Learning Speaking Research Articles

Implementation of Task-Based Learning Strategy by Making Video Introduction to Improve Students’ Speaking Skills

This study uses CAR design of the research by using a qualitative approach. The purpose of this study was to find out the application of a task-based learning strategy by making introductory videos in students' speaking skills. Researchers made observations in the preliminary study to find out the problems faced by students in learning speaking. In the first cycle, the researchers had two meetings while in the second cycle the researchers had four meetings. The researchers started the teaching-learning activity by greeting, praying together, checking attendance. Then, the researchers delivered the material that has been determined, displayed a video and PPT related to the material, and gave question and answer session. After that, the researchers gave the task to the students to make an introductory video. The results of this study indicate that the application of a task-based learning strategy by making an introductory video for class VII SMPN 2 Siliragung has a positive impact on students’ speaking achievement. This is evidenced by the average number of students who has increased in each cycle. In the preliminary study, the average number of students' achievement was 62, then increased to 68 in the first cycle and increased to 80 in the second cycle. Thus, this research is declared successful because the results obtained by students in the second cycle have met the predetermined success criteria (70).

MODEL OF ARABIC AUTHENTIC ASSESSMENT INSTRUMENTS: SPEAKING (KALĀM) AT MADRASAH ALIYAH

MODEL OF ARABIC AUTHENTIC ASSESSMENT INSTRUMENTS: SPEAKING (KALĀM) AT MADRASAH ALIYAH

Enhancing Students’ Speaking Ability Using the Plan-Ahead Brainstorming Technique

This research aimed at finding out whether or not the use of Plan-ahead Brainstorming in helping the second-year students of SMAN 1 Bantaeng to enhance their speaking skill. The steps of Plan-ahead Brainstorming in implementing consist of (1) giving the topic, (2) plan-ahead session, (3) brainstorming in small group, (4) individual oral report. This research employed pre-experimental method. The researcher used random sampling technique and the selected sample was the students in XI IPA1 with the total 28 number of students. The instrument of this research was speaking test in the form of oral test. The data acquired were then analyzed through descriptive and inferential statistics. The result of the data analysis showed that the probability value (0.00) was smaller than the level of significance (0.05). This indicated that the implementation of Plan-ahead Brainstorming enhanced the students` speaking skill. This indicates that the alternative hypothesis (H1) accepted. This research contributed extensively the theory about plan-ahead brainstorming in enhancing students speaking ability. The plan-ahead brainstorming is the technique that can influence the students speaking fluency effectively. The outcome of the use of plan-ahead brainstorming is useful in learning English, especially students in learning speaking. The student can decrease their skepticism and stammer in plan-ahead session to prepare what they want to utter. The researcher found that this technique is useful for teachers in order that they can use this technique more effectively as long as the teacher prepare specific time to implement this technique in several time.

ENHANCING STUDENTS’ SPEAKING SKILLS BY USING DIGITAL STORYTELLING IN TEACHING ENGLISH LANGUAGE AT THE UNIVERSITY

The article is dedicated to the method of digital storytelling in teaching the English language to higher education establishments, in particular enhancing students’ speaking ability which is seen as an interaction and social and situation-based activity. The significance of speaking of learners of English as a second (foreign) language is out of doubt whereas it becomes the dominant tool for communication. Therefore, the necessity to teach students to use language as a communicative means rather than to inform them about the language leads educators to implementation of modern teaching methods. Storytelling as a teaching method has been confidently placed within English teachers’ work for the last two decades and recommended as quite effective and handy which assists to reduce students’ psychological barriers to speaking such as anxiety to perform in public and lack of motivation. It is noticed in the article that several constant and traditional story plots (elementary, butterfly effect or groundhog day, Cinderella syndrome, quest, etc.) are well-known and easily recognizable so teachers can use them to create a comfortable learning environment aimed to support learners’ speaking skills and, as such, focused mostly on their development. The fact that storytelling has great potential while digital storytelling integrates the traditional art of oral storytelling with the technology available in the twenty-first-century classroom is highlighted in the article. This facilitates the process of information perception by young people with clip thinking because the visualization attracts their attention and forms interest in one or another topic or discipline in general. Digital storytelling is mentioned as the practice of combining narrative with digital content, including images, sound, and video to create a digital story using online platforms or appropriate software. Digital storytelling might be incorporated in higher education both working offline and during distance or blended learning, either to introduce new material, encourage conversation, and make abstract or conceptual topics easier to understand. Key words: digital storytelling, method, speaking skills, higher education.

Sonority across Languages:

His paper presents a contrastive perspective on the front monophthongs in Spanish and English. Applying the quantitative contrastive method designed and used in the researchers’ earlier works of 2015 and 2019, we highlight the contrast between Spanish and English front monophthongs from a zonal frame of reference in the oral tact, and proceed to offer insight about the comparative levels of learner stress and difficulty that English speaking learners of Spanish and Spanish speaking learners of English as a foreign language will probably experience while attaining accuracy in the acquisition of their target vowel systems. The facts that English and Spanish front monophthongs are more different than similar (71.43: 28.57) and the acquisition workload is greater (80:50) for Spanish speaking learners of English have been established in this study. In addition, English speaking learners of Spanish will need to generate a greater degree (80:50) of substratum counter influence than Spanish speaking learners of English for the accurate acquisition of their target vowels. Although both types of learners can transfer an equal number of vowel sounds from their L1 inventories, the ratio is not the same (20:50) and the study indicates that English speaking learners of Spanish in general will probably experience a slightly greater degree of articulatory stress in attaining perfection in the pronunciation of the target system.

STUDENTS’ AFFECTIVE REACTION TOWARD USING G-SUITE MEET FOR EDUCATION IN LEARNING ENGLISH SPEAKING

This qualitative descriptive study aims to expose the students’ affective reactions after learning speaking through G-Suite Meet as one of G-suite for education features. This also confirms do affective reactions support the enhancement of students’ speaking performance and can this featured be maintained in the future? The respondents of this study were twenty students of SMA Negeri 3 Palu and three of them were as informants. They are chosen as the subject of this study because their English speaking class is conducted in Google meet. In collecting the data, 13 points of questionnaires in term of likert scale and four interview questions in term of semi- structured had been distributed. The responses of the students were displayed using frequency and percentage on the table and then it was described, interpreted and concluded. The information of the interviewees was limited to describe the scope of this study. The results of this study convey that the students expose positive reactions related to the use of G-suite features in term of Google meet to bridge learning speaking. The positive reactions also support the enhancement of students’ speaking performance. However, this study showed a phenomenon that some students do not show significant enhancement related to their performance. In addition, this study also informs that although students confirm positive reaction and the students also show improvement related to their speaking performance, learning speaking through Google meet cannot be regularly maintained, it only stands for urgent situation because conducting learning through Google meet are claimed not optimal.

PENGEMBANGAN MATERI AJAR PRODUKSI LISAN BERBASIS MICROLEARNING BAGI GURU BAHASA DI KABUPATEN AGAM, SUMATERA BARAT, INDONESIA

The microlearning method has been accelerating and facilitating the pedagogical approach to developing teachers as professionals in 21st-century learning. However, research into English speaking learning materials, particularly microlearning-based English speaking learning materials for the teachers in Agam District, West Sumatra, is limited and urged. This study reports the development of Common European Framework (CEFR) and microlearning-based spoken production learning materials for teachers of junior high schools in Agam through the workshop. The findings revealed that the teachers’ competence was significantly positive in developing learning materials based on microlearning. They become skillful and able to design microlearning-based English-spoken materials for their context and their needs. Their expertise can have an impact on the teachers in Agam and act as a socializing agent for the other teachers in West Sumatra

The Utilization of Flipgrid in Learning English Speaking Skill for EFL Teachers in Muhammadiyah Schools

This community service aimed to introduce the utilization of Flipgrid in learning English speaking skill for EFL teachers. There were 31 EFL teachers that consisted of 22 female teachers and 9 male teachers who participated in this activity. The method used in this activity was a training which discussed the concept of Flipgrid application and demonstrated it for the practice of speaking skill. The instruments used were questionnaire and semi-structure interview. The collected data were analyzed with descriptive analysis to provide mean and standard deviation for the questionnaire data and with qualitative analysis for interview data. The result of this activity showed that the materials of the training were suitable with EFL teachers’ need in enhancing English speaking learning activity at schools. In addition, all the EFL students had positive perceptions on the use of Flipgrid in increasing the quality of speaking skill as Flipgrid was easy to operate and access as well as it was useful for any modes of learning situations. It is thus recommended that Flipgrid be good to use by EFL teachers for the students’ English-speaking practice.

Developing Autoplay-Based Media for Learning Asking and Giving Suggestions at Senior High School

The educational field has shifted from traditional classroom settings primarily using printed learning resources to a technological-based learning system. This study was intended to develop AutoPlay-based media for learning Asking and Giving Suggestions at Senior High School. The purpose of this study is to find out the characteristics of AutoPlay-based media and develop the AutoPlay-based media for learning speaking. This study employed a qualitative approach using the R&D method with ADDIE model. The primary data source for this study comes from journals, articles, books, and others while the secondary data comes from English teachers. The researcher gathered data through a literature review and interviews. The English teacher is a participant in this study. The result shows that there are 12 characteristics of AutoPlay-based media for learning speaking. They are: (1) learning media should combine audio and visual elements, (2) Learning objectives should be clearly stated in the media, (3) Media has a well-defined learning flow, (4) Media provides conclusions, examples, and evaluations for students, (5) Media can motivate students to learn, (6) Use language that students can easy to understand, (7) Materials contents should be consistent with the standard and fundamental competencies and relevant to the Curriculum 2013, (8) The content of the materials should be constantly updated, (9) The content of the materials should be applicable in a variety of contexts, (10) Learning media should be used to present materials in a timely manner while also stimulating students speaking skills, (11) Learning media should focus on the suitability of the speaking materials for students, and (12) Pay attention to aspects of speaking when assessing students' speaking skills. The AutoPlay-based media developed based on 12 characteristics have been found in the need analysis.

Student’s Perceptions on Using Shadowing Technique in Learning Speaking

This study aims to determine the perceptions of students about the application of the Shadowing technique in learning Speaking at Institut Pendidikan Nusantara Global. The data in this study were collected from 38 respondents from 3rd semester students of Institut Pendidikan Nusantara Global. The data collection technique used in this study was in the form of a questionnaire containing 5 aspects of the assessment of the use of shadowing techniques including aspects of interesting methods, aspects of student motivation, aspects of student understanding, aspects of time effectiveness and aspects of learning outcomes. The results of the research conducted on students' perceptions of the shadowing technique, are as follows: The results of the interesting aspect of the method, the majority of students gave a positive response of 87%, then in terms of the motivational aspect got positive results of 100%, from the aspect of understanding students got positive results of 86%, from the aspect of time management got positive results of 84 and from the aspect of student learning outcomes got positive results of 97%. Of the five data are in the vulnerable 75%-100%. it can be concluded that the use of shadowing techniques in learning speaking from students' perceptions can be categorized as good.

The impact of intelligent personal assistants on learners’ autonomous learning of second language listening and speaking

ABSTRACT Research has revealed the positive impact of intelligent personal assistants (IPAs) on L2 learners’ oral development and learning attitude. These studies, however, focused mostly on the in-class use of IPAs, with existing research on the out-of-class use being exploratory. To fill the gap of lacking empirical investigations on IPA-based autonomous second language learning (ASLL), this study recruited 34 college EFL learners to use Google Assistant (GA) in their respective homes for six weeks and examined their listening and speaking development afterwards. Each week, participants received an email about the new commands for them to explore, and half of them were additionally given sustained teacher guidance (i.e. weekly evaluation forms) on the usefulness of each command to better enhance their participation. Statistical analysis on the participants’ learning gains demonstrated that participants receiving weekly evaluation forms made significant improvement in both listening and speaking skills, and they even outperformed those without weekly evaluation forms in their oral development. Nevertheless, there was no significant difference in the two groups’ listening gains. These findings demonstrate that, with sustained teacher guidance, IPAs have great potential in L2 oral development in ASLL context, but more long-term studies on IPAs’ impact for L2 listening should be conducted.

STUDENTS’ PERCEPTION OF USING G-SUITE IN LEARNING SPEAKING AT SMA NEGERI 3 PALU

The objective of this research is to find out the students’ perception on the use of G-Suite application in learning speaking during the Covid-19 Pandemic era. Qualitative descriptive research was used by involving 36 students of the tenth-grade IPA 8 who have experienced in learning speaking by using the G-Suite application at SMA Negeri 3 Palu. Questionnaire and interview were employed to collect the data. The questionnaires in this research consist of 2 indicators, namely the effectiveness of G-Suite and the effect to speaking component. The interview was conduct to get more information from the students as a supporting result of the questionnaire. Based on the analysis of data, the conclusion can be drawn that students’ perception of using G-Suite in learning speaking during the Covid-19 Pandemic effective and have a positive perception. It can be seen from the percentage of the data based on the questionnaire related to the effectiveness of G-Suite and the effect to speaking component. Perception related to the effectiveness of G-Suite showed the highest frequency with a percentage 94.4%, and perception related the effect to speaking component showed the highest frequency with a percentage 88.9%. From the finding, using G-Suite in learning speaking quite help for students and teacher during the Covid-19 Pandemic.

FOUR STRATEGIES IN TEACHING SPEAKING DURING COVID -19 PANDEMIC AT SMA N 04 PALEMBANG

Teaching and learning activities for speaking at SMA N 04 Palembang were conducted online, as one of the efforts to suppress the spread of Covid-19. The process of teaching and learning speaking online was conducted was through a web-based application and internet network. In situations like this, teachers had a very important role because they were the ones responsible for motivating, guiding, and correcting mistakes made by students when speaking English. Therefore, teachers of this school had to think critically and use appropriate strategies to ensure that the teaching process during online learning ran well. The purpose of this study was to describe teacher's strategies of SMA N 04 Palembang in teaching speaking during the current Covid-19 Pandemic. This study used a qualitative narrative inquiry method. The participants in this study were four English teachers in SMA N 04 Palembang. Data collection techniques in this study were observation and interviews. The results showed that the teachers at SMA N 04 Palembang used four strategies, namely roleplaying, storytelling, discussion and reporting. Thus, from those strategies, roleplaying and storytelling seemed to be the most commonly used as they were considered to improve students’ English speaking skills during online learning.

Using "Show and Tell Games" in English Speaking Learning to Engage Secondary Students

Using "Show and Tell Games" in English Speaking Learning to Engage Secondary Students

STUDENTS’ PERCEPTION IN LEARNING SPEAKING BY VIRTUAL LEARNING ENVIRONMENT

This study aimed to know students’ perception in learning speaking by virtual learning environment. This study employed a quantitative research with used a survey method by using questionnaires to collect the data and SPSS to analyze the data from 51 respondents from one of university in Jambi. This research expected to be useful for students and other researchers.
 The questionnare consist of six category in this research. The result of this research showed that in the first category got three interpretation (High, Moderate, Low) for five total item. The scale of the item rangging from 2.88 to 3.76 mean score. The second category got a moderate interpretation with the percentage 60% of the respondents chose neutral and 28% chose agree. The third and fourth category got high and moderate intepretation. The fifth and the last category got a moderate interpretation with the most of participants chose neutral.
 The result of the data analysis revealed that most of the students as the participants had a positive perception of learning speaking by virtual learning. Moreover the lack of internet connection should have accessible for them to get access on the internet. Beside that, 34% of the respondents prefer to learning by offline learning (traditional learning).

THE USE OF SMALL GROUP DISCUSSION AS LEARNING INTERACTION TO ACTIVATE THE SECOND YEAR STUDENTS TO SPEAK ENGLISH AT MACHINE DEPARTMENT OF SMK NEGERI 2 PAYAKUMBUH

This research was aimed to find out wether or not the useof small group discussion could activate the second year students of Machine Department of SMK Negeri 2 Payakumbuh to speak English. This research employed a pre experimental method, and it used one group pre test and post test design. Treatment (X) was given between pre-test (T1) and post-test (T2). The population of this study was the second year students of Machine Department of SMK Negeri 2 Payakumbuh, and the number of sample was 30 students. The instruments used in this study were observation checklist and speaking test. The finding of this study showed the use of small goup discussion could activate the students to speak English. It was indicated by the improvement of activities done by students from meeting to meeting as much as 93.19%. It was also indicated with the fact that the t-test value (10.740) was higher than the t-table value at significant level of 0.05 and degree of freedom n-1 (1.711). In other words, the use of small group discussion technique was able to give greater contributionin teaching and learning speaking. REFERENCES Aleen, D. E. (2001) Mimimizing the Perils of Small Group Discussion. Center for Teaching Excelent. Online (http://www.vcu.edu/cte/resources/nfrg/14_04minizing_peril_of.htm) Brown, Douglas (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy. London: Prentice Hall International Ltd. Byrne, Donn (1995) Teaching Oral English. Harlow: Longman Group UK Limited. Canal in Richards and Schmidt (2002 Chastain, Kenneth (1976 ) Developing Second Language Skills. Third Edition. New York: McNally College Publishing. Clark, Herbert H. and Eve V. Clark (1977) Psychology and Language: An Introduction to Psycholingustics. San Diego: Kascourt Brace Jovanich. De Boer, John (1987) Basic Language: Message and Meaning. New York: Haper Row Publisher. Drekurs, Rudolf and B. Gunawan (1982) Maintaning Sanity in the Classroom: Management Technique. New York: Haper Collins Publishing. Frederick, E. (1993) A Plan for Small Group Discussion. Online (http://extension.missouri.edu/explore/common/dm0460.htm) Glistrap, Robert L. and Willian R. Martin (1975) Current Strategies for Teachers: A Resoruce for Personalizing Instruction. Santa Monica, California: Goodyear Publishing Company, Inc. Harmer, Jeremy (1998) How to Teach English. New York: Longman. Hatch, Evelyn and Anne Lazaraton (1991) The Research Manual. New York: Newbury House Publisher. Jabu, Baso (2000) Upaya Peningkatan Kemampuan Menyimak Siswa Kelas 1 SMU N2 Makassar melalui Teknik LWS (Listening-Writing-Speaking). Makassar: FBS Universitas Negeri Makassar. McKeachie, W. J.(1999) Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Boston, Massachusetts: Houghton Mifflin Company. Mikundan (2008) Active Speaking. Online (http://www.mikundan.com/portofolio/winstaru/wvcontents/jobaids/aecr/speak.html Muttakin, M. (1992) Activating the Students to Speak English through Pair Tasks in SMU 3 Ujung Pandang. Unpublished Thesis. Ujung Pandang: FPBS IKIP Ujung Pandang. Noni, Nurdin (2003) A Hybrid of Face to Face Teaching and Computer Assisted language Learning in ELT Based on Individual References. Unpublished Dissertation. Makassar: Pastgraduate Program of Hasanuddin University. Nunan, David (1993) Designing Tasks for Communication Classroom. New York: Cambridge University Press. O’driscoll, Nina and Adrian Pilbeam (1987). Meetings and Discussions. London: Longman Group UK Ltd. Rivers, M. W. (1981) Teaching Foreign Langauge Skills. Chicago: University of Michigan Press. Rosma.(2002) Improving Students’ Communicaive Competence through Group Discussion in the Second Year Students of SMUN 2 Maros. Unpublished Thesis. Makassar: FBS Universitas Negeri Makassar. Steven, Runnebohn, M. Jospeh Mazza, and B. Dan Curtis (1979) Communication for Problem Solving. New York: Wiley and Sons, Inc. Publisher. Ur, Penny (1996) A Course in Language Teaching Practice and Theory. Sydney: The Press Syndicate of the University of Cambridge.

The integration of English conversation rooms and chatting to enhance English communication skills for EFL students

This paper aims to investigate the impact of the integration of technological approaches, particularly English online conversation rooms on Google Meet and English chatting, in English as a Foreign Language (EFL) with particular reference to the enhancement of students' English communication skills. A mixed-method approach was adopted with 120 EFL freshmen at Van Lang University (VLU) participating in an experimental study, followed by an interview for some of them. A mixed method of both quantitative and qualitative was employed to collect data. The result is that learning Speaking via the Google Meet platform and English texting can substantially enhance their English communication abilities. In addition, texting in English and practicing with friends via the online-based app are effective ways to revise their English communication skills during the COVID pandemic with social distancing requirements.

IMPROVING THE SPEAKING SKILL OF TENTH–GRADE STUDENTS MAJORING IN FASHION THROUGH PODCAST MEDIA AT SMK N 8 SURABAYA

This research aims to find out the student’s improvement in speaking skills after implementing podcast media in the teaching and learning process. The subject of the research was the tenth-grade students majoring in fashion 2 at SMK Negeri 8 Surabaya in academic 2021 / 2022. Which consisted of 33 students. The method used in this research was Classroom Action Research (CAR) conducted in 2 cycles. Each cycle follows four phases: planning, acting, observing, and reflecting. however, there are different treatment was given in the second cycle. There were two ways of collecting the data were obtained from observation sheet field notes and speaking tests. Based on the data showed significant improvement in their speaking performance after the second cycle was conducted. The target score (KKM) of SMK Negeri 8 Surabaya for English lessons is 70. The result of the research showed that in the pre-cycle only 7 students or 21% of students reached the minimum standard score. In cycle I, 14 students or 42% of students reached the minimum standard score, and in cycle II there were 30 students or 90% of students in X Fashion 2 that could pass the standard minimum score. It could be concluded that the students speaking skills could be improved by using podcasts in teaching and learning speaking.

Student’s Speaking Problems in Online Learning: A Systematic Research Review

This study used a systematic review, namely the research process by identifying previous research. Furthermore, this research applies a systematic analysis method that identifies the literature available on Google Scholar. This method has been used to produce original research as well as help researchers to critically analyze, evaluate and synthesize complex ideas. The five phases of systematic literature review are: 1) Framing questions for review 2) Relevant work 3) Assessing study quality 4) Summarizing the evidence 5) Interpret findings. From the results of the review a description it can be understood that there are student problems; they first have difficulty in terms of grammar, vocabulary, pronunciation. However, they also have problems in their psychology in learning speaking. Regarding online learning reviews, online learning is one of the alternative solutions for the learning process, including for students and teachers, during the COVID-19 pandemic. Although it raises some problems, for teachers and students, all parties must be ready to implement it. So that online learning has positive and negative impacts.

Students' Perceptions of the Flipped Classroom Approach for Learning Speaking Skills

The aim of this study was to describe students’ perceptions of the implementation of the flipped classroom approach for learning speaking skills. A descriptive qualitative research design was used. 23 tenth grade students of Madrasah Aliyah Nahdlatul ‘Ulama (MA NU) Mranggen in academic year 2020/2021 participated. The researchers collected the data through observations, questionnaires, and documentation analysis. According to the findings, the students felt that the flipped classroom approach was interesting and they could understand the method. The flipped classroom approach also increased interaction between the students and teacher, and improved students’ speaking skills.
 Keywords: flipped classroom, speaking skills