Integrating “Daily Learn English Application” to Teach Speaking Skill in EFL Classroom

Anugrah, Nina Julia; Sumardi, Sumardi; Supriyadi, Slamet

doi:10.21462/ijefl.v4i2.163

Cited by 5 publications

(7 citation statements)

References 11 publications

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“…In the SBLL activities, students also are facilitated with various speaking activities such as exploring social meaning and grammatical forms in different contexts. It aims to give students the sociolinguistic competences in speaking classes (Irmawati, 2016;Anugrah et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…According to Hsu (2019) speaking is giving a chance or opportunity to approach the students with language to find the real life conversation in the classroom. In declaring how to structure and what to teach in speaking classes, teachers always refer to some questions; who the students are, what they are learning English for, and what they expect to learn | |14 (Irmawati, 2016;Anugrah et al, 2019). The one basic consideration is about the students' current level and leaning atmospheres (Cowie, 2018).…”

Section: Literature Review Speaking Skillsmentioning

confidence: 99%

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Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background

Syarifuddin¹,

Muhlisin²,

Thinh³

2022

JOLLS. Lang. Liter. Studies

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Speaking skills are nowadays more promising skills economically to be learnt. The importance of mastering speaking skills shows that teachers should find a good solution to encourage their students to practice speaking much more. One of the learning models applied by teachers is suggestopedia-based language learning (SBLL) activities. Therefore, this study investigated the effectiveness of suggestopedia-based language learning to enhance students’ speaking skills viewed from teachers’ educational backgrounds at middle schools. To achieve the research goal, researchers employed experimental study using an equivalent pre-test and post-test control group design. The samples of this study were 75 students at middle schools, and they were divided into two classes. 33 students were involved as the experimental class subjected to the SBLL activities. 32 students were invited as the control classes, which was taught using the existing instructional activities (eclectic learning principles). The two groups were distributed speaking tests in the pre-test and post-test sessions. The variable of teachers’ educational background is assumed as helping variable that gives an effect on students’ speaking ability. The criteria used in this case are Very High (Educational Doctor) High (Educational Master), Moderate (Educational Bachelor), and Low (Non-educational Bachelor). The research findings of this study informed that the implementation of the SBLL has positive effects on speaking skills at middle schools. Furthermore, there is interaction between teachers’ educational background and the use of the SBLL in improving students’ speaking skills at middle schools. Therefore, this study can be concluded that the use of the SBLL was able to enhance students’ speaking skills viewed from teachers’ educational backgrounds at the middle schools.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Review Speaking Skillsmentioning

confidence: 99%

Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background

Syarifuddin¹,

Muhlisin²,

Thinh³

2022

JOLLS. Lang. Liter. Studies

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“…Info grafis penting dan menarik, namun para guru juga dapat menggunakan media pembelajaran yang lain yang juga bisa bermanafaat dalam meningkatkan motivasi dan prestasi belajar siswa. Media pembelaran yang dapat digunakan menurut para ahli adalah aplikasi pembelajaran (Anugrah et al, 2019), media terkait teknologi dan ICT (Farihin, 2022;Fauzan & Pimada, 2018;Mansor et al, 2017), media sosial (Dewi et al, 2022;Matiini, 2022;Triana et al, 2022;Ubaedillah et al, 2021), whatsApp (Munir et al, 2021;Robbani et al, 2021), youtube (Fakhruddin et al, 2020;Karimah et al, 2022;Sari & Margana, 2019), telegram (Citrawati et al, 2021;Trisnadewi & Oktarina, 2023), atau video (Menggo et al, 2022).…”

Section: Tabel Analisis Kevalidan Media Pembelajaran Nounclassified

Persepsi Mahasiswa Terhadap Penggunaan Infografis Untuk Mengajar Ketrampilan Mendengarkan Bahasa Inggris Pada Siswa MTs di Tulungagung

Lutfiyah,

Wahyu Nurhayati

2023

educasia

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This study aims to produce mind mapping infographic learning media in social studies subjects by looking at how far the response of teachers and students to the media. In its development, researchers used ten stages of research and development from Borg and Gall, including (1) Research and Information Collecting, (2) Planning, and (3) Developa ing Preliminary From Product. (4) Preliminary Field Testing, (5 ) Main Product Revision, (6 ) Main Field Testing, (7) Operational Product Revision, (8) Operational field testing/ Operational Field Trial, (9) Final Product Revision, (10) Dissemination and Implementation. The subjects of this study were social studies teachers and class VIII students at MTS Al Ghozali Panjerejo Tulungagung with data collection instruments in the form of validation questionnaires, student response questionnaires, student observations, and pre-test and post-test scores. At the level of practicality, the student’s completeness value is 70% for the level of effectiveness tested by hypothesis testing using the Paired Sample Test with the results of sig = 0.000 then the results of sig<0.005 the average result of the pre-test value 62.8 < post -itest value of 71 then the media is declared effective to be used in the learning process in order to improve student learning outcomes.

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“…Lubis (2006) says that the teacher as a means of professional instructor must have ability to implement various theory and teaching media to conduct the effectiveness and efficiency of the teaching method (Azis 7 Dewi, 2020;Nuna, 2017). Furthermore, they should be capable in managing their classroom setting to build active participation of students (Anugrah et al, 2019), and the ability in making learning process is support to the learning goals (Muslem et al, 2019). There are many problem's found on the students when the writer take an observation while teaching at that school because the researcher is the English Teacher at that school.…”

Section: Introductionmentioning

confidence: 99%

Teaching English Using Two Stay Two Stray in Improving Students' English Speaking Skills Integrated with Foreign Language Anxiety

Jupri¹,

Mismardiana

Muslim³

et al. 2022

JOLLS. Lang. Liter. Studies

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This research investigated the teaching of English by using Two Stay Two Stray to improve the students’ speaking skill in the 10th-grade students of vocational schools, West Nusa Tenggara Province, Indonesia. The participants of this research were 28 students. The research utilized a classroom action research. The research covered two cycles and each cycle consisted of four steps they were; planning, acting, observing, and reflecting. The research consisted of two cycles, and each cycle applied three parts, such as; pre-test, treatment, and post-test. The data collected were qualitative and quantitative data. The qualitative data were gained through observation and documentation. Meanwhile, the quantitative data was collected from the test. The researcher used SPSS 16.00 to analyze the quantitative data. The researcher found a significant improvement in students’ speaking skills after giving treatment using Two Stay Two Stray in cycle I and II. The improvement of using Two Stay Two Stray in improving the students’ speaking skill was significant. It can be seen from cycle I up to the cycle II. The result of the cycle I showed that the mean of post-test is higher than the the pre-test. The mean of the post-test was 66.14 and pre-test are 60.50. In cycle II, the mean of the post-test is higher than the mean of the pre-test. The mean score of post-test was 76.28 and pre-test are 66.14. The researcher concluded that using Two Stay Two Stray improved the 10th grade students’ speaking skill at vocational schools, West Nusa Tenggara Province.

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Integrating “Daily Learn English Application” to Teach Speaking Skill in EFL Classroom

Cited by 5 publications

References 11 publications

Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background

Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background

Persepsi Mahasiswa Terhadap Penggunaan Infografis Untuk Mengajar Ketrampilan Mendengarkan Bahasa Inggris Pada Siswa MTs di Tulungagung

Teaching English Using Two Stay Two Stray in Improving Students' English Speaking Skills Integrated with Foreign Language Anxiety

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