Teaching Speaking Skills Research Articles

A Study On The College Teachers Attitude In Teaching Speaking Skill Among Undergraduate Students

A Study On The College Teachers Attitude In Teaching Speaking Skill Among Undergraduate Students

TEACHING SPEAKING SKILL TO DEAF STUDENTS

ABSTRACT English subject is taught to every student, including the special need students especially deaf students. This research aims to find out how the teacher teaches speaking skill as one of the skills in English to deaf students. Descriptive method is applied in this research which is conducted at SLB-B Dharma Wanita Bogor to 11th grade and the English teacher as the participants. Based on the result of this research, it is found that teacher has to apply the rules, strategies, and techniques in teaching speaking skill to deaf students. One of the ways in teaching them is teacher always helps them with the visual media since it helps them a lot in understanding the material. For example, teacher adds information by writing it on the whiteboard so they will know and understand how to sound the word clearly. Based on the result, it can be concluded that in teaching speaking skill to deaf students there are several special treatments and ways to be applied. They are; lip reading, counting the syllables, adding transcription, and mixing the languages. Keywords: Teaching Speaking Skill, Special Students, Deaf Students

Using VoiceThread to Aid Teaching Speaking Skills

Speaking skills are essential for English as foreign language students in everyday and academic tasks. However, it is an arduous and challenging task for teachers to teach speaking skills. This session will discuss one of the effective approaches to aid teachers in their teaching by using VoiceThread.

Using VoiceThread to Aid Teaching Speaking Skills

Speaking skills are essential for English as foreign language students in everyday and academic tasks. However, it is an arduous and challenging task for teachers to teach speaking skills. This session will discuss one of the effective approaches to aid teachers in their teaching by using VoiceThread.

The role of teachers in developing speaking skills in english language classrooms

In this progressive and competitive world, the success of a person mainly depends on the ability of his/her skills such as communication skills, soft skills and technical skills. In the modern world, communication plays a significant role and communication skills help people succeed in their personal or professional life. Even in educational institutions, at all levels, teachers focus on teaching speaking skills besides regular curriculum. The most dreaded and the most important form of communication is public speaking. Glossophobia or speech anxiety is one of the most important problems that people face across the globe. As teachers play a significant role not only in solving this problem but also in giving useful tips to improve the speaking skills of the learners, still there is a need for the teachers to implement certain techniques in the teacher-learner friendly atmosphere in order to get rid of this problem. The responsibility is always on the shoulders of teachers to train the learners in skills for their bright or successful career. This paper sheds a light on the importance of speaking skills and the advantages of speaking skills in the modern society for personal or professional growth. It aims at explaining the role of teachers in preparing the learners for any challenges they face in this competitive world by teaching speaking skills effectively. Moreover, it focuses on various strategies and techniques employed by the teachers in the classrooms while teaching speaking skills. Finally, some useful suggestions are given based on the research findings after thorough analysis.

The Effectiveness of Cooperative Learning Strategy through English Village for Teaching Speaking Skill

This study has five main purposes (1) to investigate the effectiveness of Cooperative Learning (CL) strategy through English Village (EC) for teaching speaking in communicative language function (2) to investigate the effectiveness of teaching speaking in transactional language function (3) to know the significance change on self confidence after being taught through English Village EV using CL strategy. (4) to know the significance change on self interest (5) to know the significance change on self regulation. The study was experimental by using one-group pretest-posttest design. The target population of this study was, in fact, is all students of English education department of private university or colleges in Indonesia. However, while the accessible population was only students of English department at the Islamic university of Kalimantan. The result of dependent t-test turned out to confirm that CL strategy through EV is effective to teach speaking skill for both, communicative and academic language function. The result of Wilcoxon test turn out to confirm that CL strategy through English is in significance change of the students’ internal factors.

Teaching Speaking Skills in Communication Classroom

Teaching Speaking Skills in Communication Classroom

Using Web-application in Training to Enhance Oral English Proficiency of the Local Tour Guides in Southern Thailand

The aim of this study is to enhance oral English proficiency of the local tour guides in Southern Thailand by using a web-application. The web application which served local needs was designed and used as a tool to promote teaching speaking skills for the tour guides’ training course. Quasi experimental research using one group pretestposttest design was employed. The result shows that after attending the training course, oral English proficiency of the local tour guides significantly increased. Most of the tour guides were satisfied with the course and teaching practices which promoted oral English proficiency that can be adapted for ESP classes and training courses in other parts of Thailand and beyond.

Improving Students’ Speaking Skill through Communication Game, Recorded Role Play and Peer Feedback

This study aims to improve students speaking skills using the combined strategies of communication game, recorded role play and peer feedback activities. This action research took place at an English institution in Jakarta, Indonesia and collected the data by observing the learning process with the collaborator, analyzing the video during the class, making field notes, conducting tests (pretest and post test) and interviewing students. There were three cycles in this study. Results of the tests showed that students speaking skills improved. The mean score of pre-test was 3.1, while the mean score of post-test in cycle one was 3.3, cycle two 3.5 and cycle three 3.6. Based on the interview, all students were interested in and excited about the use of the three strategies above. However, there was a problem with the implementation of peer feedback activities; it was time consuming. The results of this study can not only promote an idea for EFL teachers to use the strategies as an alternative approach to teaching speaking skills but also inspire EFL teachers to be more creative in using these three strategies.

Using Communicative Games in Improving Students’ Speaking Skills

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

Students’ Strategic Reactions to the Role of Native Language as a Medium of Instruction in English Classrooms

Code-switching is the use of two languages simultaneously or interchangeably and is commonly seen with hesitation in foreign language learning classes. Hence, second or foreign language teachers and researchers have been concerned in decreasing the level of code-switching in the EFL classes. Therefore, this study aimed at investigating students’ attitude towards teachers’ code-switching. In order to conduct the study, the quantitative research method was used. The data was collected from a sample of 219 students (male and female, with different age level) who were selected randomly for the purpose of the study. Through a questionnaire, the students’ attitude was investigated. The results revealed that students held a positive attitude towards teacher’s code-switching. More than half of the students believed teachers had better code-switching to enhance students' understanding. In addition, they believed that code-switching was more useful to teach grammar and writing skills as compared with teaching speaking skill.

Teaching Speaking Skills at Tertiary Level in Bangladesh:

This paper aims to explore the problems of teaching speaking in English at tertiary level in Bangladesh and tends to find out the solutions regarding this issue. Since English is a significant vehicle of communication in this era of globalization, the complications in learning and teaching these skills must be solved. Therefore, through questionnaire survey including teachers and students, those conditions have been investigated by some statistical tools and found that the problems lie mainly within the teaching methods and techniques. Moreover, significant statistical association has been tested between students’ satisfaction of language competence in spoken English before instruction and the level of their improvement in speaking skills after instruction