Teaching Speaking Research Articles

The Effect of Implementing Panel Discussion on Speaking Skill of Iranian Intermediate EFL Learners

Using practical vocabularies and phrases plays a prominent role in developing speaking skill. The current research was designed to analyze the effect of implementing panel discussion on speaking skill of Iranian intermediate EFL learners. It was carried out at Ghasedak language institute in Astara among 70 intermediate male learners with the age range of 16-24 through a quasi-experimental research. The participants were assigned into two groups. One experimental group and the other labeled as control group. First, the pretest was administered to each group. The test was taken from the book “American File”. At the end of 10 weeks, a posttest of speaking was given to both experimental and control group. Then learners’ accuracy in simple past, simple present and present perfect and their fluency in using practical vocabularies and phrases were assessed. Results showed that teaching speaking based on panel discussion through CLT had a significant effect on learners' speaking skill.

Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar

This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language teaching (CLT) framework. Participants included 221 EFL teachers, who were teaching during the years 2013-2018 in different grades and schools throughout Israel. Participants were graduates of teacher training programs in colleges and universities and included Non-Native English Speaking Teachers (NNEST) and Native English Speaking Teachers (NEST).An on-line, self-report survey designed specifically for this study contained three closed questions and two open-ended questions. One-way ANOVA statistics, and mean scores of all the responses were performed on the quantitative data. Qualitative data were grouped, analyzed, and coded.Results show a discrepancy between EFL teachers' perceptions and declared practices of teaching grammar in classrooms. Results further reveal significant differences between NEST and NNEST teachers, as well as differences between teachers who teach in different grades (elementary school, junior high school and high school). Moreover, 'vocabulary' and 'speaking' were ranked of highest importance (58% and 55%, respectively), whereas 'writing' and 'grammar' were considered least important (24%). These findings have valuable implications for teachers and teacher education regarding teaching grammar in context and using contextualized activities.

Enhancing Students' English Speaking Skills through Web-Based Teaching

Teachers play a very important role in the teaching and learning process. They should utilize effective strategies that are included in classroom management. In this digital era, the teachers should adjust their methods in delivering or explaining the materials for the students. One of the technology is the web. The aim of this study is to investigate the teacher’s perceptions of using the web to enhance students’ English speaking skills. This study was under phenomenological qualitative research and characterized by an interdisciplinary approach, especially education and technology. The direct personal interview was utilized to obtain the information from the teacher. The survey encompasses twelve questions that become different categories and was done in eight grades of class B in SMP Negeri 3 Pleret. The results showed that teaching speaking using the web can effectively enhance the students’ English speaking skills and the students give positive reactions regarding this method.

EXERCISES FOR TEACHING SPEAKING

Annotation: This article discusses the types of exercises for teaching speaking, preparatory and speech, and the close relationship between them, which manifests itself in the fact that the same material being worked out must pass both the training stage and the stage of its use in speech activity, approximate to the natural. Exercises should be feasible in volume, take into account the gradual increase in difficulties and appeal to different types of memory, perception and thinking. Key words: exercise, perception, speech, monological, content, training, imitation, skills, memory, dialogic. Аннотация: Төмөндөгү макалада студенттердин күнүмдүк тиричилигинде колдонууга жакындаштырылган көнүгүүлөрдүн түрлөрү каралып, сүйлөөгө үйрөтүүгө, сүйлөөгө даярдоого жана сүйлөөгө жетишүүгө багытталган бир эле материалдын машыгуу баскычын жана ошондой эле сүйлөө кебинде колдонуу баскычын басып өткөндүгүн байкоого болот. Көнүгүүлөр көлөмү анча чоң эмес болуп аз-аздан татаалдаштырылып, эс тутумдун түрлөрүнө, кабыл алууга жана ойлонууга ылайыкташтырылышы керек. Түйүндүү сөздөр: көнүгүү, сезүү, сүйлөө, монолог, мазмун, үйрөтүү, тууроо, жөндөмдүүлүк, эс тутум, диалог. Аннотация: В данной статье рассматриваются виды упражнений для обучения говорению: подготовительные и речевые, и тесная связь между ними, которая проявляется в том, что один и тот же отрабатываемый материал должен проходить как стадию тренировки, так и стадию использования его в речевой деятельности, приближенной к естественной. Упражнения должны быть посильными по объему, учитывать постепенное нарастание трудностей и апеллировать к разным видам памяти, восприятия и мышления. Ключевые слова: упражнение, восприятие, речевой, монологическая, содержание, тренировка, имитация, умения, память, диалогическая.

Agricultural Sciences and Natural Resources: Developing Future Agricultural Leaders.

The agricultural leadership discipline is rooted in public speaking and parliamentary procedure instruction for the youth members of 4-H and FFA. In the mid-1960s, the focus shifted to include collegiate level academic programs serving future agricultural leaders and has grown to include programs at 26 land-grant institutions.

The Use Of Video To Improve The Speaking Skill Of The First Semester Students Of Pgmi Program Of Hamzanwadi Islamic Institute (Iaih) NW AT Pancor

The teaching of English as a Foreign Language (EFL) speaking is necessary for university students to have basic skills of oral communication. Using teaching media in the teaching of EFL speaking might be beneficial to help students improve their speaking skills. As teaching media, video can offer audio and visual model of target language as complete stimuli. The aim of this research was to investigate the use of video as teaching media to improve the speaking skill of the first semester students of PGMI program of IAIH NW at Pancor. Based on the data of preliminary study, it was found that the students encountered many problems in their speaking class such as; the students had low motivation and reticence to speak, poor grammar and vocabulary, and had some errors in pronunciation.
 With regard to the problem, this classroom action research was conducted to solve those problems occurring in the speaking class. This research was a collaborative action research in which a collaborator assisted the researcher to collect the data using speaking scoring rubric, questionnaire and field notes. This research was conducted in two cycles focusing on the improvement of the students’ speaking performance and their positive attitude to the implementation of the use of video as teaching media in the speaking class.
 After the implementation of the use of video as teaching media in the speaking class for two cycles, it revealed that the use of video could improve the students’ speaking performance and give them positive attitude to the implementation activities. The findings showed that the average score of the students’ speaking performance could achieve 85.11 from the determined score 75. In addition, it was also found that 84.13 % of the students had positive attitude to the implementation of the use of video in the speaking class.
 The implementation of the use of video as teaching media in speaking class can cover a procedure of three main phases: The first phase is pre-viewing, the second phase is whilst-viewing, and the third phase is post-viewing.
 Based on the findings, it is concluded that the use of video as teaching media can be one of the solutions to improve not only the students’ speaking skills but also the their’ positive attitude in the teaching of speaking. Therefore, English teachers are suggested to use the video as teaching media to teach their students in speaking class and it is also possible to teach other language skills or components.

USING THINK PAIR SHARE TEACHING STRATEGY TO STUDENTS IN TEACHING SPEAKING

Many people may find some difficulties to share their ideas or opinion through oral language. Even though they have something to speak, they do not know how to express it. They also have problems related to lack of participation and low motivation in speaking. Therefore, a teacher should select the best technique that can encourage students and increase their motivation to speak. The teacher can use “Pair Work” to teach English speaking. This technique demands students to be active to speak based on the material has been given. Through this technique, students should practice to speak in order to give agreeing and disagreeing opinion. By apliying this technique in speaking class, it will make the class fun and interesting. The objective of this paper is to explain how to use pair work technique in teaching speaking to junior high school students in Smpn 1 Plumbon.

TEACHING SPEAKING USING COLLABORATIVE APPROACH AT SENIOR HIGH SCHOOL IN WEST BANDUNG

The objectives of this research are to figure out the significant improvement and achievement of Collaborative Approach in teaching speaking. The method of this research is quantitative method. The population was the tenth grade students of SMAN 2 Padalarang and the sample was consisted of 30 students of tenth grade students. The instruments were pretest-posttest. The data was analyzed using descriptive statistic. The t test data score was 0.000. The score was less than 0.05. So the null-hypothesis was rejected. Therefore, it can be concluded that there was a significant improvement and achievement of Collaborative Approachin teaching speaking. In the other words that collaborative approach can develop the students’ ability of critical thinking, creativity, sincerity, formulating question, self confidence and communication skill. Problem solving and self reflection. The students’ difficulties in speaking is difficult in pronunciation, afraid of making mistakes, mother tongue used, lack of vocabulary and lack of curiosity.

IMPROVING SPEAKING SKILLS THROUGH SMALL GROUP DISCUSSION AT ELEVENTH GRADE STUDENTS OF SMA PLUS MUNIRUL ARIFIN NW PRAYA

This study was aimed at finding the effect of small group discussion in improving speaking skills at the seventh year students of SMA Plus NW. This research was conducted as quasi-experiment using a quantitative approach with One-Group Pretest-Posttest design. The population of the research was the eleventh-grade students of SMA Plus Munirul Arifin NW Praya in academic year 2018/2019. Each class consists of 28 students. The total population was 95 students. In this study, the researcher took one class as a sample. The class was eleventh Grade of MIPA 1 consisting of 28 students as the experiment. The researcher gave treatment to the experimental group and it used Small Group Discussion as the treatment of teaching speaking. The purpose of using the Small Group Discussion was to give new inspiration that can be applied in teaching speaking. Referring to the result pre-test and post-test showed that the sig (2 tailed) > 0.05, it means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. So the use of Small Group Discussion in teaching speaking is effective. The value of t-test was higher than the t-value of t-table (t-test 8.5148 > t-table 2.006). It showed that teaching speaking using small group discussion has a positive effect to improve students' speaking skill. Besides that, the result of the mean of post-test was higher than the mean of pre-test (M2 = 18.43 > M1 = 14.25). It means that teaching speaking by using small group discussion was more effective than teaching speaking without using small group discussion. In addition, small group discussion can improve students' speaking skill in the eleventh-grade students of SMA Plus Munirul Arifin NW Praya.

The Word for Friend; by Aidan Cassie

Reviewed by: The Word for Friend; by Aidan Cassie Deborah Stevenson, Editor Cassie, Aidan The Word for Friend; written and illus. by Aidan Cassie. Farrar, 2020 [40p] Trade ed. ISBN 9780374310462 $18.99 Reviewed from galleys R 4-6 yrs When Kemala the pangolin moves to a new home, she’s excited about all the new things she encounters and all the new friends she’s sure she’ll meet at school. She’s [End Page 424] thrown, though, to find out that she doesn’t understand the language her new classmates and teacher speak, leaving usually voluble little Kemala shy and silent. Fortunately, a kind anteater reaches out and Kemala begins to make a friend via a shared artistic pursuit as the two make puppets together and use them to tell stories. The impact of the sudden change for Kemala, accustomed to chattering on nonstop, is respectfully portrayed; the book uses Esperanto for the new country’s language, putting audiences in the same position as Kemala in being an outsider but also allowing listeners, especially those with some background in Romance languages, to puzzle out the speech balloon dialogue. Cleanly composed line and watercolor illustrations make the most of the appealing animal cast, and little Kemala, with her tendency to roll into a ball under stress, is an amusing but sympathetic child proxy. Libraries where Williams’ My Name Is Sangoel (BCCB 10/09) sees good use will welcome this new take on the experience of being a cultural transplant. Closing pages include information about Esperanto as well as a glossary, and some details about pangolins. Copyright © 2020 The Board of Trustees of the University of Illinois

MỘT SỐ GIẢI PHÁP NÂNG CAO CHẤT LƯỢNG DẠY VÀ HỌC KĨ NĂNG NÓI TIẾNG TRUNG QUỐC GIAI ĐOẠN CƠ SỞ TẠI HỌC VIỆN KHOA HỌC QUÂN SỰ

MỘT SỐ GIẢI PHÁP NÂNG CAO CHẤT LƯỢNG DẠY VÀ HỌC KĨ NĂNG NÓI TIẾNG TRUNG QUỐC GIAI ĐOẠN CƠ SỞ TẠI HỌC VIỆN KHOA HỌC QUÂN SỰ

Continual English Speaking Instruction for Japanese High School Students: Providing Opportunities to Utilize Language Knowledge

Continual English Speaking Instruction for Japanese High School Students: Providing Opportunities to Utilize Language Knowledge

ВИКЛАДАЧІ-НОСІЇ АНГЛІЙСЬКОЇ МОВИ У НАВЧАННІ ІНОЗЕМНОЇ МОВИ ЗА КОРДОНОМ З ТОЧКИ ЗОРУ СТУДЕНТА, ЯКИЙ ВИВЧАЄ НАЦІОНАЛЬНУ МОВУ

There is prejudice in the modern world that na- tive English speaking teachers are better than non- native. In this article, we aim to reveal this opinion as well as to determine the effect native or nonnative teacher has on certain language skill development in students. Many scholars worldwide have researched the question. They agreed that nonnative English teachers are underestimated by employers around the globe. Furthermore, about 80% of all English teachers are nonnative speakers. Our research demonstrate that native speaker English teachers are more effective in intermediate and advanced students, while non-native English speaking teachers are good for beginners. Furthermore, according to the results of our questionnaire, native speaking English teacher developed more speaking, listening and writing skills in students, while non-native English speaking teacher explained grammar and vocabulary better. The other thing we would like to present an interesting exercise that can be of great use to those, who learn native language in a country simultaneously teaching English or other foreign language. The exercise rise motivation as well as breaks the communication barrier in nonnative English speaking students. In addition, the exercise can be of great use to all language levels of English learners

TEACHING SPEAKING: EXPLORING METHOD OF TEACHING AND ORAL CORRECTIVE FEEDBACK IN EFL LEARNERS’ CLASSROOM

This study investigates teaching speaking in EFL learners' classroom as teaching speaking is a vast area of research. This study, however, limits the focus to types of methods and oral corrective feedback. This study involves two groups of participants, namely a group of EFL learners and an English teacher. This qualitative study employs observation. Afterward, the unstructured interview with the English teacher is conducted to give further data. Through the observation, it is found that the teacher does some particular activities in teaching speaking. The lesson is opened by group work and the teacher conducts a dialogue and chain drill. The lesson eventually is closed by pair work and role play. The analysis shows that the teacher uses several methods in doing those five activities. Those are communicative language teaching, audio-lingual method, and cooperative language learning. From those three, the audio-lingual method dominates the class activities. Additionally, this study finds that the teacher employs several types of oral corrective feedback. Those are recast, explicit correction, clarification requests, and elicitation. These findings indicate that there is a relationship between methods and oral corrective feedbacks used by the teacher.

A STUDY ON TEACHING SPEAKING SKILL OF DESCRIPTIVE TEXT IN VOCATIONAL HIGH SCHOOL

Teaching speaking of descriptive text in vocational high school should be in systematic way. Based on the syllabus of K13, the students had to master the generic structure and organization in descriptive text. The researcher tried to explore the teaching-learning process in the eleventh grade of SMK Kartika. This research used descriptive qualitative research. It focused on understanding the teaching-learning process from the teacher’s viewpoint of this research. This descriptive research required the researcher to explain scientifically the fact, events, and characteristics of the subject. The teacher had prepared the entire requirement of teaching and learning equipment such as attendance list, syllabus, lesson plan, media, and evaluation form. Then the teacher used the picture a media in teaching speaking descriptive text. Most of the students at eleventh graders could overcome that problem during learning speaking descriptive text. 90 % of students could comprehend the material well and 10% of students could not comprehend the material. It indicated that some of the students understood the teacher’s explanation about the descriptive text.

NEED ANALYSIS ON THE MATERIAL DEVELOPMENT OF TEACHING ESP SPEAKING

University students must prepare themselves to be success in the global workforce. Hence, they should be able to speak English in the concerned fields of their specific major. In fact, speaking English for Specific Purpose (ESP) Students, especially students of non-English Language Education Department face some difficulties in constructing a good speaking. In this case, the ESP Speaking teacher should provide the good materials to help students master it easily. The teachers should consider using real life, authentic materials that reflect the target audience specialization. This study aimed to analyze the students’ needs on material development of ESP Speaking at University of Muhammadiyah Malang. It was intended to know the types of needs analysis conducted by the teachers for developing the materials. That is why; a narrative design was used to gather the research data. Besides, the instruments were interview guide and teachers’ documents. The result showed that: The teachers conducted four types of needs analysis for developing the materials, they areTarget Situation Analysis, Wants, Means, and Subjective Needs Analysis, Present Situation Analysis, and Lack Analysis. All the types the teachers have done in knowing students’ needs of ESP Speaking were generally in line with the requirements of good ways to develop ESP Speaking materials.

TINDAK TUTUR DIREKTIF GURU BAHASA INDONESIA DAN RESPONS SISWA DALAM PROSES BELAJAR MENGAJAR DI KELAS X AKUNTANSI KEUANGAN DAN LEMBAGA 3 SMK NEGERI 3 PADANG

ABSTRACT The purpose of this research, namely. First, describe the form of the Indonesian language teacher directive speech act in PBM in class X AKL 3 of SMK Negeri 3 Padang. Second, describe the teacher's speaking strategy. Third, describing the context for using spoken strategies. Fourth, describe student responses. This type of research is qualitative research with descriptive methods. The data in this research are teacher directive speech acts and student responses. Data was collected by recording techniques, and recorded. Data analysis techniques, namely first, transcribe the recorded data into written language. Second, inventory and identify speech acts. Third, classify data based on the type of speech. Fourth, analyzing the data based on the form of speech acts, speaking strategies, the context of speaking situations, and student responses. Fifth, conclude data based on data collection.The results of this research are four. First, the form of the Indonesian teacher's directive speech act. Second, the strategy of speaking Indonesian teachers in PBM.Third, the context of using speech strategies.Four, student responses to the form of teacher directive speech acts. Kata Kunci: Tindak Tutur Direktif, Guru, Respons Siswa

Students’ Perception on the Implementation of Video Dubbing Project in Teaching Speaking

This study aimed to investigate the students’ perception of using video dubbing project in teaching speaking for fourth semester students UNRIKA in academic year 2018-2019. A set of questionnaires and open-ended interview were conducted to obtain the data. Data were categorized into three levels namely positive, neutral, and negative. The results revealed almost all students perceived positive perception towards the implementation of video dubbing project in teaching speaking. The result of interview was also in line with result obtained through questionnaires. Students admitted that they performed better speaking skill after the implementation of video dubbing. They also felt being engaged in learning activity and triggered them to be more active. They considered video dubbing was fun, challenging, and can be done anytime and anywhere. In light of the findings, it can be considered as a favorable and effective teaching activity to enhance students’ speaking skill.

The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education

Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.

Язык и поэтика: анализ концепций последователей А.А. Потебни. Часть I: А.А. Потебня, В. Харциев, Б.А. Лезин

In 1907 – 1923 in Kharkov a non-periodical collection of works of the so-called "Kharkov school" – the followers of A.A. Potebnja and A.N. Veselovskiy – was published. Its title was "Questions of Theory and Psychology of Creativity". This article deals with the works included in this collection and in one way or another connected with the theory of poetic creativity. I show that some ideas of the researchers of the "Kharkov school" are still relevant for the philosophy of poetic creativity and philosophy of education and analyze the relevance of A.A. Potebnja’s, V. Kharzeev’s and B.A. Lezin’s works for the contemporary philosophy.
 A famous linguist of the 19th century A.A. Potebnja (now a classic of philology), considered language to be an elementary form of poetry. Language, he believed, is poetic in its essence; a word is the simplest, most elementary form of a poetic work. Word as a poetic work originated in the prehistoric times and continues to re-emerge in everyone who speaks and hears nowadays. According to Potebnja, understanding takes place in such a way: the meaning of a word is not directly transmitted from the speaker to the listener, but the spoken word of the speaker induces the birth of meaning in the mind of the listener from its own semantic stock, semantic reserves. Therefore, both the pronunciation (birth) of a word by a speaker (teacher) and the understanding of it (rebirth) by a listener (student) is a creative act: in verbal communication a movement of thought takes place. In the article, the relevance of some ideas of such of Potebnja’s followers as V. Kharzeev, B.А. Lezin for the leaching process is also studied. Kharzeev in detail considers such tropes as metonymy, synecdoche and metaphor from the point of view of their use in literary poetry. But the main Kharzeev’s achievement is precisely the descriptions and analysis of the elementary forms of poetry, which is the language (word) functioning according to the laws described above by the author. Lezin considers creativity as a kind of economy of thought. His ideas on creativity seem valuable for the philosophy of education.