Developing the Students’ English Speaking Ability Through Impromptu Speaking Method.

Lumettu, Agustinus; Runtuwene, T L

doi:10.1088/1742-6596/953/1/012035

Cited by 19 publications

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“…From the explanation above, it is clearly seen that students will not have chance to improve their speaking competency as they still have problems in their learning process. The competency will be hardly mastered by the students for they have different problems in the process of teaching and learning to speak in the classroom (Lumettu & Runtuwene, 2018).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Inhibiting Factors in Speaking English Faced by Senior High School Students in Singaraja

Suryani

Suarnajaya

Pratiwi

2020

ijole

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This study had purposes of exploring the factors inhibiting the students in speaking English and knowing teachers perception toward the factors inhibiting the students in speaking English as a foreign language. It was done to overcome students problems in learning the target language ans solve students problems in learning to speak. Descriptive qualitative research was chosen as a research design in conducting this study. It also invloved students and teacher as the subjects of this study. This study proposed twelve factors inhibiting the students in speaking derived from two main factors such as affective and cognitive factor. Shyness, lack of motivation, self-confidence, self-esteem, feeling toward interlocutor, feeling toward topic, and self-concsiousness were the sub-factors under affective factor. Grammar, pronunciation, vocabulary, familiarity of the genre, and knowledge of the topic were considered as cognitive factor. The result of the study showed that the two main factors, affective and cognitive factors, appeared to inhibit the students in learning to speak English as a foreign language. All of the sub-factors categorized as affective factor had revealed to be the factors inhibiting the students in speaking. The result also found that grammar, pronunciation, and knowledge of vocabulary were the factors inhibiting the students in speaking. In addition, the students also got more influence from affective factor as the first main factor inhibiting the students in learning to speak English. The result also showed that the teacher had positively agreed that the inhibiting factors as mentioned earlier also inhibited the students in learning to speak English as a foreign language. In the end, the teacher should also consider the result of the research as the consideration in designing the activity in the process of learning to speak English as a foreign language which would help the students to overcome their speaking problems.

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Section: Introductionmentioning

confidence: 99%

Investigating the Inhibiting Factors in Speaking English Faced by Senior High School Students in Singaraja

Suryani

Suarnajaya

Pratiwi

2020

ijole

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“…The voice is an essential factor in increasing the vocabulary of learners. Therefore, students will have an advantage when they listen to good sayings from the teacher, quality recording, quality stories, and so on (Lumettu & Runtuwene, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Use of Guessing Game in Improving the Speaking Skills of Elementary School Students

Madya

Meiningsih

2021

IEE Ind. J. Eng. Edu.

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Guessing game is a part of Communicative Language Teaching (CLT), which will create an atmosphere for students to increase the desire to learn languages. However, learning with games makes students undisciplined and requires a long time. This study aims to determine the effect of learning English using a guessing game method on the speaking skills of elementary school students. The study is a one-group pretest-posttest design implemented at the Islamic Elementary School in Yogyakarta. The study sample consisted of 68 students in grade 6 in 2019. The sampling technique used was total sampling. The measured learning outcomes are speaking skills in pronunciation, vocabulary, grammar, fluency, and understanding. The data were processed using the Wilcoxon test. The results showed that the students' speaking skills improved after learning with guessing games. The speaking skills that improved significantly are pronunciation, vocabulary, and fluency. Grammar and comprehension, on the other hand, improved but not significantly. The conclusion is that the guessing game can improve the students' speaking skills even though it has not covered all of its aspects.ABSTRAKGame menebak merupakan bagian dari Communicative Language Teaching (CLT) yang akan menciptakan suasana bagi siswa dalam meningkatkan keinginan untuk belajar bahasa. Namun pembelajaran dengan permainan membuat siswa tidak disiplin dan membutuhkan waktu yang lama. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran bahasa Inggris menggunakan metode menebak terhadap keterampilan berbicara siswa sekolah dasar. Penelitian ini merupakan penelitian dengan menggunakan desain satu grup dengan pre tes dan pasca tes yang dilaksanakan di Madrasah Ibtidaiyah Yogyakarta. Sampel penelitian berjumlah 68 siswa kelas 6 tahun 2019. Teknik pengambilan sampel yang digunakan adalah total sampling. Hasil belajar yang diukur adalah keterampilan berbicara berupa pengucapan, kosakata, tata bahasa, kefasihan, dan pemahaman. Data diolah menggunakan uji Wilcoxon. Hasil penelitian menunjukkan bahwa keterampilan berbicara siswa meningkat setelah melalui proses pembelajaran dengan permainan tebak-tebakan. Keterampilan berbicara meningkat secara signifikan adalah pengucapan, kosa kata dan kefasihan. Tata bahasa dan pemahaman meningkat tetapi tidak signifikan. Kesimpulannya adalah bahwa permainan tebak-tebakan dapat meningkatkan keterampilan berbicara siswa meskipun belum mencakup semua aspeknya.

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“…The purpose of the study (Lumettu & Runtuwene, 2018) on enhancing students' Englishspeaking skills through impromptu speaking is to ascertain (1). Why is impromptu speaking essential in speaking instruction?…”

Section: Relevant Researchesmentioning

confidence: 99%

Student’s Attitudes towards Communicative Activities on EFL Student’s Speaking Performance

2022

ijli

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Speaking proficiency is regarded as one of the essential language skills presumed successful when learners can use what they learn to communicate well. However, many English as a foreign language (EFL) students struggle to master this ability due to a lack of exposure to communication situations. The study aims to determine students' attitudes towards communication activities in the language learning process. This study was conducted with the participation of 21 grade 5 in Vinh Binh Primary School, located in Ben Tre province, to give the answers to the questionnaire with items about using communicative activities in the classroom to enhance students' speaking skills. The findings revealed that communicative activities had a considerable impact on improving experimental students' speaking performance. Moreover, students showed positive views on using communicative activities in their speaking classrooms.

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Developing the Students’ English Speaking Ability Through Impromptu Speaking Method.

Cited by 19 publications

References 0 publications

Investigating the Inhibiting Factors in Speaking English Faced by Senior High School Students in Singaraja

Investigating the Inhibiting Factors in Speaking English Faced by Senior High School Students in Singaraja

The Use of Guessing Game in Improving the Speaking Skills of Elementary School Students

Student’s Attitudes towards Communicative Activities on EFL Student’s Speaking Performance

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