Speaking is an assential skill that used be mastered by the Students, because it is necessary for them to improve their ability to communicate orally by presenting their ideas and opinions in real life. Digital storytelling is the practice of using computer-based tools to tell stories. It can be used as homework, classroom group projects, or a holiday project for students. In relation to this, the purpose of the research is to find out is there any significant effect of digital storytelling on students’ speaking ability. Then, Describing and analyzing the effectiveness of digital storytelling in enhancing students’ speaking ability. in this study, the researcher used experimental research. An experimental usually involves two groups of subject, an experimental group and a control group. The population of this research was the fifth semester of English students of FKIP - Islamic University of Riau in academic year 2018/2019. The sampling technique used in this research is purposive sampling. The researcher choose 5B as experimental class which consist of 26 students and 5C as control class which consist of 25 students. The reseracher used speaking test as instrument which included in pre-test and post-test. The results of the research revealed that ttest > ttable (14,402>2.05954), ttable on degree freedom (df) 25 on the level of significant 0.05. Consequently, it means that the alternative hypothesis is accepted while the null hypothesis is rejected. So, the conclusion of the research has shown that there is positive effect of digital storytelling towards students’ speaking ability.

IELTS (International English Language Testing System) merupakan salah satu tes kemahiran berbahasa Inggris yang megukur 4 keterampilan berbahasa Inggris seseorang. Terkait dengan adanya beberapa keterampilan berbahasa Inggris yang diukur di IELTS, penelitian ini berfokus pada penelitian berbicara (speaking) yang dilakukan oleh mahasiswa Program Studi Pendidikan Bahasa Inggris pada IELTS Simulation Test untuk menganalisa kemampuan mahasiswa dalam melakukan tes keterampilan berbicara, serta menemukan faktor-faktor yang mempengaruhi keberhasilan dan menjadi penghambat dalam melakukan tes simulasi yang diberikan. Hasil penelitian menunjukkan bahwa tingkat keterampilan mahasiswa dalam melakukan tes simulasi IELTS untuk keterampilan berbicara perlu untuk ditingkatkan lagi karena sebahagian besar mahasiswa masih berada pada rentang nilai 4-6. Sehingga, dapat dimaknai bahwa tingkat keterampilann mahasiswa dalam melakuan tes simulasi EITLS Speaking (Berbicara) sudah menunjukkan keterampilan yang cukup baik karena ada beberapa mahasiswa yang mampu meraih rentang nilai 7, dan sebahagian besar peserta tes juga sudah berada pada rentang 5-6, hanya beberapa mahasiswa yang berada pada rentang 4-4,5. Faktor latihan merupakan faktor utama yang mempengaruhi keberhasilan peserta tes untuk meningkatkan keterampilan mereka dalam berbicara Bahasa Inggris, namun seluruh mahasiswa yang diinterview mengemukakan bahwa mereka tidak melakukan persiapan khusus ketika mereka akan melakukan tes, sehinggan hasil yang mereka peroleh masih perlu untuk ditingkatkan. Selain itu, kecemasan pada saat melakukan tes berbicara mempengaruhi keterampilan peserta tes dalam menjawab pertanyaan yang diberikan, selain itu kesulitan peserta tes dalam memahami beberapa makna kata yang dituturkan oleh penguji menimbulkan kesulitan bagi peserta tes untuk merepon pertanyaan yang diajukan, namun mengetahui tips dan trik dalam melaukan tes IELTS Speaking dapat meminimalisir hal-hal yang dapat mengganggu selama pelaksanaan tes.  Kata Kunci : Berbicara, Tes Simulasi IELTS

In University level, speaking is one of important skill that used be mastered by the English Students, because it is necessary for them to improve their ability to communicate orally by presenting their ideas in real life. Hence, TED is a series of informative, educational, inspiring and sometimes jaw-dropping talks that present ‘Ideas Worth Spreading’. There is an emphasis on informing, educating and opening people’s eyes to new ideas, making them perfect for the classroom. Therefore, the students will have the opportunity to develop their spoken language competence. In relation to this, the researcher was interested in conducting a study which was focused on the effect of TED Talks Video toward students’ speaking ability at the third semester of English Study Program FKIP UIR. The researchers used experimental research and also used speaking test for pre-test and post-test in both of experiment class and control class as a collecting data of research. Based on the result, it can be seen that the value of t-obs was higher than that of t-table (3,217>2.056). In addition, the value of probability significance (2-tailed) column shows 0.002<0.05. Based on the analysis, those two criteria of rejection are fulfilled. Therefore, it can be concluded that the null hypothesis was rejected and alternative hyphotesis was accepted. Consequently, it could be seen that there was a significant mean difference between the experimental and the control groups. In summary, there was a significant effect of TED Talks video toward students’ speaking ability at English Study Program FKIP UIR

Speaking skill is an important part of the curriculum in language teaching, this makes it an important for students to be able to speak English. However, the goal of teaching speaking should improve students’ communicative skills as a way to help students express themselves and learn how to follow the social and cultural rules appropriate in each communication circumstance.Hence, Information Communication Technology (ICT) can be used by the English teacher to enhance students’ English Proficiency, especially speaking skill. Thus, the present study aims at investigating the role of Information Communication Technology (ICT) in speaking class at the first semester of English Students of FKIP UIR which consists of 42 students as sample of this research. The researchers used descriptive method and worked by using questionnaires as an instrument for collecting data. The researchers have found that the use of Information Communication Technology (ICT) increases students’ motivation and their speaking performances. It also has great impact on students learning’s effectiveness. In general, students prefered group work activities, free discussion, role play, or students’ presentation. A large number of students declared that their lecturer used technology while teaching speaking. They claimed that using ICThas beneficial and helpful to speak the language. Finally, most students affirmed that the use of ICT developed their speaking skill, increased their knowledge, and creativity. Concerning their attitudes towards their preferable kind of technology that can be used in teaching, some prefer to use laptop/notebook and projector while others enjoyed watching videos.

Teaching speaking is an important part in the language teaching, as well as the assessing speaking. Therefore, teachers need to use some strategies in conducting the assessing speaking. Based on that issue, this research was aimed at exploring teachers’ strategies in assessing speaking skill. To explore the problems, case study with a qualitative approach was adopted. This research employed observation, questionnaire and interview in collecting the data and involved five teachers from MTsNAndalanPekanbaru. The collected data were analyzed by using flow data analysis process of Miles &Huberman (1994). The findings revealed that teachers apply the strategy of conducting the speaking assessment in the classroom which are started from the way they identify current status of classroom speaking assessment, the purpose of their speaking assessment, types speaking assessment, then selecting the teachers’ strategies of speaking assessment and last, teachers’ perceptions of the effectiveness of classroom speaking assessment. In general, teachers implementing some strategies in conducting the speaking assessment. There were discussion and conversation, question and answer, role play, repetition, etc. This research was expected to broaden teachers’ knowledge about strategies in assessing speaking in terms of the purpose and the type of assessment used, then teachers’ perceptions of speaking assessment.