Improving Speaking Skill Research Articles

A Study on the Use of Interactive Web Pages in Enhancing Speaking Skill among English Majored Students

This research paper investigates the effectiveness of interactive web pages as a supplementary tool for enhancing speaking skills among non-English majored students. By using survey research design with 122 students of English at The Banking Academy of Vietnam, the findings reveal some interesting results. Fluency aspect was believed the most beneficial aspect that interactive web pages can bring for students (M=4.01). Meanwhile, pronunciation obtained the least contribution to the improvement of speaking ability (M=2.69). However, further analysis indicated that the contributions of speaking aspects varied according to years of study. The mean of pronunciation aspect for Year1 (M = 3.57, SD = 0.58) was significantly larger than for Year 2 (M = 2.80, SD = 0.62), p < .001 and was significantly larger than for Year 3 (M = 2.21, SD = 0.38), p < .001. The result shows that students of year 1 believed that pronunciation was most enhanced through the use of interactive web pages (M=3.57) compared to M= 2.80; M=2.21 for year 2 and year 3 students respectively. The finding also reveals that the habits of using interactive web pages varied according to duration of study, i.e. first year students used pages to enhance speaking ability the least (M= 1.91) while the second year students use the most, M=4.33. The findings indicate that interactive web pages can significantly contribute to improving speaking skills among English majored students, providing valuable insights for educators and curriculum developers.

The usage of Recast Feedback to improve Speaking skills

Feedback is a vital process within English language learning, it performs an important role during error correction to develop language skills, especially one feature of speech which is pronunciation. For this reason, pronunciation is significant for communication and must be understandable, accurate, and clear for effectiveness. Therefore, the objective of the present research is to analyze the use of Feedback Recast in the 10th "A" of General Basic of the Educational Unit "Pensionado Olivo" to improve English pronunciation. This research is non-experimental with a mixed approach, a descriptive modality, and an exploratory level. As a result, it was evidenced that the strategies used in the teaching-learning process of English pronunciation are not well applied. In addition, the methodological process system used in the application of Recast has inconsistencies Therefore, the students do not acquire the necessary competence in pronunciation to achieve an appropriate use of English in communication. Finally, it specifies the correct methodological process that converts the recast into an effective tool to identify and improve pronunciation in the English language.

Uncovering the Existence of the School Literacy Movement for Improving Speaking Skills

Uncovering the Existence of the School Literacy Movement for Improving Speaking Skills

Improving Speaking Skills of 11th Graders at Nguyen Trai High School Using Role Play: Students’ Perspectives

This study investigates the efficacy of role-play as an instructional strategy for improving speaking skills and investigates students’ attitudes towards this technique. Conducted at Nguyen Trai High School, the research adopted an action research approach, encompassing planning, execution, observation, and reflection within a single cycle. A cohort of 40 eleventh-grade students during the 2022/2023 academic year participated. The study employed direct observation to gauge student attitudes towards role-play and its impact on speaking abilities. Additionally, a questionnaire survey was administered to collect student opinions on the role-play method and speaking skills. Further insights were gleaned through interviews with select students, aimed at delving deeper into their questionnaire responses and validating the accuracy of feedback. This mixed-methods approach facilitated an assessment of role-play’s effectiveness in enhancing speaking skills, with findings suggesting a significant improvement in students’ speaking competence.

Technology and Language: Improving Speaking Skills through Cybergogy-Based Learning

Language learning in the Industrial Revolution 4.0 and Society 5.0 era is required to produce students with 21st-century skills by increasing the capacity and capability of using technology in learning. Technology-based learning, known as cybergogy, is a continuity of learning paradigms that previously applied the principles of pedagogy and andragogy in the learning process. As a new concept in learning, cybergogy is essential in improving 21st-century skills in the form of the 6Cs (Citizenship, Character, Critical Thinking and Problem Solving, Communication, Creativity, and Collaboration). Enhancing communication skills through cybergogy-based learning is a novelty that has not been done much and has become the focal point of research. This research, part of development research using the ADDIE model, employed a quasi-experimental design conducted in 3 senior high schools in Yogyakarta, representing one school per category, namely the lower, medium, and high categories, based on UTBK scores. A non-equivalent control group design involving an experimental and control class was applied. The results of this study, which showed a significant improvement in students' communication skills, especially speaking aspects, through blended learning, are of great significance. Therefore, it can be concluded that cybergogy-based language learning has proven effective in improving students' communication skills through blended learning.

The effectiveness of using simulation in learning a foreign language

The aim of this study was to measure how the use of simulation contributes to the improvement of speaking skills and the enhancement of students' motivation to learn a foreign language. The methods of observation, testing, and expert evaluation were used to diagnose the criteria of foreign language communicative competence (motivational, cognitive, and behavioral). The quality of the manifestation of interaction was correlated with its development, and three levels of foreign language communicative competence among students were distinguished: low (reproductive), medium (reproductive-productive), and high (productive). The study results showed that the EG significantly increased the indicators for all foreign language communicative competence criteria. The comparison of the results of the two experimental stages revealed a higher increase in indicators of high and medium levels of foreign language communicative competence in the second stage (high level—by 10.1%, medium level—by 4.9%). It was determined that simulations contribute to the gradual development of all foreign language communicative competence criteria. The main advantages of simulations are that they provide an opportunity to reproduce various communicative situations, thereby contributing to improving speaking skills, understanding the language in real time, and adapting to the requirements of real communication. The prospect for further research is the study of the impact of different forms of simulation on the effectiveness of foreign language learning.

Investigating the Impacts of Peer Conversations on Students' Speaking Ability at Ho Chi Minh City University of Industry and Trade

The facts that teachers asked some questions in English speaking classes, and students knew the answers but didn’t respond because they didn’t know how to express their opinions and experiences in English and students kept discussing some topics together in Vietnamese made the author concerned about major English students’ speaking skills. The purpose of this study is to find out how students perceive about speaking English with peers and their attitudes towards this method. This research employed forty English majors from integrated-skill-2 classes at Ho Chi Minh City University of Industry and Trade (HUIT). A closed-ended questionnaire and Likert scale were used to gather the data, and a quantitative research method was used to analyze it. Speaking practice daily with peers is a highly useful approach to improving speaking skills, according to the data gathered. The study also indicates that students have positive attitudes toward English conversation practice. Additionally, peer interaction gives students confidence and meets their need to speak in front of an audience. Besides, the study demonstrates that through peer conversations, students’ vocabulary increases significantly, and they find it much easier to articulate their thoughts and feelings more effectively.

Saudi EFL Students’ Perceptions Towards the Impact of YouTube on Improving Speaking Skills

The significance of integrating technology in education, especially the widely and frequently used platform “YouTube”, is found in its ability to provide accessible and various educational resources, meeting the needs of diverse learning styles and enhancing active engagement. Since YouTube is one of the preferred applications utilized by Saudi individuals, this study investigated the impact of using YouTube on enhancing the speaking skills of EFL male and female Saudi students from different Saudi universities. This study was conducted during the first semester of the academic year 2021- 2022. A questionnaire was used as the study instrument. It was adapted from Binmahboob’s (2020) study and modified according to the study’s purposes. The questionnaire contained 17 items divided into two sections. 79 EFL students from different Saudi universities participated. Fifty-nine of them were females, while 20 were males. The findings of the study revealed that YouTube videos had a high positive perspective from the participants. In other words, it can be concluded that YouTube videos enhance the speaking skills of EFL university students. Based on these finding, some recommendations and implications were provided.

Improving Speaking Skills Through in Pairs Technique at The First Semester of Medical Record Program

The objective of the research was to improve the students’ speaking skills through Think Pair technique at the first semester of medical record program in STIKES Bhakti Husada Mulia Madiun academic year 2023-2024. Subjects of this research were 31 first semester students in Medical Record Program. The research was applied in two cycles following the procedures for action research, namely planning, action, observing, and reflecting. The researchers used classroom observation, pre-test, and post-test to collect data. It was found that students had difficulties expressing their ideas in vocabulary in English. The findings show that the Work in Pairs method improves students’ speaking skills in class. This can be seen from the improvement of students' speaking skills in each cycle. The students achieved 57.74 for the pre-test which is categorized poor. After implementing Work in Pairs activities in two cycles the students’ average scores improved. The post-test was 67.88 in the first cycle and 77,32 in the second cycle. This proves that students responded positively to the Work in Pairs method. It can be concluded that working in pairs activities have a strong influence on improving students’ speaking skills.

Improving Speaking Skills through Student Group Discussions at High School in Central Maluku

Language is all about communication and the people they communicate with most are their friends and family. Language is a system for communicating with others using sounds, symbols, and words in conveying meanings, ideas, or propositions. This study is going to have qualitative research implementing a case study as the methodology of research. It aims to know about something in-depth, focusing on a single unit, such as one individual, one group, one organization, or one program. For more intensive research and better results. The number of respondents is 35 students. The instrument of the research is as follows observation checklist, questionnaire, test, and interview. the pupils were exposed to novel experiences, such as technology integration, which heightened their enthusiasm. Second, instructors' preparations from creating the learning process to presenting some answers to the issues experienced by previous group discussion implementers until the evaluation before the learning program began all contributed to the learning process's success. Third, after their projects were completed, the students' improvement in speaking abilities and other related skills may have been prompted by the input in English and topic materials they received from their teachers, as well as their learning from a variety of sources. Fourth, by their hands-on participation in completing the job, students gained many exposures to English through meaningful interactions with actual information. As a result, it may be concluded that group discussion is valuable for instructors to use in the classroom, particularly in EFL learners.

EMPOWERING SPEAKING SKILLS THROUGH TASK-BASED INSTRUCTION IN HIGH SCHOOL STUDENTS

As a lingua franca, English is utilized by most people in all parts of the world. In Indonesia, English teaching needs rejuvenation, restorations, and more in an attempt to reach the expected proceeds. When the condition is implemented, the moral probe is proposed to the English teachers to undertake the subject in a better and more effective way. Speaking skill plays the most prominent role in human communication. In teaching this skill, English teachers should pay more concern to make the student relish communicative competence which desires help the student to be able to communicate in spoken language communicatively. Nevertheless, teaching speaking is not a convenient task. EFL teachers find it troublesome to inform students to get involved in speaking skills. Several learners have the right capability in the grammar structure but they are not skilled in speaking communicatively. They are competent to speak with correct grammar but they are not powerful to say something suitable in the social context. Also, some other students are still misled in comprehending an individual message which is stated through spoken language. So, they have a low motivation to speak English. To help students attain communicative competence in speaking skills, English teachers can apply Task-Based Instruction (TBI) in the classroom. This paper aims to give an illustration of TBLT as an approach to improving speaking skills for students in High School. Also, as a solution for English teachers

Improving Speaking Skills Using Quizizz Media and Project Based Learning Model For 9th Graders

This study investigates the effectiveness of Quizizz media and project-based learning model in improving English speaking skills. The research, executed at SMPN 3 Surabaya, encompassed a cohort of 33 students in the ninth grade and utilized a classroom action research methodology. The structure of the investigation was delineated into three segments: a pre-intervention stage, Cycle I, and Cycle II. Preliminary observations indicated the students' speaking proficiencies to be sub-optimal. Noticeable advancements in proficiency were recorded during Cycle I; however, certain inaccuracies remained consistent across evaluative dimensions. In Cycle II, significant enhancements were evident, with a predominant fraction of the student population achieving the stipulated Minimum Completion Criteria (KKM) score. Feedback solicited from students predominantly underscored the superiority of the integrated approach in comparison to conventional pedagogical techniques. The findings underscore the potential of combining Quizizz media with a project-based learning framework as an instrumental mechanism for ameliorating students' speaking abilities. However, this study recognizes inherent constraints, notably the limited sample dimension and an exclusive emphasis on speaking proficiencies. Subsequent investigations are recommended to discern the versatility of the combined Quizizz media and Project Based learning approach in varied linguistic competencies and pedagogical environments.

Методичні аспекти збагачення лексичного запасу старших дошкільників із загальним недорозвиненням мовлення засобами природничо-екологічного виховання

The author devoted the article to the problem of enriching the vocabulary of older preschoolers with general underdevelopment of speech with the help of means of environmental education, namely a natural and ecological dictionary and analyzed the possibilities of using natural and environmental knowledge for the active development of the vocabulary of children with speech difficulties. The author suggests involving older preschoolers in the study of natural and environmental topics and simultaneously improving speaking skills, gives examples of exercises and tasks that contribute to the formation of vocabulary, expanding the understanding of environmental concepts and the development of communication skills, emphasizes the importance of integrating natural and environmental topics into the curriculum for preschoolers with general underdevelopment of speech and effective usege of this knowledge in the correctional process. Environmental education can become an interesting and effective means of enriching the vocabulary of older preschoolers with general underdevelopment of speech.

Students’ Perceptions of Using Ted Talks as a Media to Improving Speaking Skill

This research aimed to describe the students' perceptions of improving speaking skills using TED Talks as a learning media. Qualitative research is implicated in this study with a descriptive approach. The questionnaire was used as the instrument, and ten open-ended questions were allocated to the participants. The participants were English Department students in the sixth semester in precise. Nineteen students filled out the questionnaire. The data were analyzed in descriptive form. The result from the participants through the questionnaire reveals that the participants respond positively to the utilization of TED Talks in improving speaking skills. TED Talks assist students in mastering linguistic competencies. Furthermore, TED Talks help them give impactful and meaningful messages to enhance self-esteem and deal with anxiety when performing in front of audiences.

Let 'Flippity' Speak: Using Online Board Game to Improve Speaking Skills Among Elementary Pupils

<p style="text-align:justify">The significance of speaking English has been emphasized in Malaysia education. However, speaking problems such as lack of enthusiasm and poor speaking performance emerge among ESL pupils. To resolve this, an online board game “Flippity” is implemented in online speaking lessons. This paper aims to explore the usefulness of the online board game “Flippity” to improve speaking skills among elementary pupils who are in Year 5 as well as to investigate pupils’ perceptions towards the use of the online board game “Flippity”. The study employed a quasi-experimental mixed method design to collect data from thirty Year 5 pupils from a Chinese primary school. Data was collected through speaking pre-test and post-test, semi-structured interview and questionnaire. The results indicated a significant improvement in pupils’ speaking skills in terms of accuracy, fluency, range, interaction and coherence. Pupils also displayed preferences and positive attitude in learning to speak while playing “Flippity”. Further studies are recommended to be done on how “Flippity” could be exploited when learning other language skills such as listening, reading, writing and grammar.</p>

JEJE in improving elementary students' speaking skills, what learning models and strategies are suitable?

This research has a background of 1) How are teacher teaching activities in improving speaking skills 2) How are student activities in improving speaking skills 3) How are student learning outcomes improving speaking skills in learning Indonesian? This study has the objectives (1) to determine teacher activity in learning Indonesian through the application of the Jigsaw Cooperative learning model in class, V. 2) to determine student activity in learning Indonesian, and (3) to determine the improvement in students' speaking skills. This type of research is Classroom Action Research (PTK) which is conducted in two cycles of action. The subjects of this study were teachers and all fifth-grade students at SD Qiswa An-Nafi, consisting of 17 people. The procedures in this research are (1) planning, (2) implementation, (3) observation and evaluation, and (4) reflection. This study's data type is qualitative data from observation sheets and quantitative data from student learning outcomes. After analyzing the research in cycle I, it was found that 70.58% of 12 students succeeded in achieving completeness, and 29.41% of 5 students still need to complete it. The average student score in that cycle is 63.64. In cycle II, the percentage of completeness increased to 94.11% or 16 students, while the percentage of students who did not complete was only 5.88%. The average student score in cycle II was 80.82. By using the jigsaw-type cooperative learning model

The improving speaking skills through role playing strategies in students at muhammadiyah university of palangkaraya

There are four basic skills in English, namely Listening, Speaking, Reading and Writing, speaking skills are still not maximally spared by students. [1]which states that speaking is an event of conveying one’s intentions (ideas, thoughts, heart contents) to others using spoken language so that the meaning is understood by others. Not a few students of Universitas Muhammadiyah Palangkaraya still cannot understand well and do not understand the sentences spoken by the interlocutors who use English. Role playing is one of the strategies recently seen as very useful and effective in learning speaking because role playing can arouse enthusiasm and motivate students and provide an injection to speak in English. This study aims to determine student activities during training and to find out whether the use of role playing strategies can improve students’ speaking skills. This Classroom Action Research was designed and implemented in the Study Program at the Faculty of Agriculture and Forestry, Farmacy and the Islamic Faculty of Universitas Muhammadiyah Palangkaraya. The research subjects were 30 students of the Universitas Muhammadiyah Palangkaraya S1 Program. who take English courses. The stages of this research consisted of planning, implementing the action, observing and reflecting. The results obtained from this activity based on the reflection stage were that the average score of students was 7.5 on the speaking ability test where in the initial test the average student score was below 70. Student activities in role playing activities also increased where they could speak using English with a predetermined theme although there are still some vocabulary and grammar that need to be improved.
 Keywords: Speaking skills; role playing; basic skills; English

Improving Speaking Skill through Information Gap Activities at Second Semester of Management Study Program at Panca Marga University in 2021/2022 Academic Year

Speaking is the highest target in English language because speaking as the basis of communication which becomes a function in learning. There are many kinds of technique to improve speaking skill, such as information gap technique. The researcher wants to find out whether using information gap activities can improve the students’ speaking skills and analysing the classroom situation when this technique is implemented in speaking class. This research used collaborative classroom action research and composed for three cycles following the procedures of action research, namely planning, action, observation, and reflection. The researcher uses instrument of observations, lists, tests, and questionnaire to collect the data. The data obtained was presented in two ways, they are qualitative and quantitative. The findings showed that IGT activities were effective to improve the speaking skill of the learners in class activities. It can be seen from each cycle by the rise in the students’ mean scores in the test result, 59.8 in the first cycle, 69 in the second cycle, and 81, 8 in the third cycle. In other hand, the improvements also based on the results of the observation that showed positivity and good responses from the learners. From the questionnaire results. it was gotten that the means score for the students’ perception was 3,72. It means that the students give positive response for the implementation of this technique.

Improving Speaking Skills through Tiktok Application: An Endevour of Utilizing Social Media in Higher Education

TikTok is one of the popular applications that contain short-video sharing. Every year, the number of users grows up in every country. They use TikTok not only as the media for entertainment and business but also as the media for learning. The aim of this research is to describe the effect of the TikTok application to improve students’ speaking skills. This research belongs to quasi-experimental research with group pre-post-test design involving 32 students in Diploma of Midwifery Program Universitas Muhammadiyah Kudus as the population. The sampling technique is total sampling with the experimental group (16 students) and control group (16 students). To know the students’ speaking skills, there are four components that must be measured, such as vocabulary, fluency, pronunciation, and comprehension. Moreover, the students’ score has been classified into five categories, they are very good, good, medium, low, and failed. After treatment, the score of speaking ability is improved for the experimental group. The vocabulary increases 45,6%, fluency increases 40,6%, pronunciation increases 31,6%, and comprehension increases 32,8% from the pre-test score. TikTok is a useful application that not only improves speaking ability but also improves the students’ creativity, motivation, and vocabulary.If the students have wrong in speaking, they not only get the academic punishment but also digital punishment.

Improving Speaking Skills during Technical English Classes

Improving Speaking Skills during Technical English Classes