Teaching Speaking Research Articles

AN ANALYIS OF TEACHER’S STRATEGIES IN TEACHING SPEAKING IN EMERGENCY REMOTE TEACHING CONTEXT

This article aims to explore the teacher’s strategies in teaching speaking in emergency remote teaching (ERT), this research using qualitative approach with observation, interview and documentation. The result of this research is that are faced the students are found the difficulties. There are in an attention in learning process, students still little in vocabulary, students are doesn’t brave and confident in speak directly when they in online class, the students are faced the unstable signal when they in online class.The researcher will give some appropriate strategy. Firstly, based on the students’ difficulties. For difficulty in speaking teaching with ERT, students need to pay attention to and learn in a social media, such as Whatsapp, Zoom, Google Classroom and soon. So, students need to master in speaking context to make it easier to speak in english. Especially in pronounciation and grammar, students must understand how to use pronounciation correctly and adequately according to their function. For difficulty in limited vocabulary, students must master the vocabulary to help students in speaking without repeating the same words and delivering clear ideas. For difficulty in pronounciation, students should learn how to pronuoun correctly in speaking learning and doing a lot of practice in speaking.

Using Seesaw Application in Improving English Speaking Skills: the Case of an International Middle School

This study is designed to identify factors affecting the 6th grade Korean students’ English speaking learning as well as the difficulties they encountered and then investigate the impacts of SeeSaw on speaking skills at an international middle school in Hanoi. In this study, the students’ improvements on speaking skills were measured by a pre-test and a post-test after the intervention. In order to address the factors causing the students’ difficulties in speaking, their learning motivation, interactions with teachers, peers and parents, and attitudes towards SeeSaw, 20 post-intervention questionnaires were delivered to the 20 students belonging to the experimental group. The questionnaire result analysis with SPSS also provided qualitative data on the social well-being of the Korean students. Furthermore, qualitative data taken from the interview with some random respondents were used to make the results obtained from the questionnaires clearer and more reliable. The study results revealed the students’ difficulties in learning English speaking skills and some enhancement in their speaking skills. It can be concluded that SeeSaw is a useful tool for the teaching and learning English speaking skills.

A case study of EFL teachers’ practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT)

Though revising the existing syllabus is part of the Ethiopian education system, the study of the implementations of the notions of the syllabus attracts a few researchers’ interests. Therefore, this study investigates teachers’ practices of teaching speaking and compares them with the principles of Communicative Language Teaching (CLT), the underlying approach of the new syllabus. It also explores teachers’ rationalizations of their practices and the factors that influence the teaching of speaking. To achieve the objectives, the researchers used a qualitative case study research design. The data from the four purposively selected English teachers was gathered through classroom observations and stimulated recall interviews. In analyzing the data, a qualitative content analysis method was used. The results of the study showed that 1) the major activities and teaching cycle the teachers employed were similar, 2) most of the actual classroom practices did not match with the principles of Communicative Language Teaching, and 3) there were learner-related, teaching-related, curricular, and environmental factors that influenced the teachers’ enactment of the principles of CLT and the teaching of speaking in general. The predominant influencing factors were the learner-related: Lack of basic background skills, lack of experience in practicing speaking lessons, the use of mother tongue in pair and group work activities, fear of making mistakes, lack of interest in speaking lessons, and excessive focus on standardized tests.

Teachers Beliefs and Practices on Teaching Speaking Using English Songs

Abstract To know about the teachers’ beliefs on teaching speaking using English songs, the teaching plans prepared before starting to teach using English songs, the process of teaching, and teachers assess students after teaching using English songs. This study used the Qualitative paradigm research method and design of this research was a case study. This study's subjects were two English teachers at SMPN 3 Tewang Sangalang Garing. The instrument in this study were; observations (field-note) Questionnaire and interview with the English teachers. The data were analyzed by reducing, analyzing, and concluding. The research found the teacher believes in the use of English song media, it is clear from how the teacher applies it during the learning process in the classroom, can concluded the teachers’ process used three stages (a) opening, (b) main activity, and (c) closing. Teachers also believe that the use of English song media is very effective, but they also claim that all the media used are very effective, it's just that there are differences when using song media and not. It was found that using the media song students became more enjoy, happy, not bored in class, easier to understand explanations and able to speak more fluently. However, teachers also face difficulties and challenges in using the song media because of the limited school facilities.

INTEGRATED METHODS OF TEACHING LISTENING AND SPEAKING

INTEGRATED METHODS OF TEACHING LISTENING AND SPEAKING

Mycket mer än en metod. Lärare samtalar om arbetet med kontroversiella frågor i geografiundervisningen.

Much more than a single method: Professional conversations concerning controversial issues in the field of geography instruction. Research on controversial issues in education is extensive. Generally, the teacher has been examined, or advised, based on preconceived ideas of how the teaching should preferably be designed. Although those recommendations have varied, they have usually been characterized by instruction and method. However, this article does not address such predetermined models of action. As an alternative, the starting point is based on the perspective of the teaching professional and on data generated from teacher interviews. The aim of the article is to examine how the overall function of education emerges when teachers speak of their own experiences of teaching about controversial issues in geography in secondary school. The findings illustrate how the teachers, based on a number of circumstances, make use of four different approaches: deflecting, enlightening, challenging, and correcting. Hence, from the perspective of the teaching profession, work on controversial issues seems less understandable in terms of a single approach. Instead, each situation seems to require its own situated and subject-related considerations and professional reflections.

Challenges Faced by English Teachers in Indragiri Hulu Regency in Teaching Speaking Through Online Platform

The research aims to investigate the English teacher's challenges in teaching speaking through the online platform when the preparing lesson plan, while the teaching performing, and when the evaluating. This research employed a mixed-method sequential explanatory strategy to reveal the data-oriented to the aforementioned focuses. Fifty-two English teachers engaged as the correspondent of the questionnaire while thirteen English teachers were selected as the participant in the interview. They were selected based on the purposive sampling technique and taken from Senior High Schools in Indragiri Hulu Regency. To gather the data, the questionnaire and interview were deployed and were further analyzed by using the interactive model data analysis. The findings demonstrate that the majority of English teachers had a negative category in teaching speaking through online platforms with an average of total score 122. The challenges when preparing the lesson plan covered four aspects: prepare teaching materials, activity, media, and prepare evaluation materials. Subsequently, the challenges when preparing the lesson plan are the teachers should have not prepared online-based learning media, searched for online speaking topics, and searched for additional teaching materials. Moreover, the lack of internet quota and connection made the students got difficulty joining classes online. In turn, while the teaching performance is teachers difficulty in coping with students' behavior, difficulty in motivating students, and giving example topics on speaking online. Furthermore, in evaluating the teacher's challenges difficulty in assessing student assignments because at the time of online learning students there were only a few students who responded to the teacher. Further studies are expected to seek possible solutions regarding the challenges faced by the teachers in teaching speaking online.

The Effectiveness of the Combination of Quartet and Dart Games for Teaching Speaking

This study investigates the use of the combination of Quartet and Dart games for teaching speaking. The main problem in teaching speaking of English as foreign language is how to stimulate and motivate students to speak. There are some media to teach speaking. This study proposes an alternative way for minimizing some problems that make the students hesitant to speak by using the combination of Quartet and Dart games. Quartet is a card game. There are totally 32 cards divided into 4 theme cards. Every card provides a brief description that will make the students read the description while waiting for the turn. The goal of the game is to collect a set of cards as many as possible. Dart game is an activity that is designed to challenge students to engage with the texts. The students are supposed to speak and to interpret the information carefully based on the Dart game. By using Quartet game, students will be able to speak well. It makes them speak based on the Quartet card. Quartet cards facilitate them with spoken vocabularies, grammar and structure of the text. Therefore, Dart game makes the students ready when they are going to express their ideas based on the instruction of Dart board. The objectives of this research are to find out whether the combination of Quartet and Dart games is effective to teach speaking to Junior High School‟s students and to find out whether the students are able to speak well by using the combination of Quartet and Dart games. The population was the eighth grade students of SMPS Yayasan Johan Sentosa Kabupaten Kampar in the academic year of 2014/2015. The number of population was 312 and sample was 36 students of VIII B for the try-out class and 37 students of VIII A as the experimental class. I used pre-experimental design in this research. When conducting the research, I used oral performance test to collect the data. The study showed that after the students were given treatment by using the combination of Quartet and Dart game, there was an increasing score from the pre- test and the post- test result about 72.86%. The tvalue was 27.69 and t-table was 1.69. Since the t-value is higher than the t-table, it can be concluded that the working hypothesis is accepted. It means that the combination of Quartet and Dart games is effective to improve students‟ speaking skills.

Investigating speaking tasks in relation to communicative goals: Possibilities and obstacles

Enhancing students’ communicative competence is crucial in teaching speaking in Communicative Language Teaching (CLT) classrooms. While relating elements focusing on curriculum, materials, and teachers pay attention to developing the students’ communicative competence, obstacles hinder students’ communicative skill development. This mixed-methods study aimed to analyze the communicative level of the speaking tasks presented in the teaching materials and how teachers used these tasks to enhance communicative competence. It also investigated teachers’ perceived difficulties in teaching speaking in the classroom. The participants were three 11th grade teachers and 54 students from three schools in the southern border area of Thailand. Data collected from speaking task analysis and classroom observation were analyzed based on Littlewood’s communicative continuum, and a semi-structured interview was analyzed with an inductive approach. This in-depth information illustrates the communicative level presented in the teaching materials and observed in the classroom, along with obstacles encountered. The findings showed that teacher-made teaching materials mainly focused on forms, while commercial textbooks explored forms and meaning-focused in Littlewood’s communicative continuum. However, how teachers used the tasks did not always correspond to the original design presented through teaching materials. Many perceived difficulties in teaching English speaking were found, these include time limitations, students’ English proficiency level, teachers’ attitude toward the tasks, a lack of school facilities, and exam-oriented teaching and learning. The results of this study are expected to be a consideration for material developers in designing speaking tasks and for English teachers in engaging their students with communicative speaking activities.

Exploration on English Listening and Speaking Teaching Methods in Senior High School under the Network Environment

Exploration on English Listening and Speaking Teaching Methods in Senior High School under the Network Environment

Developing Language Games to Teach Speaking Skill For Indonesian Senior High School Learners

This research aims at developing language games to teach speaking for the students joining English Study club as extra-curricular program at one of the State Islamic Senior High Schools in Gresik, Indonesia. It tries to develop the suitable speaking games and to investigate the students‘ responses toward the developed games. This research and development (R&D) is conducted by adapting Thiagarajan‘s (1974) model called 4D which consists of Defining, Designing, Developing, and Disseminating. The data were gained through interview and questionnaire, and observation checklist. The interview is conducted to study the frontend, specifying instructional objectives, and learner analysis. The questionnaire is employed to do task-concept analysis, to get the students‘ responses, and to submit the experts‘ appraisal. Meanwhile, the checklist is used to conduct development testing. Finally, the product of the study is in the form of a handbook entitled ―A Library of Games‖ which comprises 3 units and 50 kinds of games for teaching speaking skill.

THE ROLE OF ACCURACY AND FLUENCY IN TEACHING SPEAKING.

THE ROLE OF ACCURACY AND FLUENCY IN TEACHING SPEAKING.

THE ROLE OF ACCURACY AND FLUENCY IN TEACHING SPEAKING.

THE ROLE OF ACCURACY AND FLUENCY IN TEACHING SPEAKING.

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.

The method of playing roles and performing movements and its impact on teaching speaking skills to non-Arabic speakers.

يسلّط هذ البحث الضوء على جانبٍ رئيسٍ من جوانب مهارة الكلام، ألا وهو الجانب العمليّ المتمثّل بأساليب تعليم مهارة الكلام ولكي نستوعب دور ذلك الجانب العمليّ مهدنا له بالحديث المفصّل عن مفهوم الكلام وأنواعه من حيث الموضوع ، ثم تناولَ البحثُ أهمّية مهارة الكلام، وبيّن قيمتها الكبرى للإنسان بشكل عام، وتبنّى هذا البحثُ فكرة معرفة الإنسان للكلام منذ نشأة اللغة، ودعمْنا هذه الفكرة بالأدلّة، وبدأنا القسم العملي بالحديث عن الأساليب بشكلٍ عام، وتطرّقنا إلى الفرق بين الأسلوب والطريقة والاستراتيجيّة، ليقف القارئ على حدود هذه المصطلحات، ثم تناولنا في هذا البحث أسلوب تمثيل الأدوار، وأداء الحركات، والأعمال باستفاضة؛ لما له من أهميّة كُبرى في تعليم مهارة الكلام للناطقين بغير العربيّة، وتوسّعنا في هذا البحث في ذكر الإجراءات العمليّة داخل حجرة الصف، وأضفنا إليها بعض الإضافات التي تتناسب وصفات هذا الأسلوب مثل الالعاب اللغويّة، والامثال، كما أننا حاولنا في هذا البحث أن نرسم ملامح هذا الاسلوب بدقّة، حيث تمّ استخلاص مبادئ خاصّة لهذا الأسلوب، وتمّ تطبيقه في تعليم المستوى المتوسّط، بعد أن كان يُستعمَل غالبًا في تعليم المستوى المبتدئ، وحاولنا قدر الاستطاعة أن نستغل ميزات هذا الاسلوب الكثيرة من نشره لجو المرح إلى إزالته التوتّر عن الدارسين في تعليم مهارة الكلام بطريقةٍ مُثلى، و بأسهل الوسائل، وأنفعها.

The Comparative Study of Speaking Skill Taught by Using Grammar Translation Method And Direct Method at Sibling English Course

This research is aimed at describing whether there is any positive significant difference between grammar translation method and direct method at Sibling English Course, and which one is more effective taught speaking skill by using grammar translation method and direct method at Sibling English Course. The research design used was comparative study design. The subject of research was 30 students. The instrument used was test. The result of this study showed that ttest is 6.960. It is higher than t table at either 5% or 1% significance level. So, it can be concluded that teaching speaking by using direct method is more effective, and there is any positive significant difference between grammar translation method and direct method at Sibling English Course. It is recommended for the teacher to teach students’ skill using these methods.

Using Technology-Based Media for Teaching Speaking in Intercultural Education

The research aimed to study how did mobile-phone were used for teaching speaking in intercultural education? and was the use of mobile phone for teaching speaking in intercultural education effective? Intercultural competence could be seen in the teaching of speaking since the students had to reflect their ideas and opinions orally. Thus, the speaking ability would be much supported by intercultural education. To reach this, the use of technology-based media like mobile-phone in teaching speaking was needed to make it easier and more interesting. In the past decade, several studies have sought to determine the use of technology in education; however, in the university context, the issues of mobile phone used for teaching speaking in intercultural education had not been discussed extensively. The research employed explanatory sequential mix-method research. The instrument of the research was an observation, questionnaire, and test. The research population was 40 students of the fifth semester of the English Education Program of Purworejo Muhammadiyah University. The finding shows that mobile phone is used as the primary tool to access the material and learning platform. Using mobile phones, the student’s speaking ability is improved by 18,3%. In addition, the finding shows that the use of mobile phones for teaching speaking in intercultural education is effective to help the teacher in delivering the material and boosting the students’ motivation to speak.

THE CHALLENGES OF USING TIK-TOK MEDIA IN ELT

Tik-Tok application as teaching media is fit in with the students’ need and interests. The goal is to develop Tik-Tok application as media for teaching Speaking at the level of senior high school. Research and Development focus on the steps how to develop Tik-Tok media in the teaching of Speaking. The finding show that Tik-Tok media is needed in learning speaking with the score of 85%. The result of compatibility is also absolutely agreed that Tik-Tok media is compatible with the students’ characteristic (85%). The expertise judgment of Material and Media vaalidate Tik-Tok media with the criteria of “very good” in the aspects of content and video application. It means that the development of Tik-Tok application is feasible to be used as media on Speaking class.

Implementation of Voice Note on WhatsApp for Teaching Speaking English

This study aims to find out how teachers apply voice notes to teach speaking skills at SMA Candimas Pancasari through recount text topics. This research uses the descriptive qualitative method. In this study, the data obtained through observation, interview, and questionnaire methods were analyzed descriptively. The researcher used purposive sampling to select the research subject, of which there was 1 English teacher and 77 students who had been researched by researchers to be observed, interviewed, and given a questionnaire. The results showed that the implementation of voice notes can be done through six steps in pre-activity, main-activity, and post-activity. Related to its’ implementation, the teacher also encountered several challenges, namely internet connection, low participation, students' lack of vocabulary, poor access in remote areas, and teacher difficulties in evaluating students' assignments. In addition, students gave positive opinions on the implementation of voice notes on WhatsApp in class, it can be proven where students dominantly choose "agree" and "strongly agree" on statements obtained from cognitive, affective, and psychomotor aspects.

Analysis on the Practice of Mixed Teaching Mode in English Listening and Speaking Teaching in Secondary Vocational Schools

Analysis on the Practice of Mixed Teaching Mode in English Listening and Speaking Teaching in Secondary Vocational Schools