Boosting students’ speaking ability through Community Language Learning

Halimah, Halimah

doi:10.24815/siele.v5i2.9697

Cited by 8 publications

(11 citation statements)

References 26 publications

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“…Based on the English curriculum for junior high school in Indonesia, students are required to master the speaking skill and they should get a score above the minimum passing grade, which is about 70-80, depending on each school's policy. However, until today, speaking is still being one of the students' difficulties in learning English for many learners, especially in Indonesia (Fitriani & Zulkarnain, 2019;Halimah, 2018;Hanifa, 2018). Bada, et al (2011) said that speaking is one of the difficult English skills to improve because the students have limited time to recall words and to care for pronunciation, intonation, and responses, which interrupts the speech, and causes additional difficulties for the speaker.…”

Section: Introductionmentioning

confidence: 99%

A study of anxiety experienced by EFL students in speaking performance

Erdiana

Daud

Sari

et al. 2020

SiELE

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Many EFL students show anxiety when speaking English in Indonesia. Therefore, the researchers were interested to conduct this study to find out the level of English-speaking anxiety experienced by those students. In this quantitative study, data were collected from 29 students through a questionnaire that was adopted from the Foreign Language Classroom Anxiety Scale (FLCAS) consisted of 10 items developed by Horwitz, et al. (1986). The data from the questionnaire were analyzed by using the FLCAS questionnaire scale. The results were described in percentages and are further elaborated in narration. The data revealed that 11 out of 29 students (38%) experienced low-level anxiety, 17 out of 29 students (59%) had anxiety at a moderate level, and one out of 29 students (3,4%) got high-level anxiety. It means that most students experienced a moderate level of speaking anxiety. In this case, those findings can be the inputs for every English teacher, especially for the English teachers in which this study was conducted, to be aware of the level of their students’ English-speaking anxiety. It is hoped that the findings of this research can give information and add knowledge to English teachers about EFL students’ level of anxiety so that they could find an appropriate strategy to reduce their students’ speaking anxiety.

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Section: Introductionmentioning

confidence: 99%

A study of anxiety experienced by EFL students in speaking performance

Erdiana

Daud

Sari

et al. 2020

SiELE

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“…Teaching speaking skill is more challenging than other language skills in the EFL (English as a Foreign Language) context (Halimah, 2018;Usman et al, 2018), such as the case with Indonesian students. So teachers should prepare the best strategy which suits well to the context they are teaching in.…”

Section: Literature Reviewmentioning

confidence: 99%

Autonomous learning and teacher guidance: Towards the improvement of EFL students’ prepared talk in speaking practice

Yusnimar

2019

SiELE

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This study was aimed to investigate the role of autonomous learning (hereafter, AL) with the teacher guidance approach in enhancing the performance and ability of students in practicing their English speaking skill. Pre-test and post-test were given to 22 first year university students to measure the improvement of their ability in the prepared talk before and after the learning strategy was implemented in the classroom. The questionnaires were also gathered to know their perception of this learning strategy. The questionnaires were in the form of closed-ended questions. Results of the pre-test and post-test were analyzed using Tableau software, meanwhile, the data from the questionnaire were calculated for frequency and percentage. From the results, the average score the students' post-test was higher than the average score they got in the pre-test, 83 and 62.2, respectively. The improvement was obvious; here, 16 students got the scores of 80-95 in their post-test, while others got a minimum of 75 and 60. The students' perception obtained from the questionnaires, in overall, received positive responses on the use of this learning strategy. It can be concluded that AL with the teacher guidance approach played a prominent role in improving the students' performance in English prepared-talk.

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“…That key idea is also reflected in EC and ECC. Thus, previous studies of this research take English corner (EC) from Kellaway (2013) and Cantero & Sanderson (2018), English Conversation Club (ECC) from Kurniasih (2019), and Community Language Learning (CLL) from Halimah (2018).…”

Section: Introductionmentioning

confidence: 99%

“…However, EC in this current research engages the facilitator to guide, facilitate, and manage the activity. Third, a finding from Halimah (2018) entitled Boosting students' speaking ability through Community Language Learning. Halimah's finding showed that Community Language Learning (CLL) can boost students' speaking ability.…”

Section: Introductionmentioning

confidence: 99%

English Corner Using Creative Work: Supplement and Booster to Enhance Students’ English Performance

Rachmawati

Herlina

2023

JALL

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This study aims to investigate EFL students’ perception of English Corner (EC) and how EC is constructively designed and developed in English Education at Galuh University as a non-credit course that consists of five programs that all participants might optionally select dealing with their interests and talent. Singing, poetry reading, storytelling, drama, and public speaking are sophisticated complete packages to predominantly uphold participants’ English performance due to English as the only language used in EC. It is as opposed to the preliminary EC that originated in China that was undertaken for the public elsewhere. However, EC at Galuh University consists of the statement of the problem of this study consists of finding out how EC using creative work is developed and investigating EC participants’ perception of participating in EC using creative work. This is the exploration of the case study because EC has been practiced for the last four semesters in English Education. The data to be analyzed were collected from the observation and questionnaire from 40 participants of EC and the data analysis used Triangulation. The findings showed that all facilitators and participants get involved to opt, adjust and match the materials over steps and strategy. They opt for one of the programs following their interest and talent. Based on the questionnaire computation using SPSS, from the highest scale 5, the average of participants’ responses is 4,43 for improving their English vocabulary, 4,4 for improving their English speaking skills, 4,35 for improving their English grammar, 4,38 for affecting other academic courses, and 4,38 of dismissing their fear of making mistakes in using English vocabulary. In conclusion, EC using creative work is beneficial to use and it can be a booster and supplement to support participants’ English performance.

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Boosting students’ speaking ability through Community Language Learning

Cited by 8 publications

References 26 publications

A study of anxiety experienced by EFL students in speaking performance

A study of anxiety experienced by EFL students in speaking performance

Autonomous learning and teacher guidance: Towards the improvement of EFL students’ prepared talk in speaking practice

English Corner Using Creative Work: Supplement and Booster to Enhance Students’ English Performance

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