Practice Speaking Research Articles

ASSURE MODEL FOR TEACHING SPEAKING ONLINE: TEACHER SELF REFLECTIONS

Transferring the form of face-to-face learning in conventional classes to online learning is not only as simple as changing learning materials into all-digitalization as not all teachers try to make a proper and organized preparation before starting the online teaching process. With the limited time to practice speaking skills at the National Institute of Technology Malang, the teachers are expected to have the right planning and strategies for their classes. Therefore, this paper reports on the the use of ASSURE model in teaching speaking online from the perspective of two English teachers in the National Institute of Technology Malang. This qualitative study relied primarily on in-depth interviews of the two teachers to gather the information. This research’s findings and recommendations are expected to help provide insights in preparing and developing other online speaking classes to achieve better outcomes.

Approaches to defining the concepts of “Reading” and “Authentic materials” in english methodology

The article deals with approaches to defining the concepts of “reading” and “authentic materials” in English methodology. Reading means different things to different people, for some it is recognizing written words, while for others it is an opportunity to teach pronunciation and practice speaking. However, reading always has a purpose. It is something that we do every day, it is an integral part of our daily lives, taken very much for granted and generally assumed to be something that everyone can do. It is said that reading is a skill that is highly values by students and teacher alike. Reading comprehension is a complex process in which the reader used his mental ability to obtain the information.

TEACHERS’ STRATEGIES IN TEACHING SPEAKING IN ONLINE CLASSROOM TO TOURISM VOCATIONAL SCHOOL STUDENTS

Teaching online during the covid-19 pandemic is challenging to teachers. The challenge is to provide an interesting online learning environment to students which is the same with what they give in offline classroom. This becomes challenge because teaching online is new experience for most of the teachers. Effective teaching strategies are needed by students to prevent boredom and improve engagement in the online classroom. This study aims to describe the teachers’ strategies in teaching English online to elementary level students of Triatma Jaya vocational high school. The data was collected through interview and observation. 14 Teachers were interviewed to collect data. Data were analyzed using qualitative descriptive techniques. The result showed that teacher applied some strategies to teach online speaking, for instance interview, role play, discussion, games, and pictures. Teacher used pictures in various activities such as storytelling, describing pictures and picture narrating. However, there were some obstacles encountered while implementing these strategies, namely the unstable internet connection, insufficient knowledge of technology, students could imitate their friends work, and the amount of time spent to practice speaking in online classroom which result to students’ boredom. Keywords: strategy, speaking, online classroom.

THE STUDENTS PERCEPTION OF LANGUAGE POLITENESS – BASED TEACHING MATERIALS IN SPEAKING SKILLS AT GERMAN LANGUAGE DEPARTMENT PATTIMURA UNIVERSITY AMBON

This research is aimed to obtain information about students' perceptions of politeness-based speaking skills teaching materials. The developed teaching materials were tried out in German Language Department, Pattimura University. The data was collected using a questionnaire technique to explore students' perspectives on teaching materials, while data analysis related to student perceptions was carried out using descriptive-analytic methods. The results showed that the theme chosen is a daily theme according to the daily communication needs of the beginner students, such as apologizing, asking, giving feedback or answering questions, giving suggestions, expressing opinions, etc. The teaching materials developed are also in accordance with the age level and students' language skills. Most of the students with language teaching materials that focus on (speaking skills) help them understand German language material easily. The form of training carried out by contrasting polite and unpolished utterances greatly helps students to distinguish appropriate speech according to politeness and will be able to use these speeches in daily communication. In addition, the teaching materials displayed are quite interesting because the form of practice used is quite good and interesting so that they can practice speaking and expressing opinions using polite language.

ІННОВАЦІЙНІ МЕТОДИ І ТЕХНОЛОГІЇ ВИКЛАДАННЯ АНГЛІЙСЬКОЇ МОВИ

The article describes the importance of innovative methods in teaching English. The article explains the necessity for teachers to use opportunities the Internet gives. Nowadays, educators can use different resources to make lessons beneficial for learners, to develop language skills while using authentic materials and creating real life situations to practice speaking. Teaching English can become very effective and exciting at the same time. The information about the variety of methods, resources and platforms to use is quite relevant in terms of the present situation in the world when people are forced to lockdown and stay home during the quarantine period. Students are active elements in the learning process and teachers’ aim is to encourage and make the process as interesting and exciting as possible. Technological innovations provide teachers with tools to be used in practice. This allows using a language creatively and engaging students in practicing a language more effectively and with fun and pleasure. Nowadays, teachers are trying to combine digital media and traditional means of teaching. It means adapting courses materials and programs to modern reality and requirements of changing interests. Using the Internet has changed the way of teaching English. The Internet provides the opportunities to use chats, messengers, Skype, Zoom and look for real language patterns. Internet interactions, especially nowadays, when the whole world is on lockdown, help stimulate real life discussions. These days, people are more than ever engaged in online communication whether on business or personal purposes. The students are fixed not only on individual results, but also on the process of connection work, collaboration and building social networks within one group. English obtains more importance as a social aspect of education. The real value of innovative teaching and learning lies in how influential it is on teachers, and, most importantly, on learners and can help them to become better speakers and users of a foreign language.

EFL Teachers’ Perception and Implementation of the Speaking Tasks: The Case of Koma and Jaragedo Secondary and Preparatory Schools, South Gondar Zone, Ethiopia

The purpose of this study was to explore EFL teachers' perception and implementation of the speaking tasks in Koma and Jaragedo Secondary and Preparatory Schools. In order to answer the objectives of the study, descriptive survey research design was used. The data were gathered through questionnaire, interview and classroom observation. Comprehensive sampling was used to select teachers for questionnaire and random sampling technique was used to select teachers for interview. Besides, the four randomly selected EFL teachers’ actual teaching–learning process of speaking lesson was observed and analyzed. The data collected through the above data gathering tools were analyzed using both qualitative and quantitative data analysis techniques. Data gathered through questionnaire were analyzed using quantitative method while data gathered through observation and interview were analyzed qualitatively. The findings reveal that teachers didn’t have clear understanding about effective teaching methods of speaking tasks and they commonly used traditional techniques (especially question and answer, lecturing and dialogue repetition) to teach speaking tasks. Furthermore, the findings portrayed that the students’ low interest to learn speaking, use of their mother tongue, lack of awareness on the importance of speaking tasks, afraid of making mistakes, focus on grammar, poor background and read texts instead of speaking orally were major challenges that teachers faced in teaching speaking skills. Teachers also have lack of awareness about current techniques of teaching speaking skills. Based on the findings of the study it was recommended that teachers should encourage and make the students practice speaking skill both in and outside of the classroom instead of rushing to cover the text book. Keywords: Task, awareness, practice, teaching DOI: 10.7176/JLLL/78-01 Publication date: April 30 th 2021

Online Learning for English Language Learners During Covid-19 Pandemic in Muhammadiyah University of Surabaya

An existence of a government policy for study from home in the COVID-19 pandemic era has disrupted the conventional learning process. Online learning was an alternative that can overcome the problem of the spread of COVID-19 pandemic in universities. A purpose of this research was English language learners that needed online learning during COVID-19 pandemic in Muhammadiyah University of Surabaya. Learning English, especially in speaking skills, is an important skill in English as a foreign language (EFL). One thing that also influenced the behaviour of English language learners in the online learning model was Computer Self Efficacy (CSE). Students' confidence used computers that are also a success factor in online learning. This research was conducted at the medical faculty of the Muhammadiyah University of Surabaya. The method used descriptive qualitative. The subjects of this research were 80 students of the first semester students in medical faculty in Muhammadiyah University of Surabaya. This research showed the results that the implementation of the online learning model can provide many English learning activities independently at anywhere and anytime. The learning English online for students were very interesting. Therefore, it can be increased students' motivation to practice speaking in English. Keywords : English language learners, Online Learning, Computer Self Efficacy, Speaking Skill, Covid-19 Pandemic DOI: 10.7176/JEP/12-9-10 Publication date: March 31 st 2021

Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills

Students’ high levels of foreign-language classroom anxiety (FLCA) are reported to have a negative impact on their target language performance in classrooms. There are some anxiety studies from the students' perspective in the existing literature, but few from the teachers' perspective, particularly in Japan. Therefore, the aim of this study was to investigate how teachers managed students' levels of anxiety, which may lead to an improvement in their communication skills. Semi-structured individual interviews were conducted with six teachers. Various strategies that teachers could use to decrease students’ levels of anxiety were introduced. In communicative lessons, students need to practice speaking and listening in class as much as possible to improve these skills in an English as a foreign language (EFL) context. Therefore, teachers should use various methods to increase the opportunities for students to speak a target language in class, and to create an unthreatening classroom environment in which students can speak without hesitation. In addition, teachers could use group dynamics effectively to ensure seamless classroom management.

Mogućnosti uvežbavanja komunikativne kompetencije na frontalnoj nastavi i nastavi u malim grupama kod učenika viših razreda osnovne škole

Language is most effectively acquired through communication. In order to practice speaking skills, it is necessary to encourage students to communicate regardless of the method of teaching used by the teacher. Communication does not necessarily occur in class when teachers ask usual questions concerning information from text materials and students give typical answers which are grammatically correct and in full sentences. Communication in class occurs when a teacher initiates real, genuine conversation about the attitudes and opinions of the speakers. In spontaneous, everyday speech, speakers tend to use short, intermittent sentences, as well as various skills of interaction and conversation, such as false starts, parataxis, reformulations, hesitation devices and others. The aim of this paper is to investigate how much genuine communication happens using teacher-centered method, in comparison to pair and group work in two senior grade classes of primary school. We will first analyze the two teachers' teacher-centered classes example and try to determine the kind of communication that takes place there. Then we will compare the quality and quantity of communication, as well as the number of participants in it, with the results obtained with the same students in group tasks. The goal is to determine which method of work and the way in which it is performed encourages the development of students' communicative competence.

Students' Perceptions of the Strategies Used by Teachers in Teaching Speaking in Desa Bahasa Sragen

The objective of this study was to determine students' perceptions of the teaching strategies used by teachers to teach speaking in “Desa Bahasa Sragen”. The subjects of this study were the six students of the “Desa Bahasa Sragen”. There are six students who voluntarily agreed to be participants in this study. The instruments used to gather data was interviews. The case study is used in this research as a research method. The results showed that the students gave a positive perception of the strategies used by the teacher in teaching speaking in “Desa Bahasa Sragen”. They stated that the strategies used by the teacher in teaching speaking in “Desa Bahasa Sragen” could help them practice speaking, making them feel the learning process fun. In addition, their positive perceptions are influenced by the new experiences they get while learning English, especially speaking in “Desa Bahasa Sragen”.

Belajar Bahasa Indonesia Bagi Penutur Asing (BIPA) Secara Informal: Sebuah Inkuiri Naratif

This paper aims to unveil an American couple’s, Andi and Becky (Psudonyms), experiences when learning Bahasa Indonesia for foreign speakers in Indonesia (BIPA) informally aside from their non- formal learning. They were undertaking a BIPA course hosted by a language center running under a higher education institution. The research in this paper employed a narrative inquiry method of research mainly through interview to cast more light on their informal learning of BIPA. From the findings, it was revealed that they perceived informal BIPA learning as important as the course they were taking and they believed that culture was part of language learning therefore in their views, experiencing it at the natural context would be the best way of learning the culture. Furthermore, when carrying out informal learning to support their BIPA course, they hung out to public place to make exchanges with local people, invited local friends to come home and to help them practice speaking, always took a small notebook of new vocabulary list, the visualization of vocabulary through drawing, writing a journal, listening to Indonesian music, and watching YouTube video. Most of these findings were consistent with the account of sociocultural perspective and situated cognition on learning.

Impacts of using cartoons as an instructional tool on English communicative skills of young learners at a Vietnamese primary school

This study examined the impact of the use of cartoons on the speaking and listening skills of students in a primary school in a rural area in Vietnam and their attitudes towards the use of cartoons as a learning tool in their English classes. The study employed an experimental research design to collect data. Participants included 70 fifth-graders divided into two groups, the control group and the experiment group. The control group was taught regular English lessons. The experiment group learned similar lessons but cartoons were added to the English lesson to practice speaking and listening skills for six weeks. Before and after the experiment, the speaking and listening skills of the two groups were measured by a pretest and a posttest. In addition, the students in the experiment group were surveyed using a questionnaire to examine their attitudes towards watching cartoons for learning purposes. The findings show the English speaking and listening skills of the students in the experimental group improved more significantly than those of the students in the control group. Besides, the students in the experiment group expressed positive attitudes towards watching cartoons in English classes. The findings had implications for English language teachers at primary schools in Vietnam and in other non-dominant English speaking countries to include visual materials in their English lessons to enhance young learners’ English proficiency.

The Extrovert and Introvert Students’ in Speaking Ability of English Department at IAIN Langsa

This research investigates about Extrovert and Introvert students in speaking ability of English Department at IAIN Langsa. Extrovert personality has characteristic interest in the external object and more friendly. Introvert are people that hold all of from external happenings, and dislike of large social. The aim of study investigated about whether significant difference between Extrovert and introvert students in speaking ability. The research method of study used qualitative method with descriptive research. The subject of research consisted 10 students who are 3 extrovert students and 7 introvert students. the instrument that used in this research was observation and interview. Based on the result of research students with extrovert type more active, friendly, and responsively in speaking class. Based on the observation and interview result students’ extrovert they more enjoyed in speaking class and brave to give comments or speak in class meeting. They were type personality who are preferring to practice speaking and share their opinions more often. While, students of their introverted personality are more silent, they only speak as necessary. The introvert students do not more to express themselves and they were afraid to share their opinions. It can be concluded that students extrovert personality more active in speaking ability and their interest in speaking class.

The Strategies Applied by Certified English Teacher in Teaching Speaking Skill (A Case Study at Junior High School Janapria in the Academic Years 2020/2021)

The study is aimed at finding out the strategies applied by certified English teacher in teaching speaking skill at junior high school and the responses of students toward the strategies. It is a case study of ethnography which was conducted at Junior High School Janapria in academic year 2020/2021. The research involved certified teacher and students of Junior High School Janapria as the research participants. Collecting the research data, the classroom observation was conducted to find out what teaching strategies employed by the certified teacher to teach speaking skill to the students as well as finding out the students’ responses on teacher’s teaching speaking strategy. The article exemplifies and explains the rationale of the strategies and the responses. The research finding says that the English certified teacher employs four strategies. The four teaching strategies mentioned as role play teaching strategy, think pair share, group investigations, and articulation drill. The use of those four teaching strategies shows that the certified teacher used active and innovative strategies in teaching speaking skill at Junior High School Janapria in academic year 2020/2021. The finding of students’ responses on the use of those teaching strategies were found varied and active responses which was indicated by various responses like students was enthusiastically speak English, dare to practice Speaking in English, dare to ask questions in English as well as giving the answers by using English.

Changing practices for connected discourse: Starting and developing topics in conversation

This paper investigates the actions and practices for connected discourse in English conversation. Three university students met weekly for 94 weeks to practice speaking and were video recorded. Each participant made a 10 min presentation about a topic of interest and then the three participants had a conversation. Using ethnomethodological conversation analysis (CA), we examined how participants moved from an orientation to one type of speech exchange system (the monologic presentation) to another (the ‘conversation’) and specifically, the actions and practices for getting the conversation started. We show how an orientation to an interview type of speech exchange system changes to something more conversation-like over the course of the 94 weeks and how changes in particular actions are concomitant with changes in turn allocation, turn construction, and turn taking practices. The findings provide further evidence for the co-constructed nature of language. Implications for understanding change or learning as a group enterprise are also considered.

MENINGKATKAN KEMAMPUAN BERBICARA BAHASA INGGRIS DASAR MELALUI KEGIATAN ENGLISH CAMP

This study aims to improve the English speaking skills of STKIP MB students majoring in elementary school teacher education who take English courses, especially speaking skills at the basic level through English camp activities. English camp activities are outdoor activities carried out as practical speaking activities outside the classroom. . This activity is carried out after the lecture enters the midterm exam where students have first learned the basic theory for seven meetings at the beginning of the lecture. This research is a classroom action research conducted in two cycles with each cycle consisting of two meetings of English camp activities. The results of this study show their speaking ability at the basic level with the topics that have been determined increases significantly each meeting and at the end of each cycle taken from the speaking ability data with categories of assessment of topic accuracy, use of vocabulary, pronunciation and fluency in speaking. . The conclusion in the study shows that English camp activities can improve basic level speaking skills for PGSD STKIP MB students with success indicators of 80% of students getting an oral speaking exam score of 75 or more

Localized English for Ngapak Javanese Speakers as Language Instruction

This study aimed to investigate the use of local dialect as language instruction in the English classroom and its demotivating factors for Ngapak Javanese speakers. There were four English teachers and 132 students from four schools in the Ngapak Javanese community participating in this research by semi-structured interviews and questionnaires. The findings showed that local variety influenced students’ phonological features, stressing, and intonation. The teachers were indicated having positive attitudes toward the use of local dialect of English. However, they provoked the students to use Bahasa Indonesia as their second language in switching and mixing the code in the teaching and learning process. Lack of vocabulary mastery was also one of the obstacles faced by the teachers. Teachers' perception of the most appropriate implementation of language instruction, teaching strategies, learning resources, and media may lead them to deliver the instruction properly and effectively in improving students’ proficiency. Ngapaknese English could be suggested as a pedagogical implication in the sense of Western Central Java because it is more popular, feasible and practical for students. It also has realistic values in classes, including inspiring students to practice speaking, feasible and cost-efficient.

Out-of-Class English Language Learning Among Upper-Intermediate Level Students

Summary This article discusses a small scale research project that investigated how students learn and use English outside the classroom. It was conducted during the 2019–2020 academic year and completed by administering a questionnaire to 47 students enrolled in the B2-level English language course offered at Vytautas Magnus University in the fall semester of 2019. The data were collected through an online survey. The participants were asked to choose the ways which helped them to learn English outside of the classroom and to comment on them based on how useful they were in terms of learning English. The students were also asked to indicate the frequency of such out-of-classroom (OOC) activities, in other words, how often they engage in the chosen OOCs. The results showed that most of the activities that the research participants engaged in outside the classroom were related to popular culture and their free time activities that were fun and entertaining rather than consciously chosen activities with the purpose of learning English. These activities helped to expand vocabulary and listening, but they did not help to practice speaking and writing (productive skills).

Praktik Pembelajaran Keterampilan Berbicara Di Masa Pandemi Covid-19

This study aims to describe the practice of language learning, namely the speaking ability of students during the pandemic period with a learning system that dares to follow what they face. The subjects in this study were 13 students of PGMI Insuri Ponorogo. The practice of learning Speaking skills is carried out with four speaking practices: reading stories, reading announcements, making speeches, and discussing. Of the four practices, knew that if you do not practice speaking, namely reading stories, reading announcements, and making speeches, it only folds four aspects of delivery, namely (1) vocal clarity; (2) correct intonation; (3) accuracy of word choice (diction); and (4) sentence structure (speech). There is no interaction with other speakers, no need to convey or express opinions, and not required to show data outside of the text to support their speaking skills. In contrast to the ability to discuss which requires six aspects, namely (1) fluency in delivering responses/responses; (2) vocal clarity; (3) correct intonation; (4) accuracy of word choice (diction); (5) sentence structure (speech); and (6) accuracy in disclosing data in practice. In the discussion practice, the students' ability to speak is also better without reading texts. However, it cannot involve one aspect of learning services from voice message media.. be involved, namely eye contact with listeners. One aspect of this also later becomes one of the pathways related to bold learning that only uses voice message media in learning. Not recognizing expressions and gestures when executing the practice also prevents listeners from entering into reports.

Role of EFL teachers’ beliefs in speaking practice: The case of a Mexican university

In English as a foreign language (EFL) classrooms, learners’ communicative opportunities are maximised when they practise speaking. However, in the context of Mexican teacher education, teachers have been seen to adapt speaking practice in response to contextual factors in a way which limits learners’ speaking competence development. Drawing on evidence which shows that teacher beliefs strongly influence classroom practices, the study firstly measures and describes interactional features of three EFL teachers and learners during speaking practice in this Latin American context. It then explores the teachers’ beliefs about speaking practice in interviews. In combining these data, it aims to examine the role of their beliefs in speaking practice. The findings suggest that the teachers’ decisions and teaching practices may be shaped by their attempts to reconcile communicative principles with their continuing beliefs in the importance of traditional grammar teaching and their perceptions regarding practical constraints (class time and size). In particular, these belief systems may encourage display questions over referential questions, speaking activities focused on grammar or vocabulary, and teacher dominance of talk. These findings provide an opportunity to understand the potential role of beliefs in shaping speaking practice in EFL contexts in Mexico.