Speaking Strategies Research Articles

The Effect of Communication Language Anxiety and Prior Learning Experience on Speaking Challenges and Strategies

Libyan students’ academic speaking challenges associated with language anxiety and lack of English prior learning experience could impede Libyan students’ communication abilities in international academic setting. Students need to develop certain learning strategies for academic speaking in response to these factors. Therefore, explanatory mixed-mode research design, the researcher conducted an online questionnaire with 223 respondents, followed by interviews with 15 informants and a focused group discussion. Field notes and member checks were also carried out for triangulation and validation. SPSS, NVivo, and AMOS analyses carried out were correlational procedures and structural equation modelling (SEM) using bootstrapping resampling analyses to investigate the relationships between variables, determine the validity of study models, and test the research hypotheses. It was found that academic speaking strategies are influenced by language challenges when communication language anxiety and prior learning experience mediate the effects of speaking challenges and the implementation of strategies meant to overcome them.

Inquiry Based Learning on Teaching Speaking to Students Second Semester of English Language Education

Ghe aims of this study to determine the implementation of inquiry based learning strategy in learning speaking on the materials speaking for specific purpose and analyze students' responses to the implementation of inquiry based learning strategy. This research is a type of field research, and the approach used is qualitative approach. The researcher obtained data by using the technique of observation checklist, questionnaires, and documentation. Then the researchers’ classified the data according to the identified problem. In addition, the data were compiled and then analyzed by using descriptive analysis method. The results of this study indicate that the implementation of inquiry based learning strategy in learning speaking can be implemented well in accordance with the existing concept. Implementation was done through the activities of students looking for or digging information about learning materials, teacher provide stimulus and motivation to students followed by giving questions to students by teachers. The next step teacher provide opportunities to students in turns to provide responses or practice a conversation have discussed by students in pairwork, and at the end of the lesson teacher provide learning conclusions and reinforcement of learning materials that have been implemented. Students’ response to the implementation of strategy inquiry based learning positive about the strategy applied in learning. It make student learning outcomes become increased.

Investigating Direct Speaking Strategies of Non-English-majored Students at a University in Dong Nai Province

English communication skills are now considered a passport-like requirement for students seeking a secure profession with a higher wage. Additionally, English proficiency is thought to be one of the variables affecting the success of foreign businesses investing in Vietnam, as well as Vietnamese businesses looking to collaborate internationally to develop their brands into new markets abroad. The integration of various linguistic skills demonstrates the value of speaking. The main objective of this study was to investigate the frequency and importance of using direct speaking strategies by non-English-majored students at Dong Nai Technology University. The study involved 90 students who are second-year undergraduate students at Dong Nai Technology University in Bien Hoa city, Dong Nai province. At the time of the study, the participants were aged 18-19, and they had already attained elementary level. This research uses questionnaires and interviews by applying the SPSS application to analyze the main points relating to the research questions. According to research, direct speaking strategies significantly affect the English speaking skills of Dong Nai Technology University students. At the same time, the difficulties and orientations when learning speaking skills using direct speaking strategies were revealed in the conclusion of the study. To maximize direct speaking strategies and advance the field of study, recommendations have been made for non-English-majored students.

Correlation Between Speaking Strategies of EFL Undergraduates and Their Thinking Styles

The present study was conducted to analyze the correlation between speaking strategies of EFL undergraduates and their thinking styles. The researcher used chi-square test analysis which 47 sophomore students (34 female and 13 male) in the English department at the state university of Surabaya. In collecting the data, this study used two adopted questionnaires that was developed from Oxford’s LLS speaking 20 items (1990) and Sternberg and Wagner’s (1992) TSI 65 items included among the side of background information on their gender. As concerns on the analysis, this study found that there were no significant correlation between the speaking strategies of EFL undergraduates and their gender (X2= 1.736), the thinking styles of EFL undergraduates and their gender (X2= 1.043), speaking strategies and thinking styles of EFL undergraduates and their gender (X2= 2.839).

On English Ceremonial Speeches from the Perspective of Identification Theory: A Case Study of British Prime Ministers’ New Year Speeches

Ceremonial speeches play different roles on different occasions, and Kenneth Burke's rhetorical Identification Theory provides a new perspective for the study of ritual speeches. Based on this theory, this study explores British Prime Ministers’ new year speeches with qualitative and quantitative methods. According to the findings, Identification by Inaccuracy is used most frequently, followed by Identification by Sympathy and Identification by Antithesis, the frequencies of which show no significant difference. The high frequency of Identification by Inaccuracy is mainly due to the repeated use of “we” and intensive depiction of future visions. Apparently, this strategy is in line with the thematic features of new year speeches, i.e., uniting people and looking into the future. This study, examining the rhetorical features of ceremonial speeches with the example of new year speeches, hopes to inspire speech enthusiasts with useful speaking strategies and rhetorical awareness.

The Form of Speech Video Game Vlogger’s MiawAug in Perspective the Strategy of Speaking by Levinson

Referring to the success of MiawAug, many novice creators have created YouTube channels with the same theme (video game reviews). One of the most important parts of creating YouTube content about video game reviews is the way of speaking strategies. With good speaking techniques, the communication style spoken by the creator will be more focused and conceptualized. Therefore, this study aims to describe the speech form of MiawAug as a Video Game Youtuber using Levinson's speech strategy perspective. The method used in this study is qualitative with a note-taking technique. The data source for this research is a YouTube video from the creator of MiawAug with video samples taken at random. The data analysis technique begins with making listening, making transcriptions, data reduction and analysis, and drawing conclusions. The results show that speakers prefer a no-nonsense strategy to build intimacy and positively use small talk strategies to increase their intimacy with the video viewers.Keywords: Speaking strategies, Video game’s vlogger, YouTuber MiawAug.

TEACHING ENGLISH SPEAKING STRATEGIES

One of the important aspects that need to be considered in the process of instruction is teaching strategies. Hence determining appropriate teaching strategies can improve learning outcomes well. The objective of this research is to know and to describe the strategies of teaching English speaking. It was conducted at Tunas Unggul Junior High School Bandung and used qualitative descriptive method. The data was collected through interview, questionnaire, observation, and documentation. The research found that the teaching English speaking strategies used by the school have been widely influence by communication and students-center strategies. This measure taken has given much beneficial impact to all parties, particularly teachers and students for their English speaking development. Therefore, in teaching speaking, it is important for everyone, particularly educator to develop their teaching strategies which meets to the students need.

The Use of Memory Strategies Training in Enhancing Speaking Skill among Year 6 ESL Learners

Speaking skill is an intrinsic part of communication among humankind. Undeniably, speaking fluently requires people to have a vast amount of vocabulary as it is important for message interpretation and communication as a whole. In Malaysia, it is undoubtable that learners are able to achieve high proficiency in English in spite of being non-native speakers but the same does not apply to all. The number of learners that struggle to acquire English certainly outnumbers high proficiency level learners. The fundamental problem to this situation leads to the very basics itself, lack of vocabulary knowledge, thus hindering learners from speaking English efficiently. Therefore, this study aims to investigate whether Memory Strategies Training (MST) could help Year 6 ESL learners in speaking skill by enhancing their vocabulary. A quantitative approach was carried out with the participation of 40 Year 6 learners from a primary school in Nilai, Negeri Sembilan. The 15 speaking strategy items questionnaire were adapted from Cohen & Oxford's Young Learners' Language Strategy Use Survey. The outcome of this study shows that this memory learning strategy is crucial in raising the learner's competency to an ideal level. Henceforth, the study was able to identify an appropriate language learning strategy for improving the Year 6 learners’ speaking skill thus aids in elevating their confidence in using English in their daily conversation

Strategi Bertutur Media Daring Kompas Selama Masa Pilpres 2019

This study aims to explain the strategy of online media speech acts as a medium for providing information to the public, especially in the election process. This needs to be investigated as a form of media views in providing appropriate and appropriate opinions, especially during the election period. One of them is viewed from the editorial in the online media. This study uses a qualitative descriptive method using Brown and Levinson's theory of speech. Data from the utterances in the editorial column of Kompas online media during the 2019 election period. Based on the data found, the key is that the speech strategies used by the online media Kompas, include: a frank strategy without further ado, a frank strategy with positive politeness, and a frank strategy with negative politeness. The speaking strategy that is widely used is the strategy of speaking frankly with positive politeness. The use of frank speaking strategies with positive politeness is used because of the social distance factor between the speaker and the speech partner, which in this case is the editor of the Kompas electronic media, while the speech partner is the reader of the Kompas electronic media.

Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation

Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation

Exploring EFL Graduate Students' Perspectives and Strategies to Improve English Speaking Skills

Even though Indonesian EFL learners have been studying English since elementary school, many may still consider speaking one of the most challenging language skills. Consequently, when they move to the advanced level, they are required to master more complex speaking skills. Indonesian EFL graduate students faced some problems during learning that can contribute to their speaking performance. Therefore, it is urgent for this study to investigate EFL graduate students’ perspectives on their speaking challenges and strategies used to improve their speaking skills. This study used a qualitative method and a semi-structured interview to obtain deep insight into participants’ perspectives. The participants were EFL graduate students who are taking an English Education Master’s Program. Results showed that some factors influenced their speaking skills in an academic context, such as a lack of accurate pronunciation and lack of vocabulary knowledge and that they used effective speaking strategies for improving their ability in speaking. It is expected that the findings would assist EFL graduate students in uncovering their speaking challenges so that they could perform better when using their spoken English.

Teachers’ Strategies in Teaching Speaking at English Courses as a Foreign Language in Kampung Inggris

A successful learning process is determined by teaching strategies that are used by teachers. The strategies will affect the learning output of students. Many graduated students claim that they need more experience to study English. One alternative way to improve their ability is to join an English Course in Pare East Java-“Kampung Inggris”. The aim is to investigate how teaching speaking is done and what the strategies used to make and help students to speak in fun way. The focus of this research is to expose the uniqueness of those strategies. It belongs to ethnography research using observation, interview, and documentary. The populations are from four English courses that were elected by purposive sampling. The result shows that the most often teaching speaking strategies are pronunciation class, grammar for speaking, academic speaking, impromptu and public speaking.

E-ffective: A Visual Analytic System for Exploring the Emotion and Effectiveness of Inspirational Speeches

What makes speeches effective has long been a subject for debate, and until today there is broad controversy among public speaking experts about what factors make a speech effective as well as the roles of these factors in speeches. Moreover, there is a lack of quantitative analysis methods to help understand effective speaking strategies. In this paper, we propose E-ffective, a visual analytic system allowing speaking experts and novices to analyze both the role of speech factors and their contribution in effective speeches. From interviews with domain experts and investigating existing literature, we identified important factors to consider in inspirational speeches. We obtained the generated factors from multi-modal data that were then related to effectiveness data. Our system supports rapid understanding of critical factors in inspirational speeches, including the influence of emotions by means of novel visualization methods and interaction. Two novel visualizations include E-spiral (that shows the emotional shifts in speeches in a visually compact way) and E-script (that connects speech content with key speech delivery information). In our evaluation we studied the influence of our system on experts' domain knowledge about speech factors. We further studied the usability of the system by speaking novices and experts on assisting analysis of inspirational speech effectiveness.

EXPLORING GENDER-BASED EFL STUDENTS' LEARNING STRATEGIES IN ACHIEVING ENGLISH SPEAKING SKILL

This study aims to explore or find out the use of learning strategies in learning speaking based on gender differences. Narrative inquiry research design is used in this study and data collection is employed through questionnaires and interviews to the participants.The results showed that the strategy most often used between male and female students was metacognitive strategies and the overall use of learning strategies showed that there were differences in the order in which male and female used learning strategies. Male students used more metacognitive, compensatory, cognitive, social and affective strategies. Meanwhile, female students used metacognitive, compensation, memory and social strategies.Keywords: language learning strategies, speaking skills, gender.

Teachers' Teaching Speaking Strategies at Junior High School

This study aims to describe the teacher's strategy in teaching speaking skills to the students of SMP Dharma Pancasila Medan. This is done to find out what the teacher uses in teaching speaking skills to special class students at Smp Dharma Pancasila Medan, the strategies used by the teacher, as well as the problems and solutions faced in the implementation of teaching and learning. The methodology used in this study is a qualitative methodology. The research subjects were teachers at SMP Dharma Pancasila Medan. Data was collected through a questionnaire with an English teacher. The results showed that the strategy used by the teacher was only a question and answer strategy.Keywords: teacher’s strategies, speaking skills, English teacher.

A Survey Study of English Speaking Strategies Use: Evidence from Chinese High School Students of International Department

This study explores the status quo of speaking strategies used by Chinese High School Students of International Department by using both questionnaire and interview. The participants were 90 second-year Chinese High School Students of International Department, and then the data were analyzed by SPSS 18.0. The study yields certain results. First, Chinese High School Students of International Department employ English speaking strategies at a medium level in general. Second, there are differences between higher achievers and lower achievers in the use of speaking strategies. Third, students’ use of speaking strategies is significantly correlated with students’ English proficiency. Pedagogical implications for teachers and students are discussed in the end.

Positive politeness strategies of Tonado Javaness (Jaton) community

Politeness is very important in communication to maintain a harmonious relationship between the speaker and the speech partner and to avoid conflict. Politeness is a way to maintain and save the face of the speaking actor. A positive politeness strategy in speaking frankly with pleasantries is the speaker's effort in expressing polite behavior in the form of language. The focus of this research lies in positive politeness strategies in speaking frankly with pleasantries in the Tondano Javanese community. This study aims to describe and explain positive politeness speaking strategies used by the Tondano Javanese people who live in Kampung Jawa Village. This study uses a qualitative approach with a descriptive method. Data collection is done by listening, recording, and taking notes. Furthermore, the data were analyzed using the theory of politeness strategies by Brown and Levinson (1987), which is related to the concept of 'face'. The results show that the Tondano Javanese people use ten positive politeness strategies and these strategies are used in speech situations when the interlocutor is lower or equal in power to the speaker, and the relationship between the speaker and the speech partner is familiar.

SPEECH ACT USED BY NADIM MAKARIM, THE MINISTER OF EDUCATION, CULTURE, RESEARCH, AND TECHNOLOGY ABOUT INDEPENDENT LEARNING POLICY

This research was motivated by the use of simple, straightforward, and familiar language as well as an open communication pattern through various discussions and talks by Nadim Makarim (henceforth NM) in launching and conveying his policies as Minister of Education and Culture. On that basis, it is worth studying the speech acts used by NM in the Merdeka Learning program so that it can be implemented quickly by the implementers and users and has a positive impact on the implementation of the policies it makes. Therefore, this study aims to explain and analyze, (1) types of speech acts; (2) speaking strategy; and (3) implicature speech acts used in NM's talks and discussions as Minister of Education and Culture. This type of research is qualitative with a descriptive method. The data in this study are the utterances or sentences conveyed in the 2019 National Teacher's Day talk and the 3 Episodes of the Merdeka Learning policy discussion. The data source of this study was taken from the Youtube channel of the Ministry of Education and Culture of the Republic of Indonesia. The results of this study are as follows. First, five types of speech act used by NM in the discussion and discussion of the Merdeka Learning policy, namely (a) representative, (b) directive, (c) expressive, (d) commissive, and (e) declarative; dominant speech acts were found to be representative, (state, mention, explain and report); and the dominant locus was found to explain. Second, the three speaking strategies used by NM, namely (a) TTBB, (b) TBKP, and (c) TBKN, were dominated by the TBKP speaking strategy. Third, there are two speech act implicatures used by NM, namely (a) conventional implicatures and (b) implicatures in the use of the figure of speech, the forms of the figure of speech contained are metaphor, tutology, rhetoric, and meiosis; The dominant implicature found is implicature in the use of the figure of speech, namely with tutology figure of speech. The implications of this research, for the world of education, are targeting (1) school units, namely changing the education system in schools, changing the National Examination, the effectiveness of zoning, providing easy sharing of BOS funds; (2) higher education units, in SKS, universities must do a lot of collaboration-collaboration with companies, facilitating the accreditation system; and (3) Teachers/Lecturers, improve the quality of learning, creative, innovative, varied; do a lot of discussions; understand IT.

AN ANALYSIS OF STUDENTS’ LEARNING STRATEGIES IN SPEAKING

This study attempted to analyze the students’ learning strategies in speaking. The purpose of the study is to describe the types of speaking learning strategies, the dominant ones. It was presented a qualitative descriptive research. The sources of data were taken from students of Potensi Utama University which located at Jl.K.L.Yos Sudarso, Km. 6.5 No. 3A Tanjung Mulia Medan. Twenty three students’ were taken as subject of this research. The data were collected by used questionnaire. Based on the obtained information, the data were analyzed. The data analysis found out the findings indicates that were 6 learning strategies (memory strategy, cognitive strategy, compensation strategy, meta-cognitive strategy, affective strategy, social strategy) in speaking by the students. They were used; 3students (13%) in memory strategy; 13students, (57%) in cognitive strategy; 3students (13%) in compensation strategy; 1student (4%) in meta-cognitive strategy; 2students (9%) in affective strategy; 1student (4%) in social strategy. It was found that, cognitive strategy was dominantly applied. The finding shows that this study has significance implications in teaching and learning English especially in speaking for specific purposes. Finally, the finding shows that six learning strategies was finding in the students’ speaking. It is proved that the students have fulfilled the standard in certain speaking learning strategies as stated by Oxford (1990).

Language learning strategies employed by higher and lower achieving students in learning speaking

The objectives of this research were to find out the types of language learning strategies employed by higher and lower achieving students on speaking skill and to find out the impacts of language learning strategies employed by them. A questionnaire was used as the instrument of this study. The sample of this research were 82 students who were chosen based on the criteria: (1) the students already passed all the Speaking I to IV classes, (2) the students consist of higher achieving students (score ≥B) and lower achieving students (score ≤C), and (3) the students allowed the researcher to obtain their speaking scores. Thus, purposive sampling was used here. In this research, the researcher used Strategy Inventory for Language Learning (SILL) by Oxford (2003) to determine the students’ language learning strategy. The result revealed that the higher achieving students used memory, cognitive, compensation, metacognitive, affective, and social strategies in learning speaking. On the other hand, the lower achieving students generally did not use the learning strategies in their learning activities. Therefore, as the impact of this learning habit, they do not possess a good speaking ability and achieve low scores in speaking class.