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Journal articles on the topic 'Speaking skills'
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Arif, Darnis. "PENINGKATAN KETERAMPILAN BERBICARA SISWA SEKOLAH DASAR MENGGUNAKAN MEDIA GAMBAR." Pedagogi: Jurnal Ilmu Pendidikan 14, no. 2 (November 1, 2014): 1. http://dx.doi.org/10.24036/pedagogi.v14i2.4306.
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Speaking skill is one of language skills wich has an important role in life. By means os speaking skill, someone could communicate to give information, give knowledge to others. The background of this research is the low rate of speaking skill of the fourth grade students of Elementary School number 8 Padang Besi Padang. It’s because the learning of speaking skill did not get an equal portion compared to other skills such as reading and writing. Beside of that, the learning of speaking skill did not use a media wich could stimulate students imagination to arrange and deliver their ideas orally. This Class Action Research is done in two cycles. Every cycle consist of speaking teaching plan, proses of teaching speaking, and teaching speaking’s evaluation. The finding of the research shows that picture media can improve the speaking skill of the fourth grade students in Elementary School number 8 Padang Besi Padang. So, it is suggested to use picture media in teaching speaking.
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Lee, Wendy. "Boosting speaking skills." Primary Teacher Update 2012, no. 10 (July 2012): 22–24. http://dx.doi.org/10.12968/prtu.2012.1.10.22.
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Tahe, Aleeya. "THE PROBLEMS OF THAI STUDENTS IN MASTERING ENGLISH SPEAKING SKILLS IN THE ISLAMIC UNIVERSITY OF LAMONGAN." E-LINK JOURNAL 7, no. 2 (January 20, 2021): 1. http://dx.doi.org/10.30736/ej.v7i2.332.
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English speaking skills are very important to communicate in the world. Most of the people communicate with other people by using speaking skills. The difficult skill to master in learning English for Thai students is speaking skills, especially those who are learning English in Indonesia speaking skill seems to be the most difficult one to learn. Whereas, it is the most important skill that leads to effective communication between people. Speaking skill is considered as the most important means of communication. Although students still have problems with their English speaking skills. Thai students who study at the English department academic still get problems in speaking skills and it needs overcoming with their English problems. The main objective of this study is to know the problems of Thai students in mastering English speaking skills in the Islamic university of Lamongan (Indonesia). Keywords: Thai Student, English speaking skill
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Alikulova Sevara Abduvassi qizi. "The pros and cons of teaching speaking skills in the classroom." Middle European Scientific Bulletin 6 (November 7, 2020): 38–39. http://dx.doi.org/10.47494/mesb.2020.6.108.
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Language is first and foremost a spoken and not a written entity. Speaking is a major skill in communication. This review article represents the position of the skill of speaking in communication classroom; what are the prominent benefits about the educating speaking skill; what are the principle drawbacks of teaching speaking skills. The classroom is the optimum platform to acquire good communication skills, especially, speaking skills. The teachers have to understand the problems of demand of today’s globalized world towards communication skills and try to implement various teaching strategies in their classrooms in order to develop their learners' speaking skills in classrooms. However, precise downsides of conducting speaking skills in classroom are also available. In this given article shows as well as discusses both options by representing relevant data.
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Ab. Rashid, Radzuwan, Saiful Bahri Mohamed, Mohd Fazry A. Rahman, and Syadiah Nor Wan Shamsuddin. "Developing Speaking Skills Using Virtual Speaking Buddy." International Journal of Emerging Technologies in Learning (iJET) 12, no. 05 (May 31, 2017): 195. http://dx.doi.org/10.3991/ijet.v12i05.6955.
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This interdisciplinary study integrates ICT in education through the innovation of an interactive audio-based application as a tool to enhance English language speaking skills among less proficient students. Drawing on the sociocultural perspective of learning, the application named ‘V-Buddy’ has been developed and tested with a group of participants which consists of five primary school students and an English language teacher. The teacher was briefed of her role as a facilitator before the students were exposed to V-Buddy for eight weeks. Adopting one group pre-test and post-test experimental design as its methodology, the teacher was asked to evaluate the students' level of confidence to speak prior to and after their engagement with the V-Buddy. The teacher was also interviewed to obtain her feedback on V-Buddy whilst the students were asked to complete the Personal Report of Confidence (PRC). The analysis reveals that all the students developed higher confidence level after their engagement with V-Buddy and the teacher perceived it positively which suggests its potential to be used as a tool in developing speaking skills among less proficient students.
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Loughrey, Anita. "Teaching children speaking skills." 5 to 7 Educator 2009, no. 56 (August 2009): 24–28. http://dx.doi.org/10.12968/ftse.2009.8.8.43265.
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Muhajir, R., and Indah Sri Redjeki. "PUBLIC SPEAKING ACTIVITIES TO IMPROVE STUDENTS’ SPEAKING SKILLS." ENGLISH JOURNAL 12, no. 1 (March 13, 2018): 39. http://dx.doi.org/10.32832/english.v12i1.3769.
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In this region, English is mostly learned as the main subject. It starts from elementary school to university level, but most high school graduates cannot speak English even though they have been studying it for three years or more. This stimulated the researcher to create a breakthrough that would make it easier for students to practice their speaking skills as much as possible. The programs consisted of three activities: discussion (hot issues talk), debate forum, and speech presentation. Participants in this study were 50 second-year high school students in Indonesia. They were divided into two groups: experimental and control classes. The experimental class consisted of 25 students who engaged in public speaking activities, while the control class consisted of 25 students who did not participate. The findings of this quantitative analysis showed that members of the experimental class who engaged in public speaking exercises experienced an increase in their English-speaking skills. It can be discovered that public speaking activities can be used as an approach to enhancing the ability of high school students to speak.
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Abdullaeva, Barno, Gulnoza Tashtemirova, Saidova Dilnoza, Durdona Chorieva, and Zabarjat Zarifova. "Developing Students’ Speaking Skills through Role Play Technique." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 805–10. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201221.
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SARIBAŞ, Murat. "INVESTİGATİON OF SPEECH SKİLLS OF TURKİSH CHİLDREN LİVİNG İN SWİTZERLAND ACCORDİNG TO VARİOUS VARİABLES." Zeitschrift für die Welt der Türken / Journal of World of Turks 14, no. 2 (August 15, 2022): 21–40. http://dx.doi.org/10.46291/zfwt/140202.
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In this study, it was aimed to determine the speaking skill levels of Turkish children living in Switzerland and attending Turkish schools and to examine whether their speaking skills differ statistically according to various variables. The sample group of the study consisted of 30 children living in various cantons of Switzerland in the 2018-2019 academic year. “Student Interview Form”, “Personal Information Form” and “Speaking Skills Evaluation Form” were used as data collection tools. Speaking skill levels of the children participating in the research; frequency, percentage and mean values were examined. T-Test and One-Way Analysis of Variance (ANOVA) in relations with normal distribution depending on the number of categories of the independent variable; relationships that did not show normal distribution were examined with the Mann-Whitney U Test and the Kruskal Wallis H Test. As a result of the analysis, it was revealed that the average score of the children's speaking skills was at an average level. When the relationship between various variables and children's speaking skills was examined, it was seen that gender caused a statistically significant difference in children's speaking skill scores. It was determined that the speaking skills of boys were significantly higher than those of girls. In addition, it was revealed that age, whether Turkish is spoken at home or not and the length of stay when traveling to Turkey did not cause a statistically significant difference on children's speaking skill scores. The results of the research were discussed and suggestions were given. Keywords: Speaking skills, Turkish education, Turkish children living in Switzerland.
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Lestari, Fifa. "AN ANALYSIS OF STUDENT SPEAKING SKILL USING ROLE PLAY METHOD." PROJECT (Professional Journal of English Education) 3, no. 1 (January 27, 2020): 114. http://dx.doi.org/10.22460/project.v3i1.p114-119.
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One of the skills that must be mastered in learning English is speaking. However, many people do not have the confidence to speak English because of several problems, both in grammar, vocabulary, pronunciation or fluency. One of the many methods that can improve speaking skills is role-playing. The purpose of the study is to find out whether role-playing techniques can improve students' speaking skill or not. It turns out that from several opinions of students that the speaking skills of students can practice pronunciation, and can increase vocabulary. Based on the data, it can be concluded that role-playing techniques can improve students' speaking skills. Keywords: Speaking Skills, Role Play
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Kasmantoni, Kasmantoni, Noza Aflisia, and Isma Muhammad ‘Atiyah. "Arabic Practice in the Language Environment l Mumarasah al-Lughah al-‘Arabiyah fi Bi’ah Lughawiyyah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 14, no. 2 (December 31, 2022): 470–85. http://dx.doi.org/10.24042/albayan.v14i2.12514.
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The concept of learning speaking skills was urgently discussed to become a cornerstone in practice. Many students do not understand correctly the concept of speaking Arabic which is the characteristic of someone who is proficient in Arabic. The purpose of this study was to analyze the idea of Mohammed Mohammed Imam Daoud in learning speaking skills in Arabic Language. A qualitative descriptive method was used as the research design. Data analysis techniques included formulating research problems, conducting literature studies, determining units of observation and units of analysis, creating categorization and coding guidelines, coding data, and processing data. The results of the research that the ability to be tired of the meanings of the soul in different approvals and the ability to use vocabulary in the social context. The method of speaking skill was according to Muhammad Daoud's approach to listening skill and speaking skill. Adab of learning the speaking skills are fidelity, seriousness in training, and continuous, so the learners would be skillful. The information would make knowledge but training and practice would create skill cooperation with the teacher and colleagues and humility in their lives. The key of success in speaking can also be done with the application of Arabic in the language environment. Muhammad Imam Dawood's idea of teaching speaking skills was important for developing the quality of learning speaking skills at the primary, intermediate and advanced levels. The application of Arabic in practice would increase the fluently in speaking performance.
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Kurniawan, Eka Yulyawan, Awiria Awiria, and Rizky Mellynia Fitriani. "Analisis Keterampilan Berbicara Siswa Kelas Rendah pada Pembelajaran Bahasa Indonesia di SD Negeri Pasar Kemis III." ANWARUL 2, no. 5 (October 26, 2022): 408–17. http://dx.doi.org/10.58578/anwarul.v2i5.578.
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Speaking skill is one of the language skills that must be mastered by students because speaking competence is the most important component in learning Indonesian language learning objectives, but most students consider speaking skill as a difficult skill according to second grade students of SD Negeri Pasarkemis III. The problem discussed in this study is how the students' speaking skills when completing pictorial conversations. This study is to describe the speaking skills of students in grade II at SD Negeri Pasarkemis III, Tangerang Regency. This research uses qualitative research with 27 students in class II and teachers in class II as the subject. The technique used to collect data is data reduction, data presentation and drawing conclusions. The conclusion of this study is that the things that cause a lack of speaking skills in students are due to shyness, lack of confidence, nervousness, and lack of practice and the learning process is still not using the media. Based on the analysis of the test results, there were 11 students with a percentage of 55% whose speaking skills were very poor, namely in the aspects of fluency, sentence structure, communicative/eye contact.
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Rahman, Fadli Faisal. "The Correlation between Students’ Writing Skills and Speaking Skills." International Journal of English Education and Linguistics (IJoEEL) 4, no. 1 (July 11, 2022): 31–39. http://dx.doi.org/10.33650/ijoeel.v4i1.3977.
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Some English learners might be very good at speaking English but not optimal in writing English, and vice versa. However, there were also some English learners who have almost the same score between writing and speaking skills. As fellow productive language skills, researching the relationship between writing skills and speaking skills will be very interesting. Based on the phenomena that exist in the field when reviewing the results of foreign language skills, especially English, the researchers tried to map the relationship between writing skills and speaking skills in English owned by learners, especially English learners in universities. It became very interesting to reveal the relationship between two different English skills through research with a correlation research design. This research was conducted with the aim of knowing the correlation between English writing skills and English speaking skills possessed by students. The design of this research is correlation research. The subjects of this study were 49 fifth semester students of the English Education Study Program, Nurul Jadid University, Probolinggo, in the 2021-2022 academic year. In the fifth semester the students took advanced writing courses and advanced speaking courses. From the results of the calculation of correlation analysis could be revealed that the correlation coefficient (rxy) is 0.0776. With an alpha value between 0.05 and 0.95, the t-table value is 1.6779, and the t-count value was 0.5338. From the results of this study, it could be stated that English writing skills and English speaking skills possessed by students had a very weak positive correlation. In other words, it could be stated that the higher the value of writing skills, the higher the value of students' English speaking skills with a very weak correlation.
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Hetharie, Arline Thinesia, Listyani Listyani, and Maria Christina Eko Setyarini. "THE BENEFITS OF JOINING ENGLISH DEBATING SOCIETY (EDS) FOR STUDENTS� SPEAKING SKILLS." LLT Journal: A Journal on Language and Language Teaching 23, no. 2 (September 14, 2020): 383–98. http://dx.doi.org/10.24071/llt.v23i2.2504.
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This qualitative research study aims to analyze the benefits of joining debating club to enhance students speaking skill. The data were collected from semi-structured interviews to inquire students perceptions who performed the most outstanding progress after joining in debating club batch 2014 in UKSW. The research questions used on this study were what are the benefits of joining debating club on speaking skills and how could the debating club enhance the speaking skills. The findings show that there were five aspects of speaking skill and three others soft skill enhanced through debating method. Those skills are fluency, vocabulary, comprehension of the essence of debates, pronunciation, grammar, critical thinking, collaborative learning, and problem solving. The skills were improved though the drilling practices and materials on learning process. The significance of this study is to prove the significant improvement of using debating method to enhance students speaking skill.
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Tarasenko, S. "Foreign Language Speaking Skills Development through Creating Situations of Verbal Communication." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (July 22, 2017): 143–47. http://dx.doi.org/10.35433/pedagogy.3(89).2017.143-147.
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Ability to speak is the most essential skill since it is the basic for communication. For improving speaking skill, students need lots of practice, encouragement and correction. This paper examines the peculiarities of educational process organization regarding developing foreign language speaking skills of students in higher educational establishments. It analyzes the main specific features of speaking, as one of the most valued skills in learning a foreign language. A range of problems in teaching language oral speech are considered and analyzed. The main difficulties and reasons for the lack of progress in teaching speaking skills are given and characterized along with the main prerequisites for successful enhancement of these skills. There are many factors that influence the speaking skill of the students. Some factors come from the teacher, some other come from the student itself. According to many teaching theorists, speaking skill can be developed through communicative activities. This paper examines what the role of the teacher is in order to improve the learners’ skills, the features of oral communication that need to be improved and which strategies can be used to overcome the difficulties. The paper also describes some types of language activities that stimulate students' speaking. Some measures to solve the problems are recommended to be taken.
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Adikusuma, Muhammad Iqbal, Fakhri Fikri, and Rasi Yugafiati. "THE ANALYSIS OF LEARNING STRATEGY IN SPEAKING SKILL: A STUDY ON PEOPLE WITH DISABILITY." PROJECT (Professional Journal of English Education) 1, no. 5 (September 1, 2018): 712. http://dx.doi.org/10.22460/project.v1i5.p712-717.
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People with disability have their chance to get the education as well as the other people. While they continue their study on higher level of education, they learn several subjects, included English. One of the skills should be mastered in learning English is speaking. Their speaking skill may different with the ordinary people who can see how the lecturers produce the utterances and watch the movies, etc. Thus, the people with disability have their own learning stategy to achieve the speaking skills. They use those learning strategies because they hope to master the speaking skills as good as the ordinary ones no matter what. The research method is descriptive qualitative. There are two participants in the research. They use application of screen reader to drill the vocabulary and pronounciation. Screen reader is one of the applications that help people with disability to master speaking skill. It can be downloaded in playstore. They learn speaking skill autodidactly. They also brave to practice their speaking skill with lecturers and classmate of English Department. Keywords: people with disability, learning strategy, speaking skill
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Huda, Nurul. "KOMPONEN-KOMPONEN PEMBELAJARAN AL-KITÂBAH BAHASA ARAB." al Mahāra: Jurnal Pendidikan Bahasa Arab 2, no. 1 (June 15, 2016): 1–26. http://dx.doi.org/10.14421/almahara.2016.021-01.
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The main component of Arabic learning covers the same four language skills for all competencies. They are: listening (istimâ’), speaking (kalâm), reading (qirâ’ah), and writing (kitâbah). Those four skills mutually connected. For instance, listening skill contributes to speaking skill and vice versa. In turn, those two skills will be strengthened by student reading skill or vice versa. Speaking skill is very close related to listening skill. Speaking and listening skill refer to all means to communicate orally. Because of the importance of this writing skill, the writer sees the need of al-Kitabah study map and its parts that can be delivered to student systematically, start from the lowest level (Ibtidâiyyah) to the next level (I’dadiyyah) based on students condition and psychology, including components in Al-kitâbah.
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Hidayatullah, Heri, and Haerazi Haerazi. "Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness." Journal of Language and Literature Studies 1, no. 2 (February 22, 2022): 93–102. http://dx.doi.org/10.36312/jolls.v1i2.614.
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Speaking skill is classified as a productive skill after writing skills. It is related to communicative performance dealing with phonetic, fluency, accuracy, pronunciation, grammatical competence, intonation, and vocabulary mastery. Besides, students’ phonology knowledge is crucial in understanding speakers’ utterances in speaking activities. Therefore, students’ phonology awareness in speaking classes determine the students are success or not in having speaking skills. This study aims to elaborate the use of speaking board games to improve students’ speaking skills viewed from phonology awareness. To attain the research aims, this study employed classroom action research. The problems are focused on students’ speaking skills in relation to phonology awareness. The research data are classified into qualitative and quantitative data. The qualitative data were gained using interview and observation sheets, while the quantitative data were collected using speaking tests. Based on the research findings, this study can be concluded that the use of speaking board games in teaching speaking classes which was combined with other various materials was able to improve students’ confidence and critical thinking skills to speak. It helped students practice their fluency, practice their accuracy, and gave smooth correction to the grammatical errors being made. Providing students with various speaking practices, the use of board games also facilitated students to improve their pronunciation inside and outside classes, vocabulary, and engage them to learn the English daily expressions in various topics.
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Nguyen Minh, Phuong, and Cuong Nguyen Duy. "Current situation of listening and speaking skills of children with hearing impairment aged 3 - 6 years in inclusive kindergarten classes." Journal of Science Educational Science 66, no. 4AB (October 2021): 323–32. http://dx.doi.org/10.18173/2354-1075.2021-0086.
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This article analyzes the current situation of listening and speaking skills of children with hearing impairment aged 3-6 years in inclusive kindergarten classes. The survey was conducted on 36 children with hearing impairment who are aged 3 - 6 years, learning in inclusive kindergarten classes, wearing a sensory device, having the listening thresthold of under 50dB when wearing the devide in 15 inclusive kindergartens in 05 provines including Hanoi, Ninh Binh, Thai Nguyen, Yen Bai, and Quang Ngai. The survey results show that: The listening and speaking skills of children with hearing impairment aged 3-6 years are still limited, reaching the average level with an average score in the listening and speaking skills of 2.34 point. In the two groups of skills, the hearing skill tends to be slightly better than the speaking skill, the listening skills have a good score of 2.59 point, and the speaking skills have a medium score of 2.13 point. The two groups of listening and speaking skills have a very close correlation with each other and are strongly correlated with the factors of sensory devices, time wearing sensory devices, and early intervention. Therefore, developing listening and speaking skills for children with hearing impairment aged 3-6 years in inclusive kindergarten classes is very essential to prepare them for grade 1.
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Ambalegin, Ambalegin, Afriana Afriana, Angel Purwanti, Tomi Arianto, and Nurma Dhona Handayani. "PUBLIC SPEAKING MASTERY FOR SMK GRADUATES’ COMMUNICATION SKILLS." PUAN INDONESIA 4, no. 2 (January 12, 2023): 134–42. http://dx.doi.org/10.37296/jpi.v4i2.131.
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The aim of this training was to acknowledge the SMK students the skills of communication. Public speaking was the main topic of this training. Public speaking mastery affects people’s relationship, leadership, and attitudes. The SMK graduates must have public speaking skill for their future when they are welcomed in workplace. The collaboration of the vocational skills, public speaking skill, and English-speaking skill will enter the graduates to the successful future. This training was held at SMKN 7 Batam from November 10th to 11th, 2022 with MM, RPL, TKJ, TITL, and TJAT students as the participants. This activity applied the community education with training-course technique. The training included mentoring, discussion, and practice in which the materials were the strategies of public speaking and basic course of English. The result of the activity was the educating the participants in controlling fear and anxiety while speaking in public. Besides, it was increasing the participants’ confidence.
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Goldstein, Brian A., Leah Fabiano, and Patricia Swasey Washington. "Phonological Skills in Predominantly English-Speaking, Predominantly Spanish-Speaking, and Spanish-English Bilingual Children." Language, Speech, and Hearing Services in Schools 36, no. 3 (July 2005): 201–18. http://dx.doi.org/10.1044/0161-1461(2005/021).
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Purpose: There is a paucity of information detailing the phonological skills of Spanish-English bilingual children and comparing that information to information concerning the phonological skills of predominantly English-speaking (PE) and predominantly Spanish-speaking (PS) children. The purpose of this study was to examine the relationship between amount of output (i.e., percentage of time each language was spoken) in each language and phonological skills in Spanish-English bilingual children and PE and PS children. Method: Fifteen typically developing children, ranging in age from 5;0 (years;months) to 5;5 (mean=5;2), participated in the study. The participants consisted of 5 PE speakers, 5 PS speakers, and 5 bilingual (Spanish-English) speakers. A single-word assessment was used to gather information on phonological skills (consonant accuracy, type and frequency of substitutions, frequency of occurrence of phonological patterns [e.g., cluster reduction], accuracy of syllable types [e.g., CV, CVC, CCV, etc.]), and type and rate of cross-linguistic effects. Results: The results indicated that there was no significant correlation between amount of output in each language and phonological skills either in the Spanish skills of PS children and Spanish-English bilingual speakers or in the English skills of PE children and Spanish-English bilingual speakers. In addition, there was no significant difference in segmental accuracy, syllabic accuracy, or percentage of occurrence of phonological patterns between either the Spanish skills of PS children and Spanish-English bilingual speakers or the English skills of PE children and Spanish-English bilingual speakers. Finally, the children showed a limited number of cross-linguistic effects. Clinical Implications: Results from this study indicate no link between parent estimates of language output and phonological skill and demonstrate that Spanish-English bilingual children will have commensurate, although not identical, phonological skills as compared to age-matched PS and PE children.
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Siavichay-Márquez, Ana Cecilia, and Martha Magdalena Guamán-Luna. "Storytelling to Improve Speaking Skills." EPISTEME KOINONIA 5, no. 9 (January 1, 2022): 105. http://dx.doi.org/10.35381/e.k.v5i9.1665.
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This study aims to establish the effectiveness of storytelling to increase the speaking skills of adolescent students at high school level; through, a mixed methods analysis using as data collection technique: the survey. This instrument was applied to tenth grade students of the Remigio Romero y Cordero Educational Unit in Cuenca. The survey was used to collect data to evaluate the impact of the oral expression activities and the students' perceptions, experiences, opinions and points of view. With these results obtained, a proposal emerges for the foreign language teachers of the Remigio Romero y Cordero Educational Unit in Cuenca, on the benefits of applying storytelling with adolescents, its effectiveness in improving the level of language proficiency and recommendations for its implementation in schools.
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Stickler, Ursula, and Lijing Shi. "Supporting Chinese speaking skills online." System 41, no. 1 (March 2013): 50–69. http://dx.doi.org/10.1016/j.system.2012.12.001.
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Sirisrimangkorn, Lawarn. "Improving EFL Undergraduate Learners’ Speaking Skills Through Project-Based Learning Using Presentation." Advances in Language and Literary Studies 12, no. 3 (June 30, 2021): 65. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.65.
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Project-based learning has been variously integrated into EFL instruction to promote learners’ language learning and skills. The objectives of this research study were to examine the effects of project-based learning using presentation on EFL undergraduate learners’ speaking skills. Furthermore, this study sought to explore learners’ opinions on the use of project-based learning using presentation. The participants of this study were 31 second-year undergraduate students who majored in Business English. The research instruments in this study included speaking tests, project-based learning instructions, questionnaires, and interviews. The obtained data were analyzed by quantitative and qualitative methods for the result interpretation. The findings of this study revealed that students’ speaking skills had significantly improved after the project-based learning implementation. Moreover, the students expressed positive opinions towards project-based learning using presentation as it was perceived to have helped improve their speaking skills. The findings from the interviews revealed that the project-based learning using presentation was positive for learners’ speaking skills according to their presentation tasks, scaffolding activities, and practice of integrative skills. A cooperative learning environment is perceived as useful for learners’ speaking skill improvement. However, time constraint posed a major challenge in the study. Further studies are recommended to encompass a community-based context for speaking skill improvement. Instructional implications derived from the findings include implementing project-based learning using presentation in order to provide learners with an authentic English speaking context and to promote the integrated skills.
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Wahyuni, Okke Tri. "THE EFFECTS OF STUDENT'S PERCEPTION ON LEARNING TECHNIQUE AND LEARNING MOTIVATION ON STUDENTS' SPEAKING SKILLS." INFERENCE: Journal of English Language Teaching 4, no. 2 (July 26, 2021): 193. http://dx.doi.org/10.30998/inference.v4i2.6096.
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<p>Abstract: This research aims to know the effect of students' perception on learning technique and learning motivation towards students' speaking skills. The research methodology is a descriptive survey and using a questionnaire as data collection. The number of the samples is three classes from two state vocational high schools. The result of the research shows that; 1). There is a significant effect of students' perception on learning technique and learning motivation jointly toward students' speaking skills. The score of Sig proves that 0,000 < 0,05 and F0 = 47.152. Both variables, student's perception of learning technique and learning motivation, had contributed 62.3 % to the student's speaking skill. 2). There is a significant effect of student's perception on learning technique toward the student's speaking skill. The score of Sig proves 0,000 < 0,05 and t0 = 4.555. 3). There is a significant effect of the learning motivation towards the student's speaking skills. It is proved by Sig. = 0,000 < 0,05 and t0 = 4,528. Having a good perception of learning techniques and high learning motivation will improve student's speaking skills better.<br />Keywords: student's perception, learning technique, motivation, speaking skill.</p>
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Indari, Ayu. "The Problems in Speaking for English Department Student in STKIP BUDIDAYA – BINJAI." Jurnal Serunai Bahasa Inggris 12, no. 1 (March 29, 2020): 19–26. http://dx.doi.org/10.37755/jsbi.v12i1.272.
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This paper is purposed to find out the problems in speaking skills for English department student in STKIP Budidaya – Binjai. The speaking skill is the last position to cover up the four skills in English because speaking is the improving your ability to use four skills in English. Speaking needs some stimulation to attract the students speaks their ideas, opinion, or comments about something. The sample of the study is the third students in English department student, it is around 28 students. The data are collected through document by sound recording. The data analyzed by using the technique of analyze data. The result of the study is that it concludes that first question “What is the problem of speaking?” 10 students (35,71%) respond less of confident and 10 students (35,71%) respond less of vocabulary. The second question “How the ways do you practice your speaking skill?” 10 students (35,71%) respond watching movie. The third question “Do you agree that speaking is the most difficult to study comparing with another skills in English? And why?” 18 students (64,29%) respond yes, because it takes orally.
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Santhanasamy, Cassandra, and Melor Md. "A Systematic Review of Flipped Learning Approach in Improving Speaking Skills." European Journal of Educational Research 11, no. 1 (January 15, 2022): 127–39. http://dx.doi.org/10.12973/eu-jer.11.1.127.
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<p style="text-align: justify;">Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils’ speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils’ speaking skills from various levels of education.</p>
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Dona Donny, Claudia, and Nor Hafizah Adnan. "TESL Undergraduates’ Perceptions: Utilizing Social Media to Elevate Speaking Skills." Arab World English Journal 13, no. 4 (December 15, 2022): 539–61. http://dx.doi.org/10.24093/awej/vol13no4.35.
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Teaching English as a Second Language undergraduates are English teachers in training. Recently, a concern arose when it was found that these undergraduates in Indonesia perceived their speaking skills as the lowest in terms of their mastery. Many studies have been conducted on the use of social media. Still, there is a literature gap in using social media among TESL undergraduates in the Malaysian context. Thus, this study aimed to explore TESL undergraduates’ perceptions of their speaking skill mastery and their perceptions of utilizing social media to enhance their speaking skills. It was significant to investigate how those undergraduates feel about their speaking skill mastery to create self-awareness. By being aware of their belief, they can find ways to keep improving themselves. The main question for the study was to discover respondents’ belief in their speaking mastery level and respondents’ self-confidence in speaking performance. A total of 132 respondents from the National University of Malaysia participated in this research through an online questionnaire conducted on Google Forms. The results showed that the students recorded unsatisfactory perceptions of their speaking skill mastery. The data revealed that social media does help in elevating their speaking skills. The students chose ‘WhatsApp,’ ‘YouTube,’ and ‘TikTok’ as their preferred social media that help their oral communication skills. In addition, limitations and recommendations were explained to better future works in the equivalent or relevant studies.
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Sanjaya, Budi, and Wahyu Hidayat. "Student speaking skill assessment: Techniques and results." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (December 1, 2022): 1741. http://dx.doi.org/10.11591/ijere.v11i4.22782.
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<span lang="EN-US">This paper describes the learning techniques of Arabic subjects and the results of the evaluation of students' Arabic speaking skills. This study involved 51 Arabic language teachers and 395 State Madrasah Aliyah students in Jambi Province, Indonesia. This study obtained quantitative and qualitative data. The research instrument used a questionnaire, checklist, and oral test. The data were analyzed descriptively (frequency, percentage, mean and standard deviation), and qualitatively. The results showed that the technique of speaking skills from students' perceptions was at a sufficient level. Likewise, the speaking skill assessment technique from the teacher's perception is at a sufficient level. The results of observations on speaking skills assessment techniques showed that teachers use techniques that do not require prior preparation. The students' Arabic speaking skills are at a sufficient level. Further research needs to explore other techniques in Arabic speaking skills.</span>
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Zuwanda, Muhammad Eka, Sri Sumarni, and Siti Drivoka Sulistyaningrum. "DESIGNING LIFE AND CAREER SKILLS-INTEGRATED SPEAKING SYLLABUSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (July 21, 2021): 145–62. http://dx.doi.org/10.21460/saga.2021.22.84.
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Life and Career Skills (LCS) are already considered to be the essential skills to get equipped by the next generation in anticipating and facing complex challenges in life and work environment in the 21st century era. In preparing skillful and compatible next-generation, the educational institution has a responsibility to evolve fast by addressing the 21st century-skills into educational systems such as curriculum or syllabuses. In other hands, speaking skill has become a skill which is significant to master in utilizing language properly in various social context so that it has a function in understanding, composing, or interacting expressions, ideas, and opinion. Therefore, this study aims to design Life and Career Skills-integrated speaking syllabuses for ELESP by conducting a need analysis of Life and Career Skills towards nineteen syllabuses for speaking courses from six universities in Indonesia. The analysis is carried out by employing LCS indicators which are developed from some frameworks or theories of LCS proposed by the National Association of Colleges and Employers (NACE) (2019), Binkley et al. (2012), and Partnership for 21st Century Skills (P21) (2009). The design of this study is Design and Development Research (DDR) proposed by Ellis & Levi (2010); and Gall & Borg (2003) and qualitative descriptive as a research method used in this study. The findings reveal that Life and Career Skills have been integrated implicitly and explicitly into speaking syllabuses which appear mostly in syllabus components such as Course Description, Learning Objectives, Learning Outcomes, Materials, Teaching Methods, Learning Media, Assessment/Evaluation, and Course Policy. Oral/Written Communication and Critical Thinking competencies are the main LCS-indicators which are highly addressed in the existing speaking syllabuses. This study sets for the procedure of LCS integration and the design of Life and Career Skills-integrated speaking syllabuses; Speaking for General Purposes, Speaking for Professional Purposes, and Speaking for Academic Purposes. A skill-based syllabus is referred to design the proposed syllabuses.
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Permana, Aditya, Arjulayana, and M. Abduh Al-Manar. "ANALYSIS STUDENT’S SPEAKING FLUENCY IN SPEAKING CLASS PERFORMANCE." Globish: An English-Indonesian Journal for English, Education, and Culture 10, no. 1 (January 12, 2021): 43. http://dx.doi.org/10.31000/globish.v10i1.3940.
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Speaking skill becomes one of the most fundamental skills in this era; however English learners need to develop their capability to show their language skill through speaking practice. This research aims to investigate students speaking fluency level toward speaking practice. The qualitative descriptive method is used to describe data analysis. The sample of this research is single sample, English language program students at semester 5. The video record towards speaking practice and professional feedback are became the data collection technique. The video records duration is about 10 minutes and during that presentation, researcher tried to analysis based on the vocabulary used, voice, and speech fluency. The result of the research showed that student’s speaking fluency level is still low, and it needed to treat and drill more, could be through watching a YouTube or practice among English learners.
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Pranata, Lupthi Dwi, and Supeno Supeno. "THE EFFECT OF PERCEPTION ON HIGH RISK TAKING BEHAVIOR AND VOCABULARY MASTERY TOWARDS STUDENTS’ SPEAKING SKILL." INFERENCE: Journal of English Language Teaching 4, no. 1 (April 6, 2021): 21. http://dx.doi.org/10.30998/inference.v4i1.5999.
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<p>Abstract: This research aims to determine the effects of perception on high risk-taking behavior and vocabulary masteries on the students’ speaking skills. The methodology used in this research is a survey method. The hypothesis test is 1) there are any significant effects of perception on high risk-taking behavior and vocabulary mastery jointly towards the students’ speaking, Sig. 0,000<0.05 and Fo=38.336. Perception on high risk-taking behavior and vocabulary masteries variables together accounted for 48,1% of the variable students’ speaking skill. 2)there is a significant effect of perception on high risk-taking behavior towards the students’ speaking, Sig.= 0.002<0.05 and ?o=3,269. Perception high risk-taking behavior accounted for 18,47 % of the increase of the students’ speaking skills. 3)there is a significant effect of the vocabulary mastery towards the students’ speaking, Sig.=0,000<0,05 and to=7.224. Variable vocabulary mastery accounted for 29,39% of the increase of the students’ speaking skills. In conclusion, teachers are recommended to enhance students’ perception of high-risk behavior and vocabulary masteries to improve their speaking skills.<br />Keywords: perception, high risk-taking behavior, vocabulary mastery, speaking skill</p>
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Yahya, Yahfenel, Yusrizal Yusrizal, and Ridho Kurniawan. "TECHNOLOGY IN TEACHING SPEAKING SKILL: A REVIEW OF CURRENT LITERATURE." Journal Of Language Education and Development (JLed) 2, no. 1 (December 31, 2019): 242–51. http://dx.doi.org/10.52060/jled.v2i1.204.
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Speaking is one of the skills that have to be mastered by students in learning English. Speaking is an essential tool for communicating. In the classroom, improving the speaking abilities of students has always been a concern. In the fast developing 21st century various innovative technologies are being introduced to teach speaking skill in the classrooms. Technology is the vehicle to get access with this modernized world. More than the process of communication, trade and transactions, today technology is widely used in educational sectors. Technological tools have been regarded as ways of helping students improve language skills such as speaking skill. Internet, podcasts, video conferencing, videos and speech recognition software are considered the best tools for teaching speaking skill. This paper aims to discuss some modern technologies available for teachers of English today to enhance speaking skill of second or foreign language learners.
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Ramadhan, Sabrin A., and Asma’ A. Hussein. "An Investigation and Evaluation of the Impact of the Integrated Language Skills Approach on English Departments EFL Students Speaking Skill in UOD." Academic Journal of Nawroz University 9, no. 4 (September 29, 2020): 51. http://dx.doi.org/10.25007/ajnu.v9n4a891.
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Depending on the channel of communication, people use a variety of skills; particularly, listening and speaking. People often see the need to listen, understand and speak to one another in order to communicate successfully. For this reason, English learners are in need of learning the speaking skill effectively to be able to communicate successfully in real-life English situations. The study adopts theoretical and practical approaches to investigating and evaluating the impact of Listening and Speaking classes on the speaking skill of the students at the English Departments of the College of Languages and the College of Basic Education at the University of Duhok. The paper deals with teaching speaking skill and offers some activities on the speaking skill in the light of communicative language teaching (CLT) to assist the learners in communicating more efficiently in everyday English. The study adopts a mixed methods approach to evaluate the learners’ attitudes towards their speaking skill by constructing a questionnaire for the students, and interviewing them. The study concludes that the integration of the listening and speaking skills helps to improve the students’ speaking skill.
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Astifo, Arev Merza, and Hussein Ali Wali. "Using Immersion Teaching Process to Develop EFL Learners’ Speaking skill." Journal of Tikrit University for Humanities 27, no. 5 (July 23, 2020): 45–61. http://dx.doi.org/10.25130/jtuh.27.5.2020.21.
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Speaking skill is one of the most significant skills because it is one of the means of conversation and communication with others. Thus, this paper aims at investigating the development of the students’ speaking skills by using the immersion teaching process, in addition to observing the authentic level of the students’ implementation in their speaking performance. To achieve these objectives, a questionnaire is designed to be administered to the research sample. The research sample consists of students selected from the second stage in the Dept. of English, College of Education, Salahaddin University. The research findings revealed that improving students' speaking skills requires at least an initial level of language speaking competence. Based on the results discussion, a number of suggestions and recommendations are presented to investigate the impact of project-based learning (PBL) on speaking skills.
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Wutsqo, Zulfa Urwatil, Nuraini Nuraini, and Sigit Dwi Laksana. "IMPLEMENTASI PUBLIC SPEAKING DALAM MENINGKATKAN KEMAMPUAN BERBAHASA ARAB." TARBAWI:Journal on Islamic Education 1, no. 2 (September 17, 2020): 75. http://dx.doi.org/10.24269/tarbawi.v1i2.504.
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This research was conducted with the aim of knowing the implementation of public speaking in improving the arabic language skills of students at Madrasah Diniyah Hidayataul Islam Jetis Ponorogo, knowing the results of the implementation of public speaking in improving the arabic language skills of Madrasah Diniyah Hidaytaul Islam Jetis Ponorogo, and as well as to find the supporting and inhibiting factors of the implementation of public speaking in improving the arabic language skillss of Madrasah Diniyah Hidayatul Islam Jetis Ponorogo. The object of this research is students anad teachers of Madrasah Diniyah Hidayatul Islam Jetis Ponorogo. This research used a qualitative research type. Data collectiontechniques using observation, interviews and documentation. Data were analyzed using conclusion. The research results found in this study are: (1) implementation of public speaking in improving arabic language skills in Madrasah Diniyah Hidayatul Islam Jetis Ponorogo, this activity is designed in muhadhoroh activities, which are carried out once a week with speech method in Arabic language. (2) The results of implementation of public speaking in improving arabic langguage skills in Madarash Diniyah Hidayatul islam Jetis Ponorogo are stuudents who are able to publicly speak in arabic gradually as well addition of their vocabulary.(3)Supporting and inhibiting factors for implementation public speaking in improving Arabic language skill in Madrasah Diniyah Hidayatul Islam Jetis Ponorogo are direct guidance and direction from teachers and friends, and the inhibiting factors is the lack of self confidence and lack of preaparation.
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Maizarah, Maizarah, and Sri Erma Purwanti. "THE CORRELATION BETWEEN SPEAKING SKILL AND READING COMPREHENSION (A CASE STUDY ON THE THIRD SEMESTER OF ENGLISH STUDY PROGRAMAT ISLAMIC UNIVERSITY OFINDRAGIRI TEMBILAHAN)." ENGLISH JOURNAL OF INDRAGIRI 4, no. 1 (January 16, 2020): 145–56. http://dx.doi.org/10.32520/eji.v4i1.875.
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Speaking is a skill to produce sequences of words that exist at the meaning while reading means a skill to get meaning from the written words. Vocabulary is the key in which these two skills relate to each other. The purpose of this study was to investigate the correlation between speaking skill and reading comprehension of the third semester English students at Islamic University of Indargiri. The sample of this study was 20 students. The research method used in this study was a correlational study. Researchers gave the test of speaking skills and reading comprehension to collect data. After the data has been collected, it was found that the average of the students’ speaking skills was categorized as Good because 70,8 in range 66-79 and the students’ reading comprehension was categorized as Good to Excellentbecause 78,7 in range 76-100. Based on those findings, researchers analyzed the students’ speaking skill and their reading comprehension by using Pearson r formula, with the result is 0,691. Based on the coefficient correlation, 0,691 was interpreted as Moderate Correlation. It means there is a significant correlation between students’ speaking skill and their reading comprehension.
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Budiarto, Budiarto. "INCREASING SPEAKING SKILL THROUGH ROLE-PLAY AND STORY-TELLING AIDED WITH AUDIO-VISUAL." Journal of English Language and Literature (JELL) 4, no. 01 (March 1, 2019): 11–22. http://dx.doi.org/10.37110/jell.v4i01.65.
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The aim of this study is to convey in-depth research on improving English speaking skills as integrated skills assisted by audio visual. This research includes; 1) the process of improving English speaking skills as an integrated skill assisted by audio visual, and 2) the results of improving English speaking skills as integrated skills assisted by audio visual. The research method used is action research that implements teaching that is considered capable of improving the learning process which is automatically expected to improve the results achieved by students. The research found that role-play and story-telling are techniques that can be used to teach speaking speaking. Role-play and story-telling will not run smoothly when the teacher intervenes students’ activities too much. Students need to work on their own to become autonomous and independent learners so that they will have lots of activities to communicate using English.
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Silalahi, Micha Felayati, and Naisa Naisa. "Peningkatan Keterampilan Berbicara Siswa Melalui Teknik Problem Solving." INDONESIAN COUNSELING AND PSYCHOLOGY 1, no. 2 (June 17, 2021): 8. http://dx.doi.org/10.24114/icp.v1i2.25764.
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The main problem of this research namely, the students’ speaking skill is still poor causes them to feel embarrassed and insecure if they are asked to express their opinions. This research aims to analyze speaking skills using group guidance services with problem-solving techniques on grade IX students of SMP Negeri 2 Sarjo. The research subjects were 7 people. The questionnaire was used to collect data about speaking skills. The questionnaire was used to collect data about speaking skills. The questionnaire result data were analyzed using descriptive and inferential analysis. Hypothesis testing is carried out through statistical analysis using the Wilcoxon Sign Rank Test formula at the 95% (0,05) confidence level. The result of the descriptive analysis showed that the speaking skill of the students before participating in group guidance services with problem-solving techniques that 4 students or 57,14% are fair, 3 students or 42,86% are poor. The speaking skills of students after attending group guidance service with problem-solving techniques that 3 students or 42,86% are fair and 4 students or 57,14% are good. The inferential analysis result showed that the t-test value is 0,018 < t-table 0,05. It means that H0 is rejected. Based on the results, it can be concluded that group guidance services with problem-solving techniques is effective in improving the speaking skills of grade IX students of SMP Negeri 2 Sarjo.
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Muhammadiah, Mas'ud, Petrus Jacob Pattiasina, Khasanah Khasanah, and Ali Pirdaus. "relevance of speaking skills with improving digital literacy skills." International research journal of management, IT and social sciences 8, no. 6 (November 16, 2021): 669–78. http://dx.doi.org/10.21744/irjmis.v8n6.1975.
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The author believes that learning English, especially speaking skills, is closely related to the mastery of digital literacy skills among students at schools and universities. To prove the assumptions and beliefs of the authors of this study, take a look at some of the data that has been published in various journals, books, and proceedings, as well as other internet data sources. Furthermore, to make it easier for us to answer the questions in this review, we have carried out a series of data analyses and studies by incorporating a coding system and in-depth evaluation and interpretation so that we can derive findings in response to these questions. Study the questions on the basis that, they are valid and reliable. For example, we visited Taylor and Francis Elsevier publications, Google book publications, academic databases, and domestic publication journals. After a series of criticisms of the data and discussion of the findings, we can finally say that there is strong evidence that there is a relevance between successful mastery of speaking skills and digital literacy skills among students. So with these results, we hope that these findings can be input in studies of the success of learning English.
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Ali Ahmed Huraysi, Ali Muhmmad AL- Shehri, Ali Ahmed Huraysi, Ali Muhmmad AL Shehri. "Types of Mobile Electronic Support (Individual/Group) and its role in the achievement and development of Speaking and Listening Skills in the English Language Course for intermediate school students: نمط الدعم الإلكتروني المتنقل (فردي/جماعي) ودوره في التحصيل وتنمية مهارات التحدث والاستماع بمقرر اللغة الإنجليزية لدى طلاب المرحلة المتوسطة." مجلة العلوم التربوية و النفسية 5, no. 48 (December 28, 2021): 196–61. http://dx.doi.org/10.26389/ajsrp.r310521.
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The aim of the study is to measure the impact of the mobile electronic support types (individual/group) in the achievement and development of speaking and listening skills in the English language course for the intermediate school students, by identifying the types of mobile electronic support (individual/group), and determining the speaking and listening skills in the English language course that must be acquired for intermediate school students. In addition, mobile learning tools and applications can be used in mobile electronic support to develop speaking and listening skills and monitor the role of the electronic support style in developing speaking and listening skills, and measure the impact of the different mobile electronic support types (individual/group) in developing speaking and listening skills. The researcher used the semi- experimental approach method, and a sample consisted of (30 students) of the second intermediate grade students in Al- Andalus National Schools in Jeddah. To achieve the objectives of the study, a learning test and an observation card were built. The results of the research found a positive impact on the effectiveness of the mobile electronic support types (individual/group) in the achievement and development of of speaking and listening skills in English course for intermediate school students. The results revealed that there were statistically significant differences between the mean scores of students in the pre and post- test in the achievement test and Not card of both Mobile E- support types (individual/group) to develop speaking and listening skills in favor of the post- test. The arithmetic mean of the experimental group students of the individual mobile electronic support type in the post application of the observation card for the speaking skill is equal to ( 9.46), and the arithmetic mean of the experimental group students of the group mobile electronic support type in the post application of the observation card for the speaking skill equals (8.01), and the value (T) equals (9.32). The average score of the observation card for the speaking skill of the experimental group students of the (group) mobile electronic support type in the pre- application is (3.09) and in the post- application is (8.01). In light of the results, the research presented several recommendations, including the necessity of applying the group mobile electronic support type in order to increase the speaking and listening skills in the English language course for intermediate school students.
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Minh, Nhat Truong Tran, and Oanh Duong Thi Kim. "Improving speaking skill for technical students at IUH through experiential activities." Linguistics and Culture Review 5, S4 (December 13, 2021): 2365–80. http://dx.doi.org/10.21744/lingcure.v5ns4.1983.
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Nowadays, English is one of the most important languages in Vietnam, so students at all levels in Vietnam have been studying English as a compulsory subject with special attention to speaking skills to communicate and work in the integration world. However, speaking skill is still strongly not successful with students, especially technical students at universities. Therefore, this small-scale research aims to investigate the difficulties which technical students at IUH usually faced when practicing the skill, and the efficiency of experiential activities in improving learners' speaking skills. This research used quasi-experimental method. The sample of the research is 120 technical students in 4 English classes in the second semester of the school year. After distributing a questionnaire to 120 technical students at IUH, the findings indicated that speaking skill is essentially evaluated by most of the students, although they still have some difficulties when practicing. It was also evident that students were interested in experiential activities which were applied to improve students' skills, such as watching films and telling opinions, role play, communicate in group work, and so on. These activities not only enhance students' positive motivation in studying English and speaking skills but also improve their communicative skills.
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Shaukat, Robina, Muhammad Shahbaz Arif, and Hina Mangi. "Issues in Teaching English Speaking Skill in Second Language Acquisition (SLA) at Secondary Level." Indonesian Journal of Social and Environmental Issues (IJSEI) 1, no. 3 (December 5, 2020): 213–19. http://dx.doi.org/10.47540/ijsei.v1i3.91.
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This research has investigated the issues in teaching English-speaking skill as second language acquisition SLA especially in Punjab. It is observed that issues involved in teaching speaking skills by the concerned teachers were having traditional approach in teaching methodologies, their strict inflexible attitude and denying attending refresher courses and workshops in modern e-learning enhancement. It has been observed that the teachers occupying permanent seats are least bothered to cope with fresh, young, junior colleagues and institutional management authorities in practical application of modern latest teaching techniques to produce quality in teaching English as SLA in speaking skills. Qualitative and quantitative methods were applied to find out the objectives in teaching English as SLA in speaking skills. The niche, objective and aim of research is to find out practical issues in teaching English as SLA in applied speaking skill and how speaking’ skill could promote language fluency in effective manner in order to meet the requirements of present modern era. This paper declared that Latest, modern methodologies may be adopted by teachers to produce quality in learning English speaking as SLA in friendly and pleasant atmosphere in light.
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Livan, Katherine, and Melor Md. "A Systematic Review on Language Learning Strategies for Speaking Skills in a New Learning Environment." European Journal of Educational Research 10, no. 4 (October 15, 2021): 2055–65. http://dx.doi.org/10.12973/eu-jer.10.4.2055.
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<p style="text-align: justify;">Speaking skills have always been regarded as the most difficult skill out of the four skills that learners should master in language learning. The importance of learning speaking skills has also been highlighted by many researchers in recent years. With the use of technology in this modern era, learners can learn speaking skills through various resources. Therefore, there is a need to identify the learning strategies used by learners for speaking skills in the new learning environment. In this review, the most frequently used strategies in language learning for speaking skills has been examined. The articles reviewed were from 2017 until 2021 across two databases, ERIC and Google Scholar. The PRISMA 2020 methodology is used in the review. From the review, it was found that meta-cognitive and cognitive strategies were most frequently used for learning speaking skills, followed by compensation and social strategies. The least used strategies by learners were memory and affective strategies. The findings help teachers to look for the most suitable teaching method in the current learning environment. For future research, an extensive review of the use of learning strategies for other learning skills could be carried out.</p>
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Livan, Katherine, and Melor Md. "A Systematic Review on Language Learning Strategies for Speaking Skills in a New Learning Environment." European Journal of Educational Research 10, no. 4 (October 15, 2021): 2055–65. http://dx.doi.org/10.12973/eu-jer.10.4.2055.
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<p style="text-align: justify;">Speaking skills have always been regarded as the most difficult skill out of the four skills that learners should master in language learning. The importance of learning speaking skills has also been highlighted by many researchers in recent years. With the use of technology in this modern era, learners can learn speaking skills through various resources. Therefore, there is a need to identify the learning strategies used by learners for speaking skills in the new learning environment. In this review, the most frequently used strategies in language learning for speaking skills has been examined. The articles reviewed were from 2017 until 2021 across two databases, ERIC and Google Scholar. The PRISMA 2020 methodology is used in the review. From the review, it was found that meta-cognitive and cognitive strategies were most frequently used for learning speaking skills, followed by compensation and social strategies. The least used strategies by learners were memory and affective strategies. The findings help teachers to look for the most suitable teaching method in the current learning environment. For future research, an extensive review of the use of learning strategies for other learning skills could be carried out.</p>
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Sirojidinovna, Ubaydullayeva Nilufar, and Jusupov Makhambet Jusupovich. "Scientific Report of Action Research in Developing English Speaking Skills of Intermediate Level Learners." International Journal for Research in Applied Science and Engineering Technology 10, no. 12 (December 31, 2022): 2404–6. http://dx.doi.org/10.22214/ijraset.2022.48370.
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Abstract: When one was asked about competence in other languages it would certainly sound odd to be questioned “How many languages do you write?” A question such as “How many languages can you understand (or read)?” makes more sense, but usual question is “How many languages do you speak?” Speaking is the main skill by which a language acquired. These action research aims to develop speaking skills of intermediate level learners, who cannot catch up in speaking English with their peers during extra lessons. Based on interviews carried out to get initial data on the speaking skills, it was found out that the students had problems in speaking due to low listening skills and poor comprehension which in turn made the learners felt unconfident to speak. To help the learners, task-based learning was adapted through an action research in nine (three week) additional classes. Five learners participated in this study. The data were taken from the results of the pre-test to post-test, interview, and observations. The findings show that the use of task-based learning can help learners improve their speaking skills of four indicators assessed: listening skill, vocabulary, grammar and comprehension.
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Armstrong, Eric. "Speaking with skill: a skills based approach to speech training." Voice and Speech Review 8, no. 1 (October 8, 2013): 108–11. http://dx.doi.org/10.1080/23268263.2013.825512.
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Afri, Evan, Ely Ezir Marpaung, and Intan Maulina. "Enhancing Students' Speaking Skills through Debate Techniques." International Journal of English and Applied Linguistics (IJEAL) 1, no. 2 (October 11, 2021): 141–46. http://dx.doi.org/10.47709/ijeal.v1i2.1121.
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Speaking is considered an essential skill to master. There are some problems with students, lack of communication in class, and lack of vocabulary. The purpose of this study was to improve students' speaking skills through debate techniques. This research method is classroom action research, which is used in two cycles, and each cycle has four steps: planning, action, observing, and reflection. The data presented in this study were obtained from observations, interviews, and students' speaking scores. In this study, the researcher got the result, namely the percentage of speaking. Scores in cycle one 71% passed, and 29% failed; 92% and 8% failed in cycle two. So, the increase in yield in cycle 1 and cycle 2 is 21%. Based on the data above, it can be concluded that learning English, especially speaking through debate techniques, can improve students' speaking skills.
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Nuraini, Nuraini, and Rika Devianti. "Metode Bercakap-cakap: Pengaruhnya terhadap Keterampilan Berbicara Anak Usia 4-5 Tahun." Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling 4, no. 02 (July 31, 2021): 135–44. http://dx.doi.org/10.46963/mash.v4i02.343.
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Language is the ability to communicate with other people. One of the language skills that can be developed first is speaking skill. Speaking skills need to be optimized because they can affect the next child's life. There are various kinds of problems related to speaking skills including some children who have not been able to communicate the ideas in their minds, express their opinions, and have not dared to speak. In addition, the teaching methods used by teachers have an influence on children's interest in expressing their opinions. This study aims to determine the effect of the conversing method on the speaking skills of children aged 4-5 years. The quantitative approach was carried out using an experimental method of pre-experimental design, one group pretest, and post-test design. Subjects in this study as many as 17 children, data collection techniques using the method of observation and documentation. Furthermore, the data analysis technique used the Wilcoxon Matched Pairs Test formula. The results showed that the method of speaking had an effect on children's speaking skills.
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AR, Nirwana, and Suraya Mukadar. "Learners’ Intrigue and Attitude Towards Presenting Self-Documentaries Technique in Speaking Skill." ELS Journal on Interdisciplinary Studies in Humanities 4, no. 4 (December 13, 2021): 463–73. http://dx.doi.org/10.34050/elsjish.v4i4.18803.
Full textAbstract:
This study aims to probe the students’ intrigue towards presenting self-documentaries technique in learning speaking skills and to probe the students’ attitudes towards presenting self-documentaries techniques in improving students’ speaking skill. This research was a survey research design using observation and questionnaires to get data. To find out the students’ responses regarding intrigues, researcher gave seven questionnaires; interesting technique, exciting topic, enthusiastic, relax, self-confidence, actively in the class, and students’ impression to presenting self-documentaries technique, and to find out the students’ attitudes responses, there were ten questionnaires given to the students. They were a trend technique that can improve students speaking skill, easy technique to improve students’ spoken, improve students fluency, improve students accuracy, improve students vocabulary, feeling confidence, getting many ideas, easy to express ideas in speaking, improve students’ curiosity about the topic of speaking, giving students ideas to increase their speaking through using social media. The data showed that 83.79 % agreed, and 16.20% disagreed. It mean that the positive response of intrigues percentage was higher. Students were immensely intrigued by the topic, and students was very interested in learning English in the class through Presenting Self-Documentaries Technique. Response to the students’ attitudes was that 78.32 % agreed, and 21.68 disagreed. It means that students positively react to the Presenting Self-Documentaries Technique in increasing their speaking skills. Based on the data above, students have more significant positive responses. The Presenting Self-Documentaries Technique is interesting in learning the speaking skill, and it is an effective technique to increase students’ speaking skills. Presenting self-documentaries designs can motivate students to learn English autonomously to improve students’ speaking skills significantly.