Teaching English Speaking Skills Research Articles

Students’ Perception Towards The Use Of Zoom Meeting For Online Learning In Teaching English Speaking Skill In Times Of Covid-19

This article examines students’ perception of using Zoom Meeting for online learning in teaching English speaking skill. Qualitative descriptive method was used to find out students’ perception related to the use of Zoom Meeting during learning speaking. The data collection used was collected by creating a questionnaire that consisted of 15 statements. The questionnaire was distributed via Google Form. The participants of this study were students of English Education Department from Singaperbangsa Karawang University which is selected randomly about 9 students from second semester students. The result showed that the use of Zoom Meeting for online learning in teaching English speaking skills give positive and negative impacts. Zoom Meeting applications make them understand some speaking class learning materials easily. However, in the other case, most of the students were bored with the implementation of online classes and lost of motivation to study during the COVID-19 pandemic.

Challenges and Strategies in Teaching English Speaking Skills to Young Learners: Perspectives of Teachers in Indonesia

This research explores the challenges and strategies associated with teaching English speaking skills to young learners in Indonesia, focusing on students learning English as a second or foreign language. The study aims to understand the specific obstacles faced by teachers in this context and to identify effective methods for overcoming these challenges. Employing a qualitative case study approach, the research involved five elementary English teachers selected through purposive sampling. Data collection was conducted through interviews and observations, followed by thematic analysis to interpret the findings. The study also emphasized ensuring data quality through the establishment of trustworthiness. The findings revealed five key issues impacting the teaching of English-speaking skills to young learners in Indonesia. Challenges stemming from the students included inhibition, negative attitudes towards learning English, and low participation rates. From the teachers' perspective, difficulties in classroom management and the lack of a supportive English learning environment were identified as significant obstacles. To address these challenges, the teachers employed various strategies, including individualized instruction, use of translation, repetition techniques, and integrating games into the learning process. These approaches aimed to enhance student engagement and facilitate a more effective learning environment for developing English speaking abilities in young learners. The study's insights contribute to a better understanding of the complexities involved in teaching English as a second language in the Indonesian educational setting and offer practical solutions for educators facing similar challenges.

Investigation of EFL Teachers' Knowledge and Pedagogical Practices of Communicative Tasks in Teaching English Speaking Skills: Assosa University in Focus

Investigation of EFL Teachers' Knowledge and Pedagogical Practices of Communicative Tasks in Teaching English Speaking Skills: Assosa University in Focus

Teachers’ Perceptions towards Social Networking Sites in Teaching English Speaking Skill in Rural Areas of Sarawak

Teachers’ Perceptions towards Social Networking Sites in Teaching English Speaking Skill in Rural Areas of Sarawak

Designing Transactional Conversation Videos as Supplementary Materials to Support Teaching English Speaking Skill

This research was aimed at designing transactional conversation videos as supplementary materials to support teaching English speaking skills. This research is a design and development research adopted from the ADDIE model. The respondents of this research were the second semester students of English Education Study Program (EESP) Universitas Tanjungpura. This research was done by three phases of the ADDIE approach, which is ADD. In the Analyze phase, the researcher observed the students’ and the teacher’s needs and the syllabus applied. In the Design phase, the researcher observed examples of good product videos, theories, and references for making the video. In the Develop phase, the researcher used Adobe Premier Pro to develop learning videos for the students. It was found that the design of the product was successfully integrated with the syllabus and met the criteria of success in product validation. The result of validation showed that the applied video with the Student’s book was helpful for the students to support them in learning to speak for Transactional Functions.

The Use of Active Learning Method in Teaching English Speaking Skill

. The purpose of the study was to know the intended to find out the description about the process of teaching speaking skill using active learning method that is applied by the researcher. In this study the researcher conducted quantitative research and the method used was a quasi-experimental design, which focused on the results obtained by students. Where the sample consisted of 37 children. The instrument of data collection is through a test where each students get all the test from the researcher to speaking every time the researcher get to do this research. To get a score researcher give all the students change to it involves students directly and actively in the learning process itself. This means that instead of simply receiving information verbally and visually, students are receiving and participating and doing. The result of this study showed that there ware 81.14 % from these results indicating that the used of active learning method in teaching speaking skill.

Teachers' Perceptions of Using Storytelling Activities in Teaching English Speaking Skills to Young Learners in Kindergarten

Teachers' Perceptions of Using Storytelling Activities in Teaching English Speaking Skills to Young Learners in Kindergarten

Is the Direct Method still Effective in Teaching English Speaking Skills in Indonesia?

Is the Direct Method still Effective in Teaching English Speaking Skills in Indonesia?

A scoping study of “Snapshot” teaching framework

Despite the emergence of Dogme ELT in the 2000s, only small numbers of academic research employing this approach were documented, especially in the context of teaching English Speaking skills in Indonesian higher education. Also, as a response to Indonesian students’ unsatisfied performance in English skills, this study was aimed to introduce and propose an instructional framework using "Snapshot" for college students. As one of the Dogme ELT activities, it hopefully can boost students' motivation, participation, and ability to use the target language orally. Following the scoping study method by Arksey and O’Malley (2005), we gathered data by deriving and concluding theories and practices of research published in 2016 until 2020. As a result, there are thirteen studies on Dogme ELT. From those studies found, we derived and cultivated the implementation of the approach, the perspectives of teachers and students toward the activities, and then presented the proposed framework in teaching English speaking using Snapshot in three stages. Furthermore, the findings indicate that only five out of thirteen studies that empirically utilized and described Dogme ELT in the classroom with mostly favored by both teachers and students. In sum, the proposed framework hopefully can benefit educators in general, ELT teachers, and lecturers in particular.

An Investigation in to Using Communicative Activities in Teaching English Speaking Skills at High Schools in Bac Ninh Province

The present study aims to investigate the reality of teaching and learning English speaking by using communicative activities for students in grade 10th at High schools in Bac Ninh province in Vietnam. There were ten teachers and 300 students participated in the study. Both qualitative and quantitative methodology were applied in the research. The data of research was collected by three research instruments including questionnaires, class observation and interviews. The study proved that teachers used Game, Discussion and Role play more than Class survey. Applying these activities was flexible and dependent upon the cognitive ability of students. Another finding from the survey was that both teachers and students felt interested in using communicative activities in speaking lessons. In the effort of carrying out various methods of research, the study explored the difficulties in the application of communicative for grade 10th students’ English speaking classes at two high schools. With these findings, the research suggestion could help the teachers and students at two high schools improve their quality of teaching and learning English, especially in speaking skills.

The Effectiveness of Using Visual Scaffolding Strategy in Teaching English Speaking Skill to Intermediate School Students

The present study aims at:1- Finding out the effectiveness of using visual scaffolding strategy on students‟ achievement in English.2- Finding out whether there is any statistically significant difference between experimental group achievement at the recognition level and at the production level.3- Finding out whether there is any significant difference between experimental group's achievement in the pre-test and post-test.To verify the hypotheses of the study, a sample of (70) students have been randomly selected from first intermediate class at Al Nahreen intermediate school in Al-shirqat city, and divided into two groups, i .e the experimental (35) and the control group(35). Both groups are equalized in their age and their parents‟ level of education. An achievement test of five questions has been constructed, validated, its reliability is obtained, its data analyzed and then applied to each groups of study. The data has been statistically analyzed and show the following results:1. There are statistically significant differences between the achievement of the two groups and in favour of the experimental group.2. The statistically significant differences between the student‟s achievement at the production level and their performance at the recognition level are equal.3. There are statistically significant differences between the students‟ performance in the experimental in the pretest and their performance in the post test in favour of visual scaffolding.

The Andragogical Approach for Teaching English Speaking Skill for College Students

It has been known that most the college students face problems in communicating in English, especially in non-English-speaking country. The main cause is the teacher failed in choosing the appropriate approach for students. Further, it is necessary to choose a proper approach for college students for teaching speaking skills. From a philosophical point of view, there are two sorts of teaching approaches. These are the andragogy and pedagogy approaches. Andragogy is used for adult learners, and pedagogy is used for young learners. Seen from their age, students at colleges are positively categorized into adult students. Therefore, this paper aims to investigate the implementation of andragogical approach for teaching speaking skills in the intensive English program of Maulana Malik Ibrahim State Islamic University of Malang. This is qualitative descriptive research that the data collection method is an interview. The result revealed that most the teachers in intensive English program in Maulana Malik Ibrahim State Islamic University of Malang have been applied andragogical approach for teaching speaking skill. Hence, the researcher concludes that andragogical approach is the appropriate approach for the adult learner, especially in teaching speaking skills.

Teaching English Speaking Skill through Pair and Group Interview Techniques

The problem that the participants face in the speaking class teaching is very low confident in speaking English in the class. The research aims are to find the effectiveness the pair and group interview techniques to enhance the participants’ speaking skill. The experimental study consisting 100 participants at fourth semester of Educational English Department Bosowa University and 40 participants have been chosen randomly as a sample which divided into the treatment class and control class. The treatment class was divided into pairs and groups in conducting the three types of interview techniques in which, one participant asking the four participants and four participants asking one student. The study reveals that the participants felt free and brave expressed their language skill through the small group both pairs and groups of interview techniques. Moreover, these result also was identified that these techniques effective stimulating the participants to speak English actively, confidently, and fluently than the traditional teaching model. In which, all the treatment class, most the participants speaking English actively, whereas the control class is only 60 percent participants speaking English actively and some of the participants only kept silent in the class.

Communication Skills and Reflection Practice in Smart English Teaching and Learning Environment: A Case Study

The development of information technology (IT) has made a lot of positive changes in language teaching approaches and made significant innovations in educational quality. In learning a language generally and specific skills in particular, it is essential for learners to reflect on what they experienced. Through reflection, teachers and students are able not only to look back to the past happenings, but also to make some necessary changes. Thanks to the support from technology devices, reflective practice (RP) in teaching and learning has become more convenient, especially in smart education environment. This paper is aimed at investigating the evaluation and perception of students on the effects and challenges of using information technology to enhance communication skills and Reflection Practice in teaching and learning English speaking skills and recommending some technology-assisted teaching strategies. In order to examine this, a set of questionnaires, interviews and reflection journals were administered to 80 English major students at Hanoi Law University and six teachers who have taught English speaking skill. The findings showed that using technology-driven teaching approach in RP helped learners achieve more benefits for learning English speaking.

Teaching English Speaking Skills to L2 Students using Role – Play Method: What do Teachers in Malawi Say?

Teaching English Speaking Skills to L2 Students using Role – Play Method: What do Teachers in Malawi Say?

Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions

Of the four English language skills, speaking enjoys a superior status. Accordingly, it should be given high priority while teaching. In spite of its importance, teaching English speaking skill to Arab EFL learners has always been an exacting task for Arab teachers of English because it is considered a foreign language, i.e. not widely spoken or used in everyday interactions. For such a reason, Arab teachers of English are required to persistently implement new teaching strategies to tackle the problems regarding speaking skills in the classroom. Although a number of studies have been carried out to investigate the difficulties related to teaching English language skills to the Arab students in the Arab World, the current study is regarded the first study which highlights the problems in learning and teaching English speaking skill in the Saudi School in Kuala Lumpur where English is actively spoken as a second language. The main objective of this paper is to investigate the common problems which affect the teaching of English speaking skills to the Arab learners in the Saudi School in Kuala Lumpur. Additionally, it aims at exploring the areas of difficulty that prevent the Arab students from learning to speak in the English classes. This research also scrutinises the role of Kuala Lumpur ESL context on the Arab students’ English language speaking skills. The current study adheres to qualitative method, and its data were collected via classroom observations and face-to-face interviews with four teachers of English and four students selected purposively. Findings included areas like learning and teaching difficulties. The study suggested some techniques to improve the teaching quality and enable the students to overcome their lack of speaking ability such as implementing communicative approach in the English classes.

Project-Based Learning Method in Teaching English Speaking Skill For Eleventh Grade of SMA Negeri 3 Malang

Project-Based Learning Method in Teaching English Speaking Skill For Eleventh Grade of SMA Negeri 3 Malang

Mingle Model for Teaching English Speaking Skill for College Students

This paper is a report of a research and development project conducted in a speaking skill for the first-year students of State Institute for Islamic Studies Imam Bonjol Padang, academic year 2012/2013. Mingle as a technique in teaching speaking proposed by Pollard and Hess in 1997 was developed into a new model. Using ADDIE model as proposed by Dick and Carey in 1996, we collected the intended data through observation, questionnaire, and test. The result of the research showed that the implementation of model gave a significant difference in term of the students-learning outcome between the students who are taught through Mingle model and by traditional one or without Mingle model. The development of Mingle model included preparation, warming up, set the rule, act Mingle model, presentation, review and discussion. It is concluded that Mingle model is more effective to improve students on all components of speaking skill. Therefore, it is recommended that this model can be implemented at IAIN Imam Bonjol Padang. Copyright © 2015 by Al-Ta'lim All right reserved

The Implementation of Multimedia Learning Materials in Teaching English Speaking Skills

This study aimed to implement the multimedia learning materials in teaching speaking skills. The problems investigated were to what extent the practicality of the multimedia learning materials was. This was gathered from the lecturers’ and the students’ responses. Similarly, it also investigated the effectiveness of the multimedia learning materials for teaching speaking skills. Three lecturers had implemented the multimedia learning materials, and the results of the implementation were significantly effective. It was indicated by the comparison between t-test>t-table for groups I, II, III (7.424>2.093; 7.796>2.093; 10.342>2.093). It was concluded that the use of multimedia learning materials in teaching speaking skills was practical and effective.