Developing a Practical Rating Rubric of SpeakingTest for University Students of English in Parepare, Indonesia

Latifa, Ammang; Rahman, Muhammad Asfah; Hamra, Arifuddin; Jabu, Baso; Nur, Rafi’ah

doi:10.5539/elt.v8n6p166

Cited by 13 publications

(13 citation statements)

References 16 publications

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“…Its subscales include communicative competences, grammar, vocabulary, pronunciation, discourse, and strategic competence. Its band score ranges between 0 and 4 showing the most basic to the most competent performance level, respectively (Latifa, Rahman, Hamra, & Jabu, 2015). The data obtained from the questionnaires and speaking test were analyzed by using SPSS (Version 20).…”

Section: Methodsmentioning

confidence: 99%

The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang

Tridinanti

2018

IJELS

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Speaking in a foreign language can be influenced by such psychological aspects as anxiety and self-confidence. The students who have high level of anxiety, worry, fear and low level of self-confidence in foreign language classes may have difficulties in developing their speaking ability. The objective of this research was to find out whether there was a significant correlation between students’ speaking anxiety, self-confidence, and their speaking achievement. The research used correlation design. The data were collected through interviews that were scored by two raters and two questionnaires that were administered to fifth semester students (n = 28) from a Teacher and Training Faculty in Indonesia. The data were analyzed using descriptive and correlational analysis. The results indicated that speaking anxiety has no significant correlation with speaking achievement. Self-confidence has a significant correlation with speech achievement (p = .01). That is, students with self-confidence have higher achievement. So, it is important for teachers and lecturers to encourage students and practice speaking English in front of class, especially to improve the self-confidence when the students are communicating in English.

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Section: Methodsmentioning

confidence: 99%

The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang

Tridinanti

2018

IJELS

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“…Indeed, students' self-regulated learning through Smartphone assistance can measure aspects of their speaking performance fluency. Students can quickly determine indicators of their speaking fluency using such Smartphone applications, such as not pausing, stopping, or thinking too long, which gives the impression that their speaking fluency is poor (Latifa et al, 2015;Zhang, 2020). The fluency aspect indicates that a speaker has mastered the substance of speaking and is clear of speech organ function.…”

Section: Discussionmentioning

confidence: 99%

Self-Regulated Learning Method Through Smartphone Assistance in Promoting Speaking Ability

Darong¹,

Semana²

2022

jltr

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Self-regulated learning is a method of the student-centered learning paradigm. This method encourages students to be actively involved in the learning process, organize themselves, recognize their capabilities, and take the initiative to decide the appropriate way to achieve the learning achievement. The use of self-regulated learning with smartphones' assistance has had a double effect on students' language proficiency. However, the self-regulated learning method with smartphone assistance in the speaking class has not been supported by current empirical studies. The evidence indicates that self-regulated learning with smartphones' assistance affects students' English skills, such as acuity in micro-and macro-linguistics analysis, improved digital literacy, enthusiasm for learning, and self-potential development autonomy. This study aimed to analyze the impact of using the self-regulated learning method with smartphones in the speaking class. This review is a quantitative study with a pre-test and post-test design that was executed between October 2020 until January 2021. 110 students were chosen as samples in this study. An English-speaking rubric has been used to obtain data; that data was then analyzed by a software application that is SPSS 24.0, which was proceeded by qualitative description. The findings demonstrate that using a self-regulated learning method with smartphone assistance has positively impacted student speaking ability. This increased effect is demonstrated by the adjusted mean score on the post-test = 82.32. English instructors are encouraged to apply this method by considering students' characteristics, cognitive capacities, learning styles, learner autonomy, and the steps of how to apply this method in the instruction process.

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“…The researchers analyzed the data by using quantitative analyses. The speaking test results were scored and rated by using the Latifa rubric (Latifa et al, 2015). The researchers, however, analyzed the questionnaire using percentages and a Likert scale.…”

Section: Methodsmentioning

confidence: 99%

“…So, the success of speaking assessment can be shown when the students can express themselves in utterances related to speaking competence. They are grammar, vocabulary, pronunciation, discourse, and strategic competence (Latifa et al, 2015).…”

Section: Expressing Of Asking For and Giving Opinionmentioning

confidence: 99%

Modified British Parliamentary Debate Technique in Teaching Speaking to Indonesian EFL Learners

Nur

Latifa

Masriani

2021

JWEEP

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For English language learners, speaking is an essential skill that should be achieved. By practicing continuously, they can become trained and skilled. To support their proficiencies and competencies, they also should master the language subskills: pronunciation, structure, and vocabulary. The teachers, therefore, should facilitate their students by applying appropriate techniques of language learning in the classroom so that their students can speak English quickly. Through this study, the researchers managed an effective teaching technique for speaking class by implementing a modified British Parliamentary Debate to train the students' speaking skills. This study, therefore, projected to find out whether or not the use of the Modified British Parliamentary Debate technique in teaching speaking can increase their speaking skill. This study also aims to determine whether or not the students are interested in learning to speak through the modified British parliamentary debate. The study applied the quasi-experimental method with a nonequivalent control group design. The subjects of the study were students of Madrasah Aliyah Negeri Enrekang, Indonesia. The population of the research was 64 students. The researchers grouped the students into two groups. There were 32 students in group one and 32 students in group two. The researchers assigned both groups to the same activities in pretest and posttests but different treatments of teaching techniques. The researchers gave a modified British parliamentary debate model for the experimental group and a small group discussion for the control one. The instruments of the research were an oral speaking test and a questionnaire. The results of data analysis exhibited a significant improvement in the students' speaking skills after the treatments. The result of hypothesis testing showed that the t-test value (2.087) was higher than the t-table value (2.000) at the level of significance 0.05 and the degree of freedom 62. Moreover, based on the questionnaire, this study found that the students were interested in learning the speaking skill through modified British Parliamentary debate. In short, implementing the modified British parliamentary debate in teaching speaking can develop the students' speaking skills and encourage the students to learn speaking ability.

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Developing a Practical Rating Rubric of SpeakingTest for University Students of English in Parepare, Indonesia

Cited by 13 publications

References 16 publications

The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang

The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang

Self-Regulated Learning Method Through Smartphone Assistance in Promoting Speaking Ability

Modified British Parliamentary Debate Technique in Teaching Speaking to Indonesian EFL Learners

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