Learning Speaking Research Articles

Utilization Of Benime Application for Speaking Learning

Here the researchers conducted a study using the Benime application, the Benime application is one of the media that can help educators to create interesting teaching materials and has many features that can be used. Benime application-based learning videos. In this study, the researcher used a qualitative research method, which requires data that is in accordance with the original, in which the researcher used an interview with one of the teachers at Madrasah Aliyah Negri 2 Koto Baru Padang Panjang, making observations by descending To that location. The benefit of this application is that it can help educators make a learning video, and also provide benefits to students in understanding a given material, and can have a positive impact on students by providing critical thinking about the material provided by educators. So that with the Benime application, it can facilitate the activities or activities of educators and students in learning speaking.

ПРОБЛЕМА ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ В ПОЛИЭТНИЧЕСКИХ КЛАССАХ: ПУТИ РЕШЕНИЯ

The article examines important methodological problem of teaching Russian in multi-ethnic classes in the current context of migration processes. The object of the research is the process of teaching Russian for school students, the subject is the thinking of the adaptive learning system of A.S. Granitskaya as presumably effective model of school students’ activity on Russian classes in multiethnic environment. The purpose of the article is to study the theoretical foundations and experience of forming an educational process in a multi-ethnic class in the course of teaching Russian; to present possible solutions to the analyzed problem based on the adaptive learning system of A.S. Granitskaya. An analysis of the theory and practice of teaching Russian for school students in a multi-ethnic class over the past decades has shown that various models of a multi-ethnic schools have been created, and their specifics is determined by the students themselves; methods for enriching the vocabulary and forming the grammatical structure of the speech of non-native speaker learners have been developed; the effectiveness of technologies (project activities, ICT, etc.) has been proven. Special attention has been given to the technology of A.S. Granitskaya – the adaptive learning system – as a possible way to solve the problem. The study shows how this technology can be adapted in teaching Russian for multi-ethnic students, and reveals the effective aspects of forming the educational process using this technology.

Peer Teaching Method to Support the Students’ Learning Motivation In Arabic Speaking Skills During The Covid-19 Pandemic

The current covid-19 pandemic phenomenon has a major impact on the learning process at various universities in Indonesia. The adoption of the online lecture system caused by the pandemic has become a problem for some lecturers who are still unfamiliar with technological development. This situation is also experienced by a lecturer who teaches the Speaking Skill Course at a Higher Education in Central Kalimantan Province as a consequence of lacking motivation for the students to attend Speaking Course. To overcome this demotivation, the Arabic Students’ Association at the tertiary education institution organizes Speaking learning using the ”Peer Teaching Method. Therefore, this study aims to explore the speaking skill learning process. This study uses a qualitative approach with a case study type and uses two data collection techniques, namely observation and interviews. This study produced two findings. First, there were several steps used by the organizational coordinator in implementing Speaking Skill learning using the peer teaching method, namely (1) selecting prospective tutors based on their scientific capacity and experience in the field of Arabic language learning, (2) Active learning process speaking skill organized by tutors using various interactive games such as nurakkizu, word chain, and ice breaking. Second, there are several motivational factors for students in participating in speaking skill learning using the peer teaching method, namely (1) The convenience of interaction between tutors and students is caused by the age distance that is not too far, (2) Peer tutor creativity in organizing innovative Speaking Skill learning, and (3) flexibility in communication time between tutors and students.

The Use of SILL Oxford on Understanding the Speaking Learning Strategies

Language learning strategies are activities consciously chosen by learners for the purpose of regulating their own language learning, and it has a strong relationship with learning success. On the other hand, employing effective language learning will improve students' achievements. Effective learning strategies are not the preserve of highly capable individuals but could be learned by others who had not discovered them on their own. Speaking skills as one of the majors in learning a language is expected to be mastered by Indonesian students in the globalization era. SILL questionnaire has been used in many countries around the world to investigate strategy use among groups of students of English as a Second or Foreign language. Therefore, this paper showed the relation between the use of SILL Oxford and the speaking learning strategies. The mixed-method approach was employed, and 183 Indonesian students participated in this research. The SILL Oxford questionnaire was adapted in this research in order to find the speaking learning strategies employed by the students. The interviews were conducted to get the students’ reasons as well as confirm the students' strategies and SILL Oxford. The finding showed that most successful Indonesian students employed metacognitive strategies with percentage responses of 72.7% and the affective as the least with a percentage of 56.8%. It was also found that most of them used paying attention, using resources for receiving strategy sending messages, and self-monitoring strategy strategies. The interviews resulted showed that the SILL Oxford result was the same as the students learning strategies. And their reason for choosing the strategies was their awareness of learning asn the importance of English. Therefore, it can be the basis for the students improving their speaking proficiency by applying successful student learning strategies.

Speaking (Kalam) Learning Strategies Used by Arabic Students at Arabic Courses in Pare

Language learning strategies are understood as characteristics of learners that influence their success in developing language competence. This research focuses on Speaking Skills. The subjects of this study were Fifty Arabic Learners at the Pare Arabic Course Institute. This study aims to (1) Reveal Direct Strategies for learning Arabic at maharoh kalam for learners at the Pare Arabic course institution. (2) Reveal the Indirect Strategy of learning Arabic at maharoh kalam for learners at the Pare Arabic course institution. To answer the purpose of the study, researchers used qualitative descriptive methods. Data collection was carried out through two stages: (1) Using the Oxford Model Questionnaire (1990) as the main data instrument to obtain information about the strategies used by learners in learning Arabic. (2) Teacher informants as additional information about factors influencing the selection of language learning strategies. The results of this study show that: (1) The Dominant Direct Strategy used by learners in the Bitter Melon's Arabic Course Institute is a Cognitive Strategy that has a high percentage, the percentage is: (a) Cognitive Strategy 7.5%, (b) Memory Strategy 4.68%, (c) Compensation Strategy 4.62%. (2) The Dominant Indirect Strategy used by learners in the Pare Arabic Course Institute is the Metacognitive Strategy which has a high percentage, the percentage is: (a) Metacognitive Strategy 9%, (b) Social Strategy 7.81%, (c) Affective Strategy 2.03%. The benefits of this research add insight and information about Arabic learning strategies. Further research can be done that allows for new findings on Arabic learning strategies.

TikTok As a Learning Medium for Learning Speaking During Pandemic COVID-19: Students' Perspective of UIN Prof. KH. Saifuddin Zuhri Purwokerto

Speaking skill as one of skills in English competence is required clear interaction involved more than one person for getting the meaning what people say, as essential competence in language, speaking skill detected as the competence got worst impact caused by Pandemic, inside of the practice and development of, related on the students’ limitation while learning process. This situation required the utilization of appropriate online learning media, as one of supportive English speaking platform’s training. TikTok application, with the basic of online learning medium seen as one of familiar media most students used as source of entertainment and knowledge seen as the the supportive media. This study aimed to determine the utilization of TikTok application in learning English followed by students’ perspective in UIN Prof. KH. Saifuddin Zuhri Purwokerto. The methodology used involved qualitative design with descriptive approach, supported by interview on students' perspective and literature study as the data collection. The population taken from students of English Education 2020 at UIN Prof. KH. Saifuddin Zuhri Purwokerto. Furthermore, the researchers had known the result of research as various data from students’ perspective on the use of TikTok, both effective or not and the domination of response notably the reasons of.

EXPLORING THE USE OF DRAMA WAYANG FOR ESP SPEAKING ACTIVITIES

Drama is among English teaching and learning activities that can improve students' communication and speaking skills. However, only a few studies documented the integration between local culture and drama for English teaching and learning activities. This study aims at exploring the use of drama wayang in the English for Specific Purposes Speaking activities. A descriptive qualitative study was employed as the study design, with observation, documentation, and questionnaire as methods of data collection. The subjects of this study were first-semester university students from the Indonesian Language and Literature Department. Findings showed that students were enthusiastic about performing drama wayang and could perform it well. Furthermore, drama wayang can be integrated into English teaching and learning activities to improve activity variety and attract students’ interest in learning speaking. This study also implies that drama wayang can be developed into an ESP teaching method combined with Indonesia's local culture and serves as an innovative and contextual ESP teaching method.

Designing English Pronunciation (EPRO) Android apps for Beginner Level

The ability of teachers and lecturers to understand and teach technology greatly affects the ability of students in the learning process. With the development of technology can improve the quality of education in schools. Therefore, the researcher aimed to design instructional media for and course students at the student and twelfth grade level. This study designs learning media through applications to learn English pronunciation in speaking skills at the beginner level. In this study using the Research and Development (R&D) method and through the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). This learning media is called EPRO (English Pronunciation). This learning media is an audio designed to develop a product in the context of a feasibility test as an alternative learning media that can help students understand English Pronunciation in speaking skills. The research instrument was interviews with English tutors and the distribution of questionnaires to 13 students studying at AEC as a sample. The results of this study indicate that: (1) the media expert score is 4.44 (2) The material expert score is 4.57 (3) The product test result to students is 4.25 The researcher concludes that English Prounciation (EPRO) is suitable for use in the process learning speaking in class. From these results, there is a suggestion that the product be revised as suggested by the expert.

Emotional (UN) Wellness in Learning Speaking Among University Students

Emotional (un)wellness in the time of learning speaking among university students is recognized as an important issue, thus more data on students’ psychological problems level and effective strategies to overcome such problems are needed. All enrolled 2nd semester students from English Education Department at the University of Mataram were invited to complete an online-based survey. The psychological problems were assessed using qualitative method. Results showed that the psychological problems encountered by the students included: anxiety (62%, High), fear of making mistakes (54%, Moderate), feeling embarrased (48%, Moderate), lack of confidence (51%, Moderate), and lack of motivation (19%). Leading psychological problem is anxiety that comprises more than one tenth percent of the total problems. The main causes of the problems were associated with: fear of negative responses from the classmates, fear of sounding silly when speaking, and feeling embarassed to speak. In coping with these problems, the students preferred to use talk-to-the-mirror and talk-to-a-friend methods. Despite the many problems, majority of the students have very low demotivation level (19%), meaning that they have very high motivation to learn, to participate and to improve their speaking competence in learning speaking (81%). These results provide evidence that psychological problems in learning speaking among university students do exist. They also highlight the need for serious efforts to overcome the problems.

KEMAMPUAN BERBICARA MELALUI VIDEO AUDIO VISUAL PADA PESERTA DIDIK KELOMPOK B2 TK KEMALA BHAYANGKARI PALU

The formulation of the problem of this research, namely how the forms and constraints of the ability to learn speaking through audio-visual videos in group B2 TK Kemala Bhayangkari Palu students and the purpose of this study, are to describe the forms and constraints of learning ability to speak through audio-visual videos in group B2 TK Kemala students. Bhayangkari Palu. The method used is a qualitative research method. The object of this research is the students of group B2 Kindergarten Kemala Bhayangkari Palu. Data collection techniques by observation, interviews, and documentation. Based on the analysis that has been carried out, it can be concluded that the form of learning to speak through audio-visual videos for group B2 Tk Kemala Bhayangkari Palu students is carried out through the following stages: providing learning materials, preparing various alternative media: Whatsapp Group, Youtube, and Zoom, monitoring, and uploading materials. learning in the form of tutorials, videos, student worksheets to media that have been determined or mutually agreed upon. The obstacles found by the teacher in learning speaking based on audio-visual videos for group B2 students were: (1) lack of parental assistance, (2) internet signal/connection, (3) teachers could not interact directly. With regard to the results of the study, the authors suggest that teachers can improve their competence in making innovations that can support the improvement of students' speaking skills by developing good plans for the learning process.

What Contributes to Students’ Success in Learning to Speak English

This study deals with speaking achievement of eighth semester students in English Department of one university in Nusa Tenggara Barat - Indonesia in academic year 2013/2014. The purpose of this study was to find out factors that help students succeed in learning speaking. The method of this research is qualitative research that focuses on case study. The subjects of this study were the eighth semester students who got an A in Speaking I, II and III subjects. Four students were recruited as the research subjects consisting of one female and three males. The data about the students were obtained from the academic databases in the English Department. In collecting the data, semi-structured interviews were conducted. The data, then, were analyzed through some stages namely transcribing data, reducing data, displaying data and drawing conclusion. The result of this study showed that factors contributing to students speaking achievement consist of internal and external factors. The internal factors include motivation and interests, while the external factors involve family, school condition and society.

Students’ Perceptions on Zoom Digital Media in Learning Speaking at SMP IT Fathona Palembang

The aim of this study was to find out how students perceived the use of Zoom application in learning speaking. This study used qualitative study as its method. Five eighth-grade students from SMP IT Fathona Palembang took part in this study. They were chosen purposively. The data from the interview was evaluated using thematic analysis. There were 4 categories of students’ perception on Zoom digital media in learning speaking: 1) helpful in learning speaking; 2) costly application; 3) difficulty in internet connection; and 4) aspects of learning speaking. Finally, the findings revealed that the majority of students enjoy and are more engaged in learning speaking taught by using Zoom application.

The Use of WhatsApp for Speaking Activities: Teacher’s Voices at Islamic Junior High School

Background:
 The form of information technology development that can be used as a learning medium during Covid 19 Pandemic is WhatsApp. This WhatsApp is widely used to communicate, both interpersonal communication and group communication. That’s why teachers’ perceptions on the use of WhatsApp in speaking activities needed to be revealed.
 Methodology:
 The qualitative method with a case study research design was used in this study. The participants of this study were two teachers of English taken by using total sampling technique. The data obtained from interview were analysed by using thematic analysis.
 Findings:
 It was found that (a) WhatsApp could build the students’ interest towards English; (b) WhatsApp made the teachers easier to share speaking materials by using WhatsApp; (c) WhatsApp made the teachers easier to control the class. Meanwhile, the limitations were found that (d) WhatsApp did not build the students’ confidence in speaking English; (e) WhatsApp did not promote students’ independence in learning speaking; (f) WhatsApp did not create enthusiast atmosphere among students; (g) WhatsApp made the students became less active in learning English; (h) WhatsApp did not make the students pay attention to learning English; and (i) WhatsApp persuaded the students to copy-paste the task.
 Conclusions:
 Both benefits and limitations were found on the use WhatsApp in speaking activities of as perceived by the teachers.
 Originality:
 This study tries to find out teachers’ perceptions on the use of WhatsApp in speaking activities during COVID-19 Pandemic as never been conducted.
 Keywords : Teachers’ Perceptions, WhatsApp, Speaking Activities

Utilizing Video Recording to Develop EFL Student’s Speaking Skills

Speaking skill plays a crucial part of the curriculum in any language teaching, yet it is considered one of the most difficult aspects of language learning. Speaking is a significant skill with complex constituents that need to be mastered by the learners, including vocabulary, grammar, pronunciation, fluency, and interactive communication so that they can obtain success in their life, work, and study in this globalized world. Nevertheless, EFL language learners are finding it difficult to convey their thoughts effectively in the target language, and creating a successful speaking lesson has always been a challenging task for the teachers. This study aims to examine the effectiveness of utilizing video recording on EFL students' speaking skills and performance at Thai Nguyen University of Economics and Business Administration (TUEBA). It also attempts to explore the students' perceptions of the utilization of video recording in completing speaking assignments. The research involves 26 freshmen of the advanced program at TUEBA randomly assigned to experimental and control groups. The data were collected based on the pretest, posttest, and questionnaire for analysis. The divergence between the pretest and posttest scores revealed that the experimental groups possessed higher achievements as a result of employing video recording. In addition, the survey respondents showed positive attitudes toward the application of video recording in fostering their oral skills. The results from the study are expected to provide grounds for suggestions and recommendations for the teaching and learning speaking for both the advanced program and the standard one at TUEBA.

Using Teammate to Improve Speaking Skill of 11th Grade Students


 This research was carried out to know the implementation of Teammate in improving students’ in speaking skill of procedure texts and to find out the significant difference between students' speaking ability of procedure texts using Teammate and Non-Teammate. The subjects of this study were students of class XI SMA Muhammadiyah. In this study, the researcher used a quantitative approach with a quasi-experimental design. The results showed that the post-test mean score in the experimental group was higher (68.66) compared to the average score in the control group (63.72). Meanwhile, the results of the independent sample test of students' post-test between the experimental and control groups, obtained t in the same variance assumed to be 3.229 and significant (2-tailed) was 0.000. Because the t obtained is greater than the t-table ((3.229>0.0845)) and significantly (2-tailed) lower than the calculation with a significant level (.000<0.05). Based on the facts above, it can be concluded that there is a significant difference between the samples, and Teammate Strategy improves students' speaking ability. Therefore, the results of this study are expected to contribute to the development of the teaching and learning process of English, especially for teaching and learning speaking skills

STUDENTS' PERCEPTION IN USING YOUTUBE VIDEO IN LEARNING SPEAKING AT UIN ALAUDDIN MAKASSAR


 This research is aimed at students' perception in using YouTube video in Learning speaking at UIN Alauddin Makassar. In the modern era, there are a lot of online learning platforms. New technologies developed to make learning process easier. One of the examples of online learning platforms is using YouTube video. This research started with designing blue print questionnaire for students and validation checklist for experts. This research employed a quantitative research and design is survey,where the data obtained from the questionnaires and interview. The questionnaires by the researcher with using theories from some experts. There are Theory motivation by (Kreisen, 2009, p. 3); Theory of Attitude by (Latchanna, and Dagnew 2009); and theory of Interest by (Stempleski, 2002). The subject of this research was 85 students of English Education Department academic year 2019 at UIN Alauddin Makassar.The data was analyzed by using the frequencies of Likert Scale and mean score. The mean score of students’ perception on using YouTube video in Learning speaking was 4.4. Based on the finding and discussion of the research, the researcher proposed to provided recommendation especially for the Head of English Education Department to apply using YouTube video in Learning speaking in English Education Department.

THE IMPLEMENTATION OF DEBATE TECHNIQUE IN ENHANCING SECOND-YEAR ENGLISH-MAJORED STUDENTS' SPEAKING ABILITY AT DONG NAI TECHNOLOGY UNIVERSITY, VIETNAM

Speaking is considered the most important skill when learning English since it directly shows how students can utilize English in communication to meet the goal of English learning. There are a number of techniques that can assist students to enhance their speaking ability and the debate technique is one of the suitable methods of improving students' speaking ability. As a result, the researchers wanted to determine whether the debate technique can enhance the students' speaking skills and to examine the classroom circumstance when the debate technique is used in a speaking class. The participants of this study are 30 English-majored sophomores at Dong Nai Technology University. In conducting the study, the researchers used classroom action research (CAR) with the pre-test, post-test, observation and questionnaire in order to evaluate the effectiveness of this technique in teaching and learning speaking skills. The researchers used a t-test to analyze the score of the students' results in pre-test and post-test. There was a significant difference between the pre-test results and the post-test ones, the mean scores obtained by the students in the post-test (7.0250) were better than the mean scores of the students in the pre-test (5.5267). The data of the score of students' attitudes towards the debate technique through the questionnaire was a high category. It could be concluded that debate was an effective method to enhance students' speaking ability in teaching and learning English.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0934/a.php" alt="Hit counter" /></p>

Meningkatkan Kemampuan Speaking Siswa Kelas XII TAV SMKN 2 Kota Bima Dengan Model Pembelajaran Kooperatif Tipe Jigsaw

This research is aimed to know (1) the increasing of speaking achievement of class XII TAV SMKN 2 Kota Bima by using cooperative learning type jigsaw (2) to know the students’ responses towards the using of cooperative learning type jigsaw in learning speaking. The data collecting; observation, students’ responses of the questionnaire and the result of the scores from sycle 1 and sycle 2. The technique of analyzing data is descriptive analysis; to analyze the response of the questionnaire and students’ score from sycle 1 (one) and sycle 2(two). The result of the research is showed that the using of cooperative learning type jigsaw can increase the speaking ability of students class XII TAV SMKN 2 Kota Bima in academic year 2020/2021. The result of the sycle 2 (two); students’ score is 75,32. It means that as stated by Nana Sujana (2009: 62), if the score is 75 means success. The result of the questionnaire; number 1(one) is 92 % yes; question number 2(two) 12% is yes for negative statement; question number 3 (Three) 80% is yes; question number 4 (four) 88% is yes; and question number 5 (five) that 96% students answered yes. The hypothesis which is stated that the using cooperative learning type jigsaw can increase students ability in speaking of students class XII TAV SMKN 2 Kota Bima is accepted.

A Study of Grade Six Students' Difficulties in Learning English Vocabulary in Wangduephodrang District Bhutan

Vocabulary is the fundamental understanding of a language that determines the quality of a learner's speaking, listening, reading, and writing. Students can readily understand the material presented by the teacher if they have mastered vocabulary. Language skills are built on a foundation of vocabulary. It is difficult to achieve any level of language fluency without understanding the vocabulary. Despite the fact that vocabulary is the foundation for learning a second language, there has been little or no research done in Bhutan. To close this gap, this study assesses the challenges that sixth-grade students in Wangduephodrang district experience in learning English vocabulary and to suggest techniques for reducing students' difficulties in acquiring English vocabulary. This study used a questionnaire to survey problems and obstacles found by the grade six students who studied English. The questionnaire consists of eight questions and the students were instructed to complete it by rating their problems accordingly. The questions assessed the participants difficulties in the learning vocabulary on a five-point Likert scales. As a result, the questions were tabulated and for the numerical interpretation of data, frequency and percentage were used to indicate their extent of agreement. The research was carried out in Wangduephodrang district of Bhutan for a duration of one year. This quantitative study uses a questionnaire, as an instrument, to collect the data. The participants were 312 students in grades six from a variety of schools in the academic year 2021. Simple random sampling was used to select the participants. The findings show that students in grade six have a variety of difficulties learning vocabulary, including understanding the meanings of new words, pronouncing new words correctly, recalling and writing new vocabulary. The students' difficulties stemmed from the fact that English is still a foreign language in their environments.

OVERCOMING FOREIGN LANGUAGE SPEAKING ANXIETY BY USING A LANGUAGE EXCHANGE WEBSITE IN ONLINE LEARNING

The use of website in learning Foreign Language helps the students feel comfortable to speak. The objectives of the research is to investigate the Indonesian students’ self-rated degrees of their foreign language speaking anxiety (FLSA) and the effect of using language exchange website in online learning in overcoming the students’ FLSA. This study examined 100 undergraduate students of 4th and 6th semester majoring English education. Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz & Cope (1986) was adapted and distributed twice in the beginning of the class to find the state of speaking anxiety and in the end to see whether there is any significance effect after learning speaking by using a language exchange website. Finally, the six participants were chosen for interview. The interview was conducted to get more data about the foreign language speaking anxiety that they feel. It is found that the number of students who felt anxiety decreases after using language exchange website. Keywords: Foreign Language, Speaking Anxiety, Language Exchange Website