Lingbee as Interest Driven in Brainstorming Speaking Class (original) (raw)
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Skripsi Bahasa Inggris Increasing Student Speaking Through Game
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Technology CLL to Foster Students' Speaking
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This study was done to find out the effect of using the technology in the Community Language Learning (CLL) Method for teaching-learning speaking English with second semester students in the English Education Study Program at a private university in West Java in an effort to improve the English speaking skills of the students. This study used an action research method where the researcher was accompanied by an observer as a collaborator. Three cycles were done for this study. Data were gathered from observations, a questionnaire and tests. The mean of index gain score from the preliminary study to the post-test 1 was 0.12. The mean of index gain score from post-test 1 to post-test 2 was 0.18. While The mean of index gain score from post-test 2 to post-test 3 was 0.32. Hence the results showed that the use of technology in the CLL method was a success. The students enjoyed their lessons more, and were more motivated, interested and confident during the teaching learning sessions. From the finding it is strongly recommended to use technology in assisting to gain the purposes of English teaching and learning.
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CHAPTER II LITERATURE REVIEW A. THEORETICAL REVIEW ………………………………………………… 8 1. A quest for meaning ..…………………………………………………… 8 2. Speaking ………………………………………………………………… a. Features of a spoken discourse ………………………………………… b. The functions of speaking ……………………………………………… c. Speaking skills …………………………………………………………… 3. Learning ………………………………………………………………… 21 a. Learner-centeredness and learning-centeredness ……………………… b. Learning speaking ……………………………………………………….. 23 c. The role of interaction and negotiation of meaning in learning speaking .. d. The role of cognitive styles and learning strategies …………………… 4. The language learners ..…………………………………………………… a. The successful learners ………………………………………………… b. The students involved in the study ……………………………………… 5. The place of speaking course in the curriculum of the EED of YSU ……… 6. Review of related researches ……………………………………………… B. THEORETICAL FRAMEWORK …………………………………………… 34 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ix CHAPTER III METHODOLOGY A. OVERVIEW OF THE METHOD …………………………………………….. 37 B.STUDY DESIGN ……………………………………………………………… 39 1. Nature of data …………………………………………………………… 39 2. Setting …………………………………………………………………….. 40 3. The participants of the study ……………………………………………… 40 C. TECHNIQUE OF DATA COLLECTION …………………………………… 45 D. TECHNIQUE OF DATA ANALYSIS ……………………………………… 47 E. ETHICAL ISSUE …………………………………………………………… F. TRUSTWORTHINESS……………………………………………………….. CHAPTER IV ANALYSIS A. Researcher's diary …………………………………………………………… 51 B. Participants' background stories …………………………………………… 1. Deto …………………………………………………………………….. 53 2. Dee ………………………………………………………………… …. 3. Alfa ……………………………………………………………………… 55 C. The Interviews ………………………………………………………………… D. Findings and Discussions …………………………………………………… 1. Learners' efforts in learning ……………………………………………… a. Seeking opportunities to practice speaking ……..…………………… b. Self-talk ……………………………………………………………… 64 c. Engaging in self-study ………………………………………………… 65 d. Learning from failures ………………………………………………… 2. Learners' shared accounts ………………………………………………… 67 a. Self-recognition ……………………………………………………… b. Self-fulfillment ……………………………………………………… 3. Essential theme ………………………………………………………….. CHAPTER V CONCLUSION, IMPLICATION, AND RECOMMENDATION A. Conclusion ……………………………………………………………… 81 B. Implication ……………………………………………………………… C. Recommendation ………………………………………………………… BIBLIOGRAPHY ……………………………………………………………… APPENDICES ………………………………………………………………… Appendix 1. Interview data numbering …………………………………………. 90 Appendix 2. List of interview questions ………………………………………… 114 Appendix 3. Data classification for themes and sub-themes of the finding ……. Appendix 4. The teaching diary …………………………………………………. 117
JURNAL ABDIMAS MADUMA
Speaking ability is an essential tool for communication in a foreign language. Speaking cannot be separated from language learning because it is a productive skill that measures the improvement in learning the language. Speaking a foreign language is effective oral communication that requires the ability to use the language appropriately in social interaction. Principles in teaching speaking are important for improving speaking in the classroom. In order to keep on the intentional communicative class, the teacher should consider those principles. The principles also help the teacher design the appropriate materials. Thus, the teacher should concern with the teaching of speaking comprehension to gain the goals of the teaching and learning process. Buzz groups are teams of four to six students that are formed quickly and extemporaneously to respond to course-related questions, each group can respond to more questions; all groups can discuss the same or different questions. Discussion ...
Developing EFL Students' Speaking : Brainstorming Vs. Role-play
Due to the lack of preparation for the speaking activities, some of the English as a Foreign Language (EFL) students face serious problems in speaking skill. The present study aims at investigating the relationship between brainstorming and role-play as the two widespread prespeaking activities which was carried out between the two class groups -students undertaking a full-course of study in Lang. Lab. 2 in Islamic Azad University, Dezful branch, Iran and through a standard proficiency test derived from NTC's TOEFL Test, it was observed that the students were homogeneous. Each class group was given necessary treatment separately to implement each of the mentioned pre-speaking activities as a warm up before the speaking phase in five sessions. Then, based on the speaking scale developed by an interview ranging from 1 to 6, where 1 means memorized proficiency and 6 stands for native proficiency , was utilized for each class group to assess EFL students' speaking proficiency , and the obtained scores were applied in one independent sample t-test. Since the t-observed was more than the tcritical, the first hypothesis was verified. That is, those who implement brainstorming as their pre-speaking activity have a stronger performance in their speaking phase than those who utilize role-play as their pre-speaking activity. The pedagogical implications of the present study are 1) recognizing the EFL students' tendency to brainstorming as the most provoking pre-speaking activity 2) providing the students with an atmosphere wherein brainstorming can be implemented before the speaking phase. 3245 www.ijllalw.org 212 (2006), this stage includes two focus areas: engage-instruct-initiate sequence, and grouping students. The first area concerns engagement of students, techniques for drawing attention or involving students, providing students with instructions and initiating students to start the activity. The second area deals with setting students into groups, providing this is required by the nature of the activity. introduced some of these activities including discussion, simulation, role-play, simulation, story -telling, information gap, brainstorming, story completion, reporting and so on among which brainstorming and role-play seem more influential than others. Brainstorming as a pre-speaking activity motivates students to produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas. Another pre-speaking activity is role-play in which students pretend they are in various social contexts and have a variety of social roles, and the teacher gives information to the learners such as who they are and what they think or feel .
THINK-PAIR-SHARE: ENGAGING STUDENTS IN SPEAKING ACTIVITIES IN CLASSROOM
Journal of English Language Teaching and Learning, 2020
Think-Pair-Share technique is one of the cooperative learning strategies that promote student involvement in the classroom. This strategy makes students engaged in in-class activities such as discussions and provides opportunities to share their ideas with others. The purpose of this study was to describe the implementation of the Think-Pair-Share strategy in teaching speaking skill for secondary students. A qualitative method with a descriptive analysis was undertaken in this study. The sample was twenty students of eighth grade. The data was collected through interviews, observation, and document analysis. The data analysis technique used was presented in a descriptive form. The results indicated the implementation of the Think-Pair-Share technique during the learning process took place following the stages that have been stated in the learning process plan made by the teacher. Appreciation for the implementation of the Think-Pair-Share technique both from students is quite good. Students stated that they can overcome the constraints in the learning process of speaking activity through Think-Pair-Share. INTRODUCTION One form of education that is implemented in schools and family environments from an early age is language education because language is a very important tool in life. People can interact with each other by sharing and receiving messages or information (Sari, 2018). Besides, people can express thoughts and feelings towards others, develop expressions, and at the same time develop intellectual abilities through language. Language education at school is an effort to achieve language skills according to its function, which is a function as a means of communication, thinking, and reasoning. To fulfill the communication function, language learning at school aims to improve language skills. According to Nunan (2003), language skills include four components, namely listening skill, speaking skill, reading skill, and writing skill. The four language skills can be grouped into two, namely the ability to understand (receptive) and use (production). Receptive skill consists of two language skills, namely listening (Kuswoyo and Wahyudin, 2017) and reading skills. Productive skill consists of speaking and writing skills. Speaking skill is the earliest language productive skill able to be controlled by someone. Before being able to write, people first produce language orally. Even illiterates have the speaking ability. Therefore, speaking skill is a very important language skill. Unfortunately, the fact is that some students thought that speaking skill is one of the most avoided skills in English. The reality in the field shows that from year to year, students' learning outcomes in speaking English are below the completeness criteria. The objective of learning speaking skills is that students can communicate in English fluently. According to Raba (2017), the low learning outcomes of speaking English can be caused by various factors, namely, internal factors and external factors. Internal factors are factors originating from the students themselves which include low intrinsic motivation of students to speak English, self-confidence, background knowledge of students, and learning strategies. There is a relationship between learning strategies and motivation that can affect students' outcomes in speaking English, that is, motivated learners have a greater desire to seek out solutions or support from others and employ more strategies to process the new information (Mandasari and Oktaviani, 2018). The external factors consist of subject matter factors and methods or learning models.
IMPROVING STUDENTS' SPEAKING THROUGH
The main purpose of this study is to know the improvement of teaching English speaking by using Communicative Language Teaching method. The method of this research is classroom action research (CAR). The data in this research is used percentages analysis. The respondents of this research at the first students of STMIK Royal Teladan Kisaran which consist of 30 students. Based on result of data analysis there are improvements on students’ speaking achievement in each cycle. The data shows that in pre-assessment students’ speaking is 0% (excellent), 0% (very good), 19% (good) 37% (low) and 44% (failed). In cycle I students speaking achievement is 0% (excellent), 17% (very good), 27% (good), 23% (low), 33% (failed). In cycle II the students speaking achievement is 0% (excellent), 23% (very good), 40% (good), 20% (low) and 17% (failed). In cycle III students’ speaking achievement is 10% (excellent), 23% (very good), 50% (good), 13% (low) and 4% (failed). In cycle IV students’ speaking achievement is 23% (excellent), 50% (very good), 27% (good), 0% (low) and 0% (failed). This research indicates that the using of Communicative Language Teaching method can improve students’ speaking achievement at the first students of Information System class at STMIK Royal Teladan Kisaran academic year 20016/ 2017.
This study aims to find out effective methods used in classrooms to enhance speaking skills.
2019
The purpose of our study is to investigate works of scholars about the problems of speaking in learning foreign languages. We try to analyze the difficulties in doing speaking exercises in mixed level groups. In our study we refer to Wenden's statement (1986), who noted that we need to find out speaking problems in order to improve speaking skill. According to it, we discovered difficulties in speaking of students in mixed level groups. These difficulties helped us to find the ways of improving students' abilities to speak authentic materials and apply them in communication. Problems in speaking in mixed level groups were taken from the results of questionnaire. Students' questionnaire determined the effective ways of using role plays and various activities in practice. The result of our study showed that different creative activities in English classes motivate students to learn foreign languages, and improve knowledge. Speaking as one of the language skills becomes important topics to discuss in language learning process. The discussion topics can be related to the instructional techniques, the learners manifest and produce meaningful and appropriate utterances .
Wahana, 2022
Penelitian ini melaporkan hasil penelitian tindakan kelas pada presentasi bahasa Inggris dengan menggunakan pendekatan refleksi diri pada mahasiswa Fakultas Hukum semester IV Universitas Majalengka dengan berbantuan aplikasi belajar Indisch. Tujuannya untuk meningkatkan kemampuan berbicara siswa karena kurangnya rasa percaya diri dan kurangnya kesempatan untuk berbicara di depan umum menggunakan bahasa Inggris. Pendekatan Self Reflection dipilih dengan pertimbangan refleksi merupakan bagian penting dari pembelajaran dapat membantu mengidentifikasi kemungkinan perubahan. Model penelitian yang dilakukan dalam penelitian ini adalah model Kemmis dan Taggart. Karena penelitian ini dilakukan pada masa pandemi, penelitian ini dibantu oleh aplikasi pembelajaran Indisch yang memungkinkan terjadinya proses pembelajaran online dan offline. Instrumen yang digunakan adalah butir soal (kuis), lembar observasi dan video. Hasil penelitian menunjukkan bahwa terjadi peningkatan kemampuan siswa pada siklus I dengan nilai rata-rata 64,24, sedangkan pada siklus II sebesar 81,77. Sehingga teknik presentasi bahasa Inggris dengan pendekatan refleksi diri berbantuan aplikasi pembelajaran Indisch dapat meningkatkan kemampuan berbicara mahasiswa semester IV Fakultas Hukum Universitas Majalengka. Kata kunci: speaking, presentasi, refleksi.