen after classroom action research has been carried out. Second, by applying the picture to the students in the teaching and the learning process in order to developthe students' English speaking skill, it can be seen through the increasing the results of the scores of English speaking skill.Therefore, it was suggested to the teachers especially the English teachers to used the picture as the teaching material to solve the students' problems not only in the picture but in other English skills too.

Although speaking English fluently is a necessary skill for students, many English majors and non-majors at universities in Vietnam struggle with it. Jigsaw is an active form of cooperative learning that emphasizes learning in groups with a clear objective and has been shown to raise student achievement levels. Therefore, the main aim of the current study is to improve English speaking skills for non-English majors through the use of the Jigsaw technique. To conduct the study, a mixed-method research design. The participants of this study consisted of 20 female and 10 male freshmen who were studying Mathematics Education in their first year at Thai Nguyen University of Education. These students all volunteered to participate in the speaking pre-test and post-test as well as the feedback questionnaire regarding their perceptions of the Jigsaw technique. The main tasks of the research include investigating the current state of speaking performance among non-English majors at Thai Nguyen University of Education, organizing activities for students to use the Jigsaw technique and speak based on this technique, and then evaluating the impacts of Jigsaw-based speaking activities on the speaking performance of non-English majors. The findings demonstrate that applying the Jigsaw technique significantly enhances and improves non-English majors' English-speaking performance. In addition, student feedback on the use of Jigsaw activities in speaking classes is very positive. The results of this research showed that the students’ speaking performance regarding all aspects of vocabulary, pronunciation, grammar and fluency was effectively improved. Finally, the research suggests ways to improve the potential of Jigsaw activities and make them more engaging, significant, and useful while minimizing their drawbacks. Keywords: speaking, speaking skill speaking performance, the Jigsaw technique.

With the continuous development of globalization, English-speaking skill becomes important not particularly in Vietnam but also to all the countries not belonging to the English-speaking regions. In the Fourth Industrial Revolution (IR 4.0), with the development of technology, the new achievements can support three essential skills of language learning–which are Reading, Writing and Listening. However, with speaking skills, it can take a long time for the new technology to play an efficient role in communication between people. In fact, many language learners find it difficult to express themselves in spoken language, and each student has their own problems. The purpose of this study was to explore the factors affecting the English-speaking performance of students from Danang City, Vietnam. We systematized relevant studies to build a scale with 40 indicators to measure 14 independent variables. Based on results from data analysis using SPSS software, we discovered four groups of factors that affect students' English-speaking performance. The study contributed important quantitative evidence on the impact of listening and pronunciation skills on students' ability to speak English. We also quantify other groups of variables that have a significant effect on speaking competence, such as vocabulary and grammar, confidence, and nonverbal communication. Based on the findings, we proposed some suggestions to improve students' English speaking proficiency.

General Background: Speaking skills are essential for effective communication, particularly in the context of learning foreign languages such as English. Specific Background: Despite the importance of English proficiency for academic and global opportunities, many junior high school students struggle to master the language. Recent trends in social media, particularly TikTok, have emerged as potential tools for enhancing language learning engagement among youth. Knowledge Gap: While there is a growing body of research on the use of technology in education, limited studies have specifically focused on the application of TikTok to improve speaking skills in a structured learning environment. Aims: This study investigates the effectiveness of TikTok as a tool for improving English speaking skills among seventh-grade students in a junior high school. Results: Utilizing a pre-experimental case study design with 30 students, the study measured fluency, pronunciation, grammar, and comprehension through pre-tests and post-tests. The findings indicated a significant increase in average speaking scores from 58.67 to 68.67, demonstrating improvement after the TikTok-based intervention. Novelty: This research offers new insights into the innovative use of social media for language education. Implications: The results suggest that incorporating platforms like TikTok into English language instruction can create a more engaging and effective learning environment, fostering greater student interest and participation in language learning. Highlights: Improvement in Scores: Students' average speaking scores increased from 58.67 (pre-test) to 68.67 (post-test) after using TikTok. Engaging Learning Tool: TikTok is recognized as a contemporary and engaging platform for enhancing English speaking skills. Innovative Instruction: The study highlights the potential of using social media to diversify and enrich the English learning experience. Keywords: TikTok, English speaking skills, junior high school, innovative learning, language education.

The TikTok application is a social media platform that allows users to upload and edit videos using a variety of features to create content as desired. Its accessibility via mobile phones means that it can be used for online learning anywhere and anytime, effectively functioning as a mobile learning (m-learning) tool. This research focused on utilizing TikTok as a medium to enhance speaking skills in English as a foreign language (EFL) classrooms. This study employed a qualitative approach to explore the effectiveness of TikTok in improving students' English speaking skills. Data for the research were collected through observations and questionnaires. The study involved 20 students from the Marine Engineering program at Universitas Muhammadiyah Surabaya. Through careful analysis of the collected data, the research aimed to determine the impact of TikTok on students' speaking abilities. The results indicated that using TikTok as a medium significantly improved speaking skills in the EFL classroom. Students showed enhanced proficiency in their spoken English, attributed to the engaging and interactive nature of the platform. The study concluded that TikTok is an effective tool for improving students' speaking skills in English as a foreign language. Therefore, incorporating TikTok into EFL instruction can successfully enhance students' speaking abilities, making it a valuable resource for language educators.

This research aimed to determine the effect of the implementation of Problem-based Learning on improving students' speaking skills in the English for Personality Development course. This research was qualitative research supported by quantitative data, involving 28 students of the Ganesha University of Education. The data were collected using pretest and posttest, questionnaires, semi-structured interviews, and observation sheets. This research used one group pre-test post-test, to determine the effect of PBL on students’ speaking skills. Meanwhile, qualitative data were obtained from observation sheets, questionnaires and semi-structured interviews with students regarding their perceptions of the PBL learning model. Based on the results obtained from statistical data, questionnaires, and observations, it can be concluded that the PBL model influences on improving students' English-speaking skills in the English for Personality Development course. The average score of the pretest and post-test shows a significant difference (Sig. <0.005). This is also supported by the result of the questionnaire and observation data where students responded positively to the PBL model in class in improving their speaking skills. This means that there is an influence of the PBL model in improving students’ English-speaking skills

Today, international communication plays a vital role for facing the global challenges and English as Lingua Franca is quite helpful to serve the purpose of communication with people from different countries. In pesantren world, English is very essential to teach and “English-Tren” can be a way of asssisting santri to develop the santris’ speaking skill. “English-Tren” is English for Pesantren, a branch of English for Specific Purposes (ESP), designed to meet the target of Pesantren in improving Santris’ English skills especially speaking. This study aims to explain how is English-Tren implemented in developing santris’ English Speaking Skill. This study is a case study with the setting in Pondok Pesantren Darussalam Dukuhwaluh Purwokerto promoting the santris’ improvement in speaking skill through the course of “English-Tren”. The data collection techniques included interview to three English teachers and five santris supported by observation and documentation. The result shows that English-Tren is implemented through three ways namely Morning English biweekly, English taught as a subject in madrasah diniyah classes, and English taught and practiced in English program. Hence, English-Tren is influential in developing santris’ English speaking skill.

Teachers’ emotional intelligence has become an important part in students’ learning outcomes and experiences especially in English as a Foreign Language (EFL) context. This study focuses on high school students’ perceptions of their teachers’ emotional intelligence and its impact on their speaking skills and classroom engagement. This is a case study. Eight third-grade students in different senior high schools who have known of their teachers’ personalities during the educational process were interviewed. The findings showed that teachers’ positive emotions can increase students’ self-confidence and motivate them to improve their English speaking skills. Conversely, when teachers expressed impatience or anger in front of the classroom, it could decrease students' learning engagement, as they experienced stress and fear about making sounds in the classroom. This study revealed that emotional intelligence is very important in creating a positive learning environment, making English classes much more effective, and helping students improve their speaking skills.

Speaking is a challenging skill for the majority of English as a foreign language (EFL) learners around the world. Therefore, experts are researching the potential affordances of Artificial Intelligence (AI) as a tool to develop speaking skills. The ELSA App is a prominent example of an AI application that can provide instant corrections to the user to improve their speaking skills. Although app reviewers claim it is effective for enhancing speaking skills, there is minimal research confirming its effectiveness as a tool for enhancing key English-speaking skills, such as pronunciation, fluency, cohesion, and expanding lexical resources. To contribute to the literature in this area, this study sought to evaluate the efficacy of the ELSA App as a tool to develop Saudi high school students’ speaking skills. In addition, it aimed to explore their perceptions with regard to using the ELSA App to develop their English-speaking skills. In total, 30 high school students from Saudi Arabia were selected as the research sample. The participating students were divided into two groups, comprising 15 in the control group and 15 in the experimental group. A mixed-methods study design was used to answer the study questions. Data were collected using two research tools: a pre- and post-test speaking test, and a closed and open questionnaire. The students’ tests were corrected using IELTS rubrics. The questionnaire was arranged into two sections: closed questions based on a five-point Likert scale that was analyzed statistically, and open questions analyzed using content analysis. The results indicated that students in the experimental group experienced positive improvement at varying levels in terms of pronunciation, fluency, coherence, grammatical range and accuracy, and lexical resources in speaking skills. Moreover, the students had positive opinions about using the ELSA App to practice and develop their English-speaking skills. Thus, it appears the ELSA App in general had a significant positive impact on the Saudi student participants’ speaking skills, offering them a fertile interactive environment. This finding has valuable implications and prompted recommendations for teachers and EFL learners.

The aim of this research is to analyze the problems faced by non-English speaking students in speaking skills in English at the College of Medical Technology, Derna, Libya. The research methodology used includes surveys and interviews with a representative sample of students. The research findings indicate that there are several problems faced by students regarding speaking skills in English, which encompass linguistic and non-linguistic issues. In terms of linguistic issues, many students feel a lack of vocabulary mastery, inaccurate pronunciation, and grammar. In terms of non-linguistic issues, problems related to low motivation, habits, and mother tongue were found. Therefore, this research highlights the challenges faced by non-English speaking students in developing their speaking skills in English. These challenges include linguistic issues such as vocabulary, pronunciation, and grammar, as well as non-linguistic issues such as motivation, habits, and the influence of the mother tongue. By addressing these challenges, appropriate interventions can be implemented to improve the speaking skills of non-English speaking students at the College of Medical Technology, Derna, Libya. One effective way to improve speaking skills in English is by regularly practicing speaking with others. This can be done by finding friends or English learning groups to actively discuss, debate, or engage in dialogue in English. Additionally, watching English movies or TV shows with subtitles and then attempting to repeat or mimic the dialogue is also a good way to practice pronunciation and expand vocabulary.

This research aims to identify the learning strategies used to improve English speaking skills by Informatics students of Universitas Amikom Yogyakarta. The necessity of studying speaking skills has been highlighted by a lot of researchers in recent years. This research used questionnaires of Language Learning Strategies (SLL) to collect the data. The research respondents were 22 students of the academic year 2023/2024 from an international class of Informatics Study Program, Faculty of Computer Science. They were divided into three categories; seven students with high English speaking skills, eight students with medium English speaking skills, and seven students with low English speaking skills. This study employs a quantitative research method with a Linear Regression Analysis to explore the learning strategies used to improve speaking skills among Informatics students. The strategies are divided into 6: Affective Strategy, Cognitive Strategy, Social Strategy, Meta-Cognitive Strategy, Memory Strategy and Compensation Strategy. The result showed that students with high speaking skills implement the social strategy. It gives high influence to the success of their speaking skills. The students from medium level use the cognitive strategy. Whereas the students with low speaking skills also implement the cognitive strategy but in low frequency.