Speaking Class Research Articles

The Use of Time Token Method on Students Speaking Ability

The researcher conducted a pre-experimental research with one group Pre-Test, treatment and post-test design. The instrument of this research was speaking test or oral test.This research aimed to find out whether or not the use of the Time Token method effect the eleventh grade students’ speaking ability in terms of smoothness and pronounciation. The sample of this research was class XIIPA2 that consisted of 18 students of SMAN 5 Soppeng. The result showed that Time Token method was effective to effect students’ smoothness (78.33) and pronounciation (73.61) in speaking ability which was proved by the mean score of the Post-Test that was higher than the mean score of the Pre-Test smoothness (42.77) and pronunciation (48.88). Then, there was an effect as many as 83.14% (smoothness) and 50.59% (pronunciation) in describing some topics in three meeting (personal introduction, introduce their family, or explain their favorite place). It means that the student in the speaking class by using Time Token method could affect their speaking ability especially Fluency(smoothness) and pronounciation. However, this only method could not significantly affect the holistic speaking learning activities unless teachers’ use it in their teaching and learning procces.

MEASURING LANGUAGE ANXIETY OF EFL STUDENTS IN PUBLIC SPEAKING

Research on speaking anxiety has often been the focus of research in language learning to date. This research topic is important to provide information about the level of anxiety they experience when speaking English and to what extent it impacts the quality of students' speaking. Therefore, implementing research is important for developing strategies for learning English according to the habits and challenges they experience. This study examines students' anxiety levels, especially during public speaking. Data was collected using the Public Speaking Class Anxiety Scale (PSCAS) questionnaire and then analyzed separately based on anxiety, communication apprehension, comfort in speaking English, and fear of negative evaluation. The results showed that 50% of students were at the medium level, 35% at the high level, and 15% at the low anxiety level. Anxiety arises from internal factors such as a tense and stiff body, a heart beating faster, and the inability to control body movements. External factors such as fear of being laughed at and getting a negative response from the public also cause anxiety. This study also found that the main causes of anxiety are lack of grammar knowledge, lack of vocabulary mastery, and failure to construct good sentences

Communication Strategy Used by The Students of Vocational School on Speaking Class

Some problems usually are faced by the students when learning speaking in English as a foreign language. That difficulties also faced by the students of vocational school when they learn in speaking class. In their presentation or talk as performance, they have lack for delivering idea in their speaking. All of them are faced by them since there are difficulty of the target language owing to their hesitation and unfamiliar of vocabulary. Meanwhile, they have to present their idea in the talk as performance in speaking class to the audiences or their friends. Whereas, as students of vocational school majoring tourism, they are expected to have good ability on speaking English. Thus, when facing that problem, it is needed a strategy which can solve their difficulty in speaking. Communication strategy can be used by the students when they faced some difficulties in their speaking. It is students’ attempts involving some strategies in communication which can make the utterances can be understandable and meaningful for achieving communication goal. In addition, the communication strategy is crucial way which can be implemented in the teaching speaking since it can help the students for learning speaking. This paper concerns on the kinds of communication strategies used by the students of vocational school and the process of communication strategy on the speaking class. The qualitative study is conducted in this study since the data are collected are in the form of word. Finally, the result of this study can give new insight for the teachers that communication strategy can be used not only for daily communication but also for teaching speaking.

Benefits and Challenges of Group Discussion as Creative Learning Strategies in Speaking Class

Abstract: Creative learning strategy has turned out to be an important issue in foreign language learning. This article is aimed to investigate the benefits and challenges of group discussion as creative learning strategy to improve speaking’s proficiency. The research was conducted in an Islamic Senior High School. The research applied qualitative approach by using interviews and Focus-Group Discussions with 8 students as the source of data. Based on the analysis results, it was found that Group Discussion as creative learning strategy were beneficial during the speaking class because of it promote interaction and learning, motivation encouragement, and develop respect to another’s’ idea. Meanwhile, during the group discussion several issues arouse namely the individual learning preference, the problems with language aspects, and the students’ self-confidence. The research implies the significance of creative learning strategy to improve the English speaking successfully.

Pre-service English teachers’ perception of authentic assessment practice in speaking classes

There is a growing body of literature examining the significance of authentic assessment in enhancing teachers’ assessment literacy. This study set out to investigate pre-service English teachers’ perception of authentic assessment in their speaking class. This sequential explanatory study employed a set of questionnaires and semi-structured interviews in the data collection. A total of 46 pre-service English teachers in their final year participated in this study. They completed a web-based survey, and four of them who used authentic assessment in their speaking class were selected for an interview. The quantitative data were analyzed using descriptive analysis while the qualitative data were analyzed using thematic analysis. The findings showed that 71.74% of respondents were aware of what authentic evaluation entails as learned from various sources, primarily lecturers and tutors. More than 25% of respondents could not comprehend an authentic assessment, and fewer than a fifth (19.57%) of those surveyed had never taken a course on authentic assessment. The results from the survey and interview also showed that lack of time or the lengthy implementation time of authentic assessment, as well as the class size were reported to be the main challenges of the students in applying authentic assessment. Oral interviews, picture-cued descriptions or stories, information gaps, story/text retelling, role plays/simulations, oral reports, and debates were examples of the authentic assessment tools they normally used. This study implied the need for more authentic assessment trainings and or sessions for these pre-service English teachers in the future.Keywords: perception, authentic assessment, speaking

مسلم یونیورسٹی علی گڑھ کےاساتذہ کی لسانیاتی خدمات کا موازنہ

Linguistics is an ever growing subject. As much attention is required on linguistics in Urdu, the same amount of shortage is being faced. As many experts have written in Urdu linguistics till today, the feeling of thirst remains constant even after reading their books. The main reason for this is that the subject of linguistics is also borrowed from English like other subjects. Due to which the Urdu speaking class has to face difficulties. Ghazal has definitely come to this region through Arabic and Persian. But today in Ghazal, the kind of topics that have been described, huge heaps of manuscripts will not be enough to give the details. Just as Ghazal has been written with full devotion, we cannot be master in linguistics until we make sincere effort. A linguist has to consider the themes of formation, destiny, origin and evolution of language. As many theories of linguists have come to forefront about the structure and origin of language, each presents a new angle on the origin of language. After reading these different views, where the level of knowledge is expanding, the common readers also seem astonished as well. The need is that one center should be considered as the original and the future journey should be planned so that it may be easy and convenient for the beginners. In this article, a small attempt has been made to provide the reader with an introduction to the origin and evolution of linguistics and various branches of linguistics.

Utilizing Tiktok In Project-Based Learning At Intermediate English-Speaking Class

Intermediate English Speaking expected the students to be able to use vocabulary that is relevant to the material and fully participated in casual conversation including describing an object. In the 21st century, critical thinking, problem-solving, communication, and collaboration or 4Cs skills should be mastered by students. So, the lecturer uses Project Based Learning as the method suggested by the government, together with TikTok, the popular application among the students, which can facilitate them to achieve their goals. This paper will present the implementation of Project Based Learning in the Intermediate English Speaking class of English Department, FKIP, Palangka Raya University, and the utilization of the TikTok application as the tool for creating the project. This paper also describes the improvement of students’ speaking abilities in their video projects. The implementation of PBL in the Intermediate English Speaking classroom by utilizing TikTok is a great combination in increasing students speaking ability.

IMPROVING STUDENTS' ENGLISH-SPEAKING MOTIVATION AND ACHIEVEMENT THROUGH FIELD TRIP VIDEOS

An essential component of a student's learning process is motivation. The primary issue, specifically VII A in SMP Khadijah 2 Surabaya academic year 2022/2023, was identified by the researcher as a lack of desire during speaking class. The pupils were apathetic, easily bored, did not participate in the learning process, and did not give the assignment their full attention. The purpose of the study is to implement the use of field trip videos to increase the students' English speaking motivation and achievement in VIIA students of SMP Khadijah 2 Surabaya so the lack of motivation and achievement can be solved. The research question for this study is how can the use of field trips videos motivate students to speak English? And, how can the use of field trips videos improve students 'English speaking achievement? To address the issue of low motivation and achievement, the researcher employed classroom action research to install field trip videos. To assess the researcher's data, qualitative and quantitative methodologies are both used. The qualitative approach is used to gather data utilizing field notes, surveys, observations, and interviews. For each cycle, data from the speaking pre- and post-tests are gathered using the quantitative method. The findings show that field trip videos improves students' English speaking motivation and achievement in speaking class. This can be seen from the improvement in each cycle. Nineteen of the twenty-four students received score that exceeded the Minimum Mastery Requirement (KKM).

Developing Teaching Materials based on Digital Visual Literacy

The aims of this study were to: (1) provide teaching materials for students of State Administration, FISIP, and UMSJ in the form of English language modules; and (2) determine the feasibility of teaching materials in the form of English language modules. Research and Development (R&D) research designs, or research that is utilized to create specific goods and evaluate their viability. This research is a research development project (Research and Development). The four-D (4D) development model is the basis for the research design, which has four key stages: (1) define; (2) design; (3) develop, and (4) deploy. In this study, questionnaires and focus group discussions (FGD) were used to collect data. In learning, having access to educational resources is very important. This is because this teaching material contains information about English for Special Purposes courses offered by the State Administration Study Program, FISIP, and UMSJ. Based on preliminary observations made in the speaking class of semester 1 students of the State Administration Study Program at Moch Sroedji University, several deficiencies were found in terms of teaching English speaking: (1) the lecturer's speaking teaching method was less varied (2) the lecturer did not use appropriate media/techniques the theme to be discussed in the speaking course; and (3) learning to speak seems monotonous and boring. Increasing literacy through digital visual literacy is one way to work around this. This ability can be developed with the help of visual media literacy. Researchers adapted the model (Gall, 2003) in this study, which includes needs analysis, product development, expert validation, revision, and testing and modification. At the needs analysis stage, researchers conducted interviews with lecturers and students. Based on the results of the needs analysis, they need literacy and strategies to help them improve their speaking skills.

Autonomous Learning Strategies for Academic Speaking by English Education Department Students

Autonomous is the individual capacity to take responsibility for their own learning activities. Autonomous learning adapted learning method that learners use to obtain their own learning needs and goals, determine the most current learning method, and assess learning activity. This research aims at identifying students’ autonomous learning strategies in academic speaking class. There were 20 students from the English Education Department were involved to gather the data. This study employed a quantitative approach in order to get the data. The data were taken by using a questionnaire. The result shows that the general description of the students of the English Education Department at Universitas Muhammadiyah Sorong was not included a specific description of how the students employed the autonomous learning strategy for learning particularly in academic speaking. The researcher found two kinds of autonomous learning strategies which were metacognitive strategy and social mediation strategy.

On the construct and perceptual validity measures of L1-based vs. L2-based elicitation as a measure of L2 classroom performance assessment

This study aimed at investigating the English as a foreign language (EFL) learners’ perceptions of L1-based and L2-based elicitations in the English classroom employing an explanatory sequential mixed-method design. Ninety-seven Iranian intermediate EFL learners of English have been selected from Islamic Azad University (Science and Research Branch) in Tehran Province using a convenient sampling method. Of these, in the qualitative phase, 15 individuals were selected through a convenience sampling method as the focus group (N = 15; n = 8 for the L1 group and n = 7 for the L2 group). In the quantitative phase, 90 intermediate EFL learners were selected. The selected participants’ L2 performances were assessed through L1-based and L2-based elicitation techniques. They completed two validated researcher-made questionnaires to capture their perceptions of the elicitation techniques. Accordingly, five separate exploratory factor analyses were run to investigate the underlying constructs of the five components of the L1-based and L2-based perception questionnaires, the results of which showed that the correlation matrices were not singular and there were perfect correlations among all variables of L1-based and L2-based perception questionnaires. The findings show that the majority of respondents prefer to use their L2 in speaking classes and believe that L2 should be the prior language in general speaking classes. More than two-thirds of the respondents prefer to use L2 when they want to communicate with each other inside and outside of the classroom and prefer to use L2 in doing their assignments or performing orally in class. More than half of the respondents prefer to use L2 in assessment sessions.

STUDENTS’ CHALLENGES AND LANGUAGE LEARNING STRATEGIES IN A GROUP PRESENTATION IN THE POST-PANDEMIC ERA

During the pandemic, online learning was the inevitable surge. Now, in the post-pandemic recovery, schools and universities have initiated to start offline learning. This research attempts to investigate challenges and students’ language learning strategies in giving a group presentation in the post-pandemic era. Fifty students, the third semester students taking Pre-Advanced Speaking class at STBA JIA Bekasi, participated in this research. The participants involved had online learning for the last two semesters and the third semester was their first time having offline classes. So, to address the research questions regarding their challenges and language learning strategies, the questionnaire was distributed. The findings showed that most of the students believed confidence was their major challenge in giving a group presentation in the post-pandemic era. While for the language learning strategies, the majority of participants adopted cognitive strategies such as planning and organizing their presentation.

A Study of Teachers’ Error Correction Behavior in Elementary Chinese Speaking Classes—Taking Thai IMAC for Kids Teaching Institute as an Example

A Study of Teachers’ Error Correction Behavior in Elementary Chinese Speaking Classes—Taking Thai IMAC for Kids Teaching Institute as an Example

Analysis of English Code Switching by Lecturer in Public Speaking Class of English Education Study Program at Muhammadiyah Kotabumi University

Abstract: Code switching is a transition from one language to another and a common phenomenon in bilingual society. This research discussed the practice of code switching carried out by lecturer of the Public Speaking course. The purpose of this research was to analyze the types, functions, and reasons what Public Speaking lecturer used during the teaching and learning process in the classroom. The data in this research were obtained from the analysis of the lecturer of the Public Speaking course through observations and interview used qualitative descriptive methods. The results of the analysis of this research indicated that there were three types of code switching that occurred: Tag-Switching 23 times, Inter-sentential Switching 71 times, and Intra-sentential Switching 57 times, and the types that occured most often was Inter-Sentential Switching 71 times. There were 3 code switching functions that found in this research: Topic Switch 11 times, Affective Function 19 times, and Repetitive Function 24 times. There were also found 4 reasons for the practiced of code switching carried out by Public Speaking lecturer: Talking about Particular topics, Interjection, Repetition for Clarification, and Intention of Clarifying. Furthermore, this article is expected to contribute in knowledge related to code switching for further research. Keywords: Code Switching, Bilingual, Speaking

Using movie trailers to enhance both f2f and online language learning outcomes in an EFL speaking class

This design-based research explored the language learning outcomes of watching movie trailers in a large speaking class offered in both f2f and online learning environments. In this 12-week study, the instruction was f2f for the first four weeks and online for the remaining eight weeks. The data were collected from 58 first-year university students via interviews and subjected to qualitative content analysis. The results indicated that watching trailers stimulated participation and improved speaking, pronunciation as well as learning/recalling vocabulary. Furthermore, movie trailers helped increase their motivation and willingness to communicate. Therefore, it is argued that the movie trailers deliver positive contributions by infusing numerous pedagogical advantages into foreign language curricula, suggesting that it is rewarding to use them in both f2f and online speaking classes.

Students’ Perception on Teaching Strategies for English Speaking at Madrasah Aliyah Negeri 1 Kebumen

Teaching strategies for speaking class of English have developed rapidly through time. In Indonesia contexts where English placed as a foreign language, teachers are challenged to vary their teaching strategies in order to have interesting manageable classes. This study dealt with students’ responses on teachers’ strategies in teaching speaking. The research was conducted at Madrasah Aliyah Negeri 1 Kebumen from May to October 2022. This research belongs to a survey research design. Researcher collected quantitative, numbered data by using questionnaires; and then, statistically analyzed the data to describe trends about responses to questions. The study involved 3 teachers teaching for the speaking class at the school and 113 students joining the class. The research revealed that there were six teachers’ strategies to have been familiarly applied. They were role plays, dialogues, discussions, playing cards, picture describing, and brainstorming. It was also found that in terms of the time allocation, the subject content, and value for the future life, the students responded positively to the teaching strategies used by the teachers. Keywords: Perception, speaking, teaching strategies

STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT EIGHTH GRADE STUDENTS OF SMP NEGERI 3 DHARMA CARAKA TELUKDALAM

This research aimed at analyzing the students’ anxiety in speaking English. This research was designed in qualitative research with descriptive approach. The data of this research was gathered through observation, and interview. The procedures used during analyzing the data were reading/memoing, describing, classifying. The result of this research showed that the anxiety experienced by eighth grade students of SMP Negeri 3 Dharma Caraka Telukdalam were communication apprehension, test anxiety and fear of negative evaluation. The students’ anxieties were caused by four internal factors and five external factor. The internal factors were lack of confidence, shyness, lacks of motivation and fear of making mistake. The external factors were lack of preparation, limited vocabulary, grammatical error, friends/ classmate and embarrassment. Therefore, it can be concluded that anxiety and factors caused it influenced students’ ability in speaking English. It is suggested to English teacher to apply interesting methods to teach English speaking skill for students to avoid students’ anxiety in speaking English, and the teacher should create comfortable speaking class situation so that students can follow the speaking learning process.

EFL UNIVERSITY STUDENTS EMPLOYED A CRITERIA OF HEDGES DURING THEIR SPEAKING CLASS WITHIN THE ACADEMIC SETTING

Communication becomes an essential aspect in language classroom because it bridges the meaning of a person’s ideas. Therefore, as foreign language learners, the students have to have a good understanding at how to interact effectively with other students. Regarding to this, the researcher considered it is crucial to investigate English Foreign Language (EFL) university students’ ways in communication during their speaking class which includes hedges. The objectives of the research was to find out the types of hedges employed by EFL university students during their speaking class within the academic setting. This study was conducted at Politeknik LP3I Makassar and it was focused on the students in the first semesters in subject Basic Speaking with the total participants were 23 students of one class. The method used was descriptive qualitative method. There were 3 recordings based on the students’ interactions in the classroom. The theory from Riekkinen and Svarova (2009) was used to analyze the data gain. After transcribing and analyzing the data, the results showed that the students in EFL speaking class utilized some types of hedges. The hedges used involves personal evaluation, expression of limitation, expression of hesitation, and the combine hedges. Besides, the students employ hedges for some reasons.

Students' Perception in Implementing Google Meet and Video Call' s App on Arabic Speaking Class

The development of technology and the dynamics of virtual and non-virtual learning as a form of mixed learning also occurs in the practice of learning to speak Arabic. However, not all media can support learning. Thus, this study aims to determine the perception of PKPBA students of the Psychology Faculty of UIN Maulana Malik Ibrahim Malang in Ps.2 class on the use of google meet and video calls in the practice of speaking Arabic. This type of research is descriptive and qualitative. The data was obtained from questionnaires via google form 35 research subjects, namely PKPBA students of the Psychology Faculty of UIN Maulana Malik Ibrahim Malang class Ps.2 who have studied Arabic speaking skills in the first semester of the 2021/2022 academic year. The data is processed using a Likert scale and is equipped with tables and pie charts. The result showed that (1) the use of video calls was easily accessible from google meet, (2) the use of video calls was easier to use during practice and get corrections from friends and lecturers than on google meet, and (3) video calls were more effectively used in the practice of speaking with a total number of a limited number of students while google meet is effectively used in the practice of group speaking in large groups/one class in a longer duration of time.

Implementing Collaborative Learning Method in Speaking Class: Students’ View

Collaborative learning method is a popular method implemented in classes due to collaborative learning can motivate the students to more active in class, explore the lesson as a team and achieve a task together. This study aims at finding out how collaborative learning method in a speaking class from students' views of EFL students, and what are the challenges when collaborative learning method implemented in English class for students. This study was completed using a survey study method and was conducted with 100 EFL students at SMA Panjura Malang. To explore the students' view on the use of collaborative learning method in speaking class, all 100 students were asked to fill out a questionnaire. The data were then analyzed by thematic analysis. By implementing collaborative learning, the students could do the task together and they agree that collaborative learning better than individual for their speaking learning activities.