The Outcome of Authentic Material-Based Teaching in a Speaking Class

Pradana, Harsya Danang; Tena, Ouda Eda

doi:10.33369/jeet.5.2.216-230

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…The learner-centered approach has emerged as a fundamental pillar within the framework of the flipped learning model (Hung, 2017;Yanto et al, 2020), Through the integration of multimedia resources, such as audio and video materials accessible through mobile devices, learners can access a wider range of authentic language input. According to Pradana and Tena (2021), this exposure to authentic language aids in bridging the gap between classroom learning and reallife language use. Furthermore, the learner-centered learning activities allow learners to actively participate in the selection and exploration of learning materials (Flowers et al, 2019;Liu et al, 2018), catering to their specific interests and learning styles.…”

Section: Discussionmentioning

confidence: 99%

Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills

Haerazi

2023

JEET

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The integration of mobile technology within the framework of flipped learning provides a viable and efficient means of fostering learners' speaking and listening skills. Through the flipped classroom, learners are better prepared for in-class interactions, as they have already acquired foundational knowledge and exposure to authentic language use. Therefore, this study aims to find out the efficacy of mobile-assisted flipped learning integrated with metacognitive skills in the teaching of speaking and listening skills in Mandalika University of Education. This study is designed in experimental design which is non-equivalent control group design. In this design, participants are not randomly assigned to the intervention or control group, resulting in inherent differences between the groups that may influence the outcomes. The instruments employed the speaking, listening, and metacognitive tests. The collected data are analyzed in descriptive and inferential statistical analysis. Based on the data analysis, the conclusion of this study showed that the integration of mobile-assisted flipped learning had a positive impact on learners' speaking and listening proficiency. Learners actively engaged in preparing their learning activities, both during out-of-class and in-class sessions. The incorporation of mobile technology and the flipped learning approach empowered learners to take ownership of their learning, enabling them to access instructional materials outside the traditional classroom setting and actively participate in in-class interactions. These findings highlight the potential of mobile-assisted flipped learning as an effective pedagogical approach in enhancing learners' speaking and listening skills, while also promoting learner autonomy and engagement in the learning process.

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Section: Discussionmentioning

confidence: 99%

Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills

Haerazi

2023

JEET

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“…The students repeated the story when they had finished understanding it. As a result, they were able to have a natural delivery (Pradana & Tena, 2021). They videotape such work and upload it.…”

Section: Integrate the Lexico-grammarmentioning

confidence: 99%

Using Podcasts, Lexico-Grammatical Resources, and Videos With Descriptive Images to Improve Speaking Skills

Suseno,

Purwati,

Anam

2024

IJORER Int. J. Recent Educ. Res.

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Objective: Most EFL students need help to develop their speaking abilities. Due to their limited vocabulary, poor grammar, and lack of confidence, they could not practice speaking. Ten students from the English Department joined a study group to address these obstacles. Method: The procedure was carried out online. The teacher created a WhatsApp group as the initial class medium. He added to the vocabulary development and grammar education on the screen. The students studied the material on a video podcast to retell to meet the comprehension criteria, synchronizing their inputs with real life. They then describe a picture to hone their communication skills. They also transcript their story in order to make the spoken and written versions of it coincide. Results: After following the teacher's instructions to build sentences using the lexico-grammar technique, students can identify the grammatical conventions used in podcasts. They can adequately narrate pictures thanks to this type of learning. Their increased confidence fosters mature dialogue. The students' delivery will become more fluid due to the novelty of learning sentence construction through lexico-grammatical techniques and synchronizing it to podcast material. They acquired the ability to apply vocabulary and grammar norms contextually. It was evident from the way they described the images. To fit the needs of their students in the classroom, teachers might change them. It also encourages other researchers to continue their observations.

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The Outcome of Authentic Material-Based Teaching in a Speaking Class

Cited by 2 publications

References 15 publications

Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills

Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills

Using Podcasts, Lexico-Grammatical Resources, and Videos With Descriptive Images to Improve Speaking Skills

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