Speaking Skills Research Articles

Application of Image Media in Improving Children's Speaking Skills in PAUD

Application of Image Media in Improving Children's Speaking Skills in PAUD

Using AI for Students' Attitudes to Improve their Speaking Skills at a University

Using AI for Students' Attitudes to Improve their Speaking Skills at a University

Role of Collaborative Learning for Developing Speaking Skills of Secondary Level Students

Collaborative learning is an engaged learning of the students in which two or more students work together for the same purpose. However, research on the role of collaborative learning in developing language skills of the students have not been taken in a greater extent in the context of school education. In this regard, the present study aims to explore the role of collaborative learning for developing speaking skill of secondary level students and to examine the collaborative learning culture among the secondary level students. Keeping the objectives into consideration, forty secondary level students were selected as the sample by using purposive non-random sample strategy. The data, which was collected by using close ended questionnaires, analyzed and interpreted descriptively. The results of the study show that collaborative learning has constructive role for developing students’ language skills, social skills and personal skills. In the opinion of the students, collaborative learning engaged them in meaningful interaction. Though the students realized the constructive role of collaborative learning, they had a little practice of collaborative learning. They had group discussion to solve problem, peer work and some collaborative projects as the part of collaborative learning practices.

THE USE OF GAME TEACHING METHOD FOR CHINESE SPEAKING SKILL OF GRADE 5 STUDENTS IN CHACHOENGSAO PROVINCE, THAILAND

This study aimed to compare the Chinese speaking skills of grade 5 students before and after using the game teaching method, as well as assess their satisfaction with its use in a Chinese speaking course. The participants consisted of 41 Thai students in Grade 5 in Chachoengsao Province, Thailand. We collected data using four lesson plans, a pre-test, a post-test, and a questionnaire, and used descriptive statistical analysis and paired sample mean differences for analysis. A school in Chachoengsao Province conducted the teaching experiment and collected the data over a four-week period. Pre-test and post-test results showed a significant improvement in participants' Chinese speaking skills, with a mean difference of 3.53 points between pre-test scores (=16.02, SD=2.49) and post-test scores (=12.49, SD=2.57). All items in the questionnaire received high ratings, according to the collected data from the questionnaire. The majority of participants expressed satisfaction with the application of the game teaching method to Chinese-speaking learning. This study demonstrated that the game teaching method provided an alternative and effective way of learning Chinese in Thailand.

The Use of Fillers in Proposal Seminar Presentation

This research aimed to investigate the frequency and reasons for using fillers during proposal seminar presentations among students in the English Department. The study involved five students who took the proposal seminar exam on March 18, 2022. Using a mixed-method approach, data were collected and analyzed to identify the types and frequency of fillers used, as well as the underlying reasons for their use. The findings revealed that the frequency of unlexicalized fillers was higher (172 occurrences, average 74.78) compared to lexicalized fillers (31 occurrences, average 13.48). The main reasons for using fillers included nervousness, forgetting what to say, reflexive habits, and difficulty finding the right words. These results highlight the need for students to improve their speaking skills and practice more to minimize the use of fillers during presentations. Additionally, it is suggested that lecturers focus on reducing the use of fillers in speaking classes to enhance students' performance and confidence in public speaking. This research provides valuable insights for educators in developing more effective teaching strategies to improve students' oral communication skills.

OPTIMIZING EDUCATION STUDENTS’ PUBLIC SPEAKING SKILLS AS AN EFFORT TO IMPROVE TEACHER COMPETENCE

This study aims to evaluate the improvement of future educators' public speaking skills through training focused on their final results. In the third meeting, there was a significant improvement of 71.32% in the students' public speaking skills after the post-test. This result showed a good improvement from the previous pre-test. Good public speaking skills are very important for future educators, as this will affect their competence in becoming professional teachers. The teacher's ability to explain the material briefly but comprehensively is needed so that students can understand well. This research makes an important contribution in preparing future educators to communicate effectively, avoid difficulties during the learning process, and improve their public speaking skills.

Virtual Reality as a Tool for Public Speaking Training: Assessing Efficacy and Engagement

This study investigates the efficacy and engagement of virtual reality (VR) as a tool for public speaking training. The primary objective is to qualitatively analyze the literature to understand how VR technology can enhance public speaking skills and increase user engagement compared to traditional training methods. The research employs a qualitative literature review methodology, synthesizing findings from academic articles, industry reports, case studies, and empirical studies to provide a comprehensive overview of the current state of knowledge in this field. The literature review methodology involves systematically collecting and analyzing scholarly sources that explore various aspects of VR in public speaking training. The study categorizes the literature into key themes, such as the effectiveness of VR in simulating real-life speaking scenarios, the psychological benefits of using VR for reducing anxiety, and the levels of user engagement and motivation in VR-based training programs. Thematic analysis is used to identify patterns and trends in how VR influences public speaking proficiency and participant engagement. The findings indicate that VR offers a highly immersive and interactive environment that can closely mimic real-life public speaking situations, providing users with valuable practice opportunities. Studies show that VR can significantly reduce public speaking anxiety by allowing users to repeatedly practice in a controlled, virtual setting. Additionally, VR-based training programs are found to be more engaging and motivating for users, leading to higher levels of participation and improved learning outcomes.

Dialogic Discussion as a Platform for Building Speaking and Vocabulary Skills

Dialogic Discussion as a Platform for Building Speaking and Vocabulary Skills

Promoting Speaking Skills Through English Storytelling in Madrasah Diniyah: An Islamic Non-Formal School in Indonesia

Since English is used frequently in everyday life, exposure to it is essential in non-formal education. Using storytelling techniques and incorporating English as local content can help create a new learning environment and combat boredom that stems from formal school fatigue. This study investigated how English storytelling can enhance speaking ability and foster a positive attitude toward learning English among non-formal school students. The research involved 52 students at Madrasah Diniyah, an Islamic non-formal school in Central Java utilizing test, questionnaire, and parent interviews. The research findings showed that the English Storytelling Technique can increase students' motivation to learn in non-formal schools and also improve their speaking ability. This is evidenced by the significant improvement in students' speaking ability, increasing from the initial level of 55% to 87% at the final level. The student's parents believe that because the Islamic non-formal school offers English language instruction, their children are more encouraged to learn the language. Therefore, the study suggests that the exposure of English learning should be given more and intensively to non-formal school in the future learning.

Improving Descriptive Speaking Skills By Implementing Project-Based Learning Using Flashcards and Mind Maping

This research aims to improve descriptive speaking skills by implementing project-based learning using flashcards and mind mapping. The main purpose of this research was to describe improving descriptive speaking skills by implementing Project-based learning using flashcards and mind mapping for Seventh Graders of SMP Negeri 2 Modung Bangkalan in The Academic Year 2022/2023. To know about it, the researcher used some instruments such as observation and tests. After analyzing the data and counting the scores of students’ skills in tests, the researcher found that there were significant differences before and after the treatment. It meant that there was improving descriptive speaking skills by implementing Project-based learning using flashcards and mind mapping. To support those results, the researcher used a t-test formula to count the test results. To start calculating the data, the researcher counted the mean and the standard deviation in every Pre-test and Post-test from the experimental class and control class. Then, the result was entered into the formula. The research counted the t-table by calculating df and determined the percentage of significance. After that, the result of the t-test is compared with t-table to answer the hypothesis.

The Impact of Nonverbal Communication on Effective Public Speaking in English

Nonverbal communication (NVC) plays a crucial role in effective public speaking, particularly for English language learners (ELLs) who may face unique challenges in navigating both linguistic and cultural aspects of communication. This study is carried out through a literature review method, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to examine the impact of NVC on public speaking among ELLs in higher education settings, and synthesize findings from diverse studies. The review reveals that effective use of NVC significantly enhances perceived credibility, audience engagement, and message clarity for ELLs. Specific nonverbal behaviors, such as maintaining eye contact, using open gestures, and adopting a confident posture, are associated with increased speaker effectiveness. Additionally, the literature highlights the importance of cultural sensitivity in NVC instruction, as nonverbal cues can carry different meanings across cultures. The findings underscore the need for explicit instruction in NVC strategies within English language curricula, emphasizing cultural responsiveness and creating inclusive learning environments that empower ELLs to become confident and effective communicators. This review contributes to the growing body of research on NVC in educational contexts and offers practical implications for English language educators seeking to enhance their students' public speaking skills.

The Post-Pandemic Reflection on Students’ Speaking Anxiety: A Case in Higher Education

This research aims to find out students' perspectives and reflection regarding speaking skills in higher education. This research was conducted by involving 33 students from the batch of 2020 and 2021 in one of private universities in Batam. A case study design was employed by applying questionnaires and semi-structured interviews to collect the data. This research found that there were three categories which were the factors contributing to students' speaking anxiety in post-pandemic era. Those factors were communication apprehension, fear of negative evaluation, and test anxiety. In addition, to overcome their speaking anxiety, they used the methods of self-communication, self-healing, restarting the speech, and switching the language, while also learning and practicing in their effort to overcome their speaking anxiety. It is crucial to note that environment is also one of factors that affects students’ motivation in speaking skills. Hence, the lecturers hopefully can choose appropriate strategies to enhance students’ speaking skills, manage classroom environment well, and give positive reinforcement to students.

The Use of Interactive Multimedia Material Te-Ga in Teaching Listening and Speaking Skills for Students With Special Needs

This study aims to identify the use of interactive multimedia materials, Te-Ga, in teaching listening and speaking skills for students with special needs. Listening and speaking skills are essential language skills in the Malay language subject. The use of learning materials in the form of pictures and videos creates a static learning environment, causing students with special needs to not engage in teaching and learning sessions, resulting in low mastery levels in listening and speaking skills. Therefore, the use of interactive multimedia materials, Te-Ga, helps to increase the involvement of students with special needs in learning sessions. This study was conducted using a qualitative approach and adapted Kurt Lewin's action research model. The participants involved in the study were five Year 4 students from a Chinese National Type School in the Tamparuli district. The instruments used in the study were document analysis, observation, interviews, audio recordings, and checklists. The collected data were analyzed descriptively. The findings of the study indicate that the use of interactive multimedia materials, Te-Ga, can improve students' mastery levels in listening and speaking skills through their involvement in engaging learning sessions. Overall, this study can serve as a guide for Malay language teachers in creating effective learning environments through the use of interactive multimedia materials.

TEACHING SPEAKING ABILITY OF VOCATIONAL HIGH SCHOOL STUDENTS THROUGH DIRECT NSTRUCTION MODEL

Through the use of oral tests to describe places described in descriptive texts, this study sought to investigate the efficacy of an instruction model combined with a learning model in enhancing the speaking abilities of Vocational High School (SMK) students. The goal of this study was to teach English speaking skills in a classroom setting. An experimental strategy with a pre- and post-test one group design was employed in the research methodology. Tenth grade TKJ students from Vocational High School PGRI Pangkalan Balai academic years 2023/2024 made up the research sample. Speaking exams were used to gather data both before and after the course of treatment. The speaking exam was divided into multiple parts, including fluency, grammar, vocabulary, and pronunciation. With an average pre-test score of 47.23% and an average post-test score of 64.3, the data analysis results demonstrated a considerable improvement in the speaking ability of students who received instruction through a direct instruction paradigm. This result demonstrates how well the learning model with direct instruction worked to enhance the speaking skills of students enrolled in vocational programs.

The Use of Drilling Method in English Speaking Skills

Bahasa Inggris merupakan bahasa internasional yang penting dalam komunikasi global, bisnis, dan pendidikan, dan kemampuan berbicara bahasa Inggris sangat dihargai di banyak negara, termasuk Indonesia. Namun, mencapai kefasihan dalam berbicara bahasa Inggris masih menjadi tantangan bagi banyak siswa. Penelitian ini bertujuan untuk mengeksplorasi efektivitas metode drilling dan implementasinya dalam meningkatkan keterampilan berbicara bahasa Inggris. Hasil penelitian menunjukkan bahwa metode drilling efektif dalam meningkatkan keterampilan berbicara otomatis, akurasi pengucapan, memperluas kosakata, dan membentuk kebiasaan belajar yang konsisten dengan latihan berulang, siswa dapat melatih otak mereka untuk merespons cepat tanpa terlalu memikirkan tata bahasa atau kosakata, serta meningkatkan kepercayaan diri dalam berbicara. Implikasi penelitian ini menunjukkan bahwa pengintegrasian latihan drilling dalam kurikulum pembelajaran bahasa dapat memperkuat penguasaan tata bahasa, pengucapan, kosakata, dan pola kalimat, sementara program pelatihan guru dan dukungan kebijakan perlu mencakup komponen tentang teknik drilling yang efektif, dan integrasi teknologi dapat memperluas latihan drilling di luar kelas untuk mendukung siswa dalam pembelajaran bahasa.

Innovative technological teaching resources to develop English speaking skills

Innovative technological teaching resources to develop English speaking skills

EFL Students’ Needs in Promoting English Speaking Skills at Lower Secondary Schools

EFL Students’ needs for spoken English are considered important to fulfill, and the idea to capture what they need requires some ways and efforts so as to make them eager and keen on practicing English better. However, an analysis on needs environment is not much discussed and conducted for EFL students, mainly in lower secondary schools. Thus, the aim of this study is to examine the needs of EFL students in terms of enhancing their English-speaking skills in lower secondary schools. Three ninth-grade students from three distinct lower secondary schools located in Depok, West Java, Indonesia were the subjects of the research. This study employed a qualitative design with descriptive analysis, and the instrument used to collect the data was semi-structured interviews. The resulting data was analyzed with some steps such as reduction of data, data display, and data presentation. The results demonstrated that EFL students’ English-speaking proficiency is influenced by a variety of needs, including necessities, lacks, and wants. Considering the significance of these needs in the enhancement of EFL students' English-speaking abilities, it is advisable that teachers of English should comprehend and employ efficient learning strategies and stimulating learning media that facilitate the progress of students' English-speaking capabilities.

The Contribution of Memorizing the Holy Qur’an to Improving the Speaking Skills of Eighth grade Students at the Ibnu Aqeel Modern Islamic Institute

Memorizing the Al-Quran is one aspect that can be used in assessing Arabic language learning, one of which is speaking ability. This is because in memorizing the Al-Quran a person will get used to saying Arabic sentences, where Arabic is the language of choice in writing the Al-Quran. This research is field research, while the research approach is a quantitative approach, meaning that research design objectivity is carried out using statistical processing of numbers, structures and controlled experiments. Judging from the population and sample, this research data is a population sample research, because it involves all research subjects, namely class VIII. Data collection techniques used observation and interviews. The aim of this research was to determine the contribution of memorizing the Al-Quran to the speaking ability of students at Tahfiz Ibnu Aqil Islamic boarding school. From the results of the product moment correlation analysis, the correlation coefficient value of Arabic language ability with the ability to memorize the Al-Quran obtained a value of 0.602. This means that the relationship between Arabic language ability and the ability to memorize the Al-Quran is interpreted in the strong relationship category. So it can be concluded that in this study there is a positive relationship between the ability to memorize the Al-Quran and Arabic language ability.

The Use of Interactive Worksheet to Teach Speaking

The purpose of the study is to show how Interactive Worksheets can be used to deliver speaking. The interactive worksheet was made by the instructor and is accessible online to encourage students to speak more. Students get the chance to express themselves in a stress-free and enjoyable way. The study used a descriptive qualitative research design and methodology. The sources of the data are the online interactive worksheet and the responses from students to it. Data collection techniques include observation, interviewing, and documentation. The triangulation methodology is used by the researcher to evaluate the data's adequacy Techniques for analyzing data include data condensing, data displaying, conclusion, and verification. The study's findings indicate that: First, help students practice speaking aloud without pressure. Secondly, encouraging their creative learning and speaking. Third, concentrate on assisting the students in developing their speaking skills. Just have fun when they speak, that's all. The disadvantage is that students may find it challenging to understand and accurately pronounce terms used in the text. In order to look up challenging terms, students can implement lively game combinations. The researcher offers suggestions for future research, educators, and students in this study.

Luth Badila's Learning Time

Learning media play a crucial role in enhancing the student learning process, with various types of media being employed to engage students and facilitate better understanding. Posters are one such medium that can significantly enhance students' attention and interest during learning sessions. However, traditional posters often lack elements that make them interactive and engaging enough to substantially impact speaking skills and teamwork. This study aims to introduce and evaluate the effectiveness of a novel learning medium, known as Luth-Badila’s Learning Time, which utilizes uniquely designed 3D posters incorporating subject materials, quizzes, and a rotating clock embedded in a robot's head to attract students' attention and improve their speaking skills and teamwork. The implementation of Luth-Badila’s Learning Time in classrooms has shown promising results, with a noticeable increase in student engagement, improved speaking skills, and enhanced teamwork. The novelty of this learning medium lies in its interactive 3D design and the integration of multiple educational elements into a single poster, which is a significant departure from traditional 2D posters. The findings suggest that incorporating such innovative and interactive learning media in educational settings can lead to better student outcomes, particularly in terms of speaking skills and collaborative abilities. This study contributes to the existing body of knowledge by providing evidence of the benefits of using advanced, interactive posters in educational contexts, thereby encouraging educators to adopt similar approaches to enhance learning experiences. Highlights: Innovative Design: Luth-Badila’s Learning Time uses 3D posters with quizzes and a rotating clock to captivate students. Improved Skills: This medium significantly boosts speaking skills and teamwork among students. Educational Impact: Interactive posters lead to higher student engagement and better learning outcomes. Keywords: 3D Poster, Learning Media, Speaking Skills, Student Engagement