scholarly journals Effetiveness of Zahorik Model in the Acquisition of Listening and Speaking Skills in the Light of the Motivation toward Learning Arabic among the Seventh Grade Students in Jordan

2017 ◽  
Vol 11 (2) ◽  
pp. 258
Author(s):  
Amal A. Wasas ◽  
Adnan S. Al. Abed
Keyword(s):  
The Other ◽  
Seventh Graders ◽  
Control Group ◽  
Seventh Grade ◽  
Validity And Reliability ◽  
Reliability Indicators ◽  
Listening Skill ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Speaking Skills

This study aimed at measuring the effectiveness of Zahorik Model in the acquisition of listening and speaking skills in the light of the motivation toward learning Arabic, among the seventh grade students in Jordan. The subjects of this study were selected purposely from the seventh grade students of a high school in Amman-Jordan. Two classes were selected randomly, one with (26) students, was assigned as an experimental group, where the other of (26) students, was assigned as a control group. Two tests were developed, one for the listening skill, and the other one for the speaking skill. A scale to measure the motivation toward learning Arabic was also developed. All validity and reliability indicators were obtained for these instruments. The results showed statistical differences in listening and speaking skills, for seventh graders, attributed to the method of teaching in favor of the experimental groups. The result also showed statistical differences in the speaking skill attributed to the interaction between the method and motivation toward learning Arabic, but showed no statistical differences in listening skill attributed to the interaction between the method and motivation toward learning Arabic. A set of recommendations were concluded in the light of these findings. 

scholarly journals THE CONTRIBUTION OF AUTHENTIC MATERIAL IN EFL CLASSROOM

2020 ◽  
Author(s):  
Janeth Robinson ◽  
Freddy Nicholas ◽  
Tony Seimon
Keyword(s):  
Foreign Language ◽  
Theoretical Explanation ◽  
The Other ◽  
Control Group ◽  
Authentic Material ◽  
Instruction Time ◽  
Speaking Skill ◽  
Experimental Group ◽  
Better Than ◽  
Speaking Skills

AbstractThe study investigates the contribution of authentic material on developing speaking skills in EFL classrooms. Three groups of students were formed. All studied English at the High School. Participants were assigned to groups at random. No significant differences in speaking skills could be established between the groups prior to the experiment. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies and did exercises based on these tasks for developing speaking skills. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor. The second experimental group instead spent part of the time on English prosody instruction. The total instruction time was the same for all three groups, i.e. 20 hours. Students then took a posttest in speaking skills. The results showed that the second experimental group performed better than the other groups in developing speaking skills. These results have pedagogical implications for curriculum designers and all who are involved in EFL classrooms.Key words: English as a Foreign Language (EFL), Authentic Material, Speaking Skill

scholarly journals Pengaruh Metode Storytelling Berbantuan LCD Proyektor Terhadap Keterampilan Menyimak Dan Berbicara Peserta Didik SDN 64 Malaka Kabupaten Maros

2021 ◽  
Vol 1 (2) ◽  
pp. 51-57
Author(s):  
Hastuti Hastuti ◽  
Muhammad Yunus ◽  
Asdar Asdar
Keyword(s):  
Test Scores ◽  
Test Score ◽  
Story Telling ◽  
First Semester ◽  
School Year ◽  
Listening Skill ◽  
Post Test ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Speaking Skills

Penelitian ini bertujuan, untuk mengetahui: (1) pengaruh penerapan metode story telling berbantuan LCD proyektor terhadap keterampilan menyimak peserta didik SDN 64 Malaka Kabupaten Maros, (2) pengaruh penerapan metode story telling berbantuan LCD proyektor terhadap keterampilan berbicara peserta didik SDN 64 Malaka Maros, dan (3) pengaruh penerapan metode storytelling berbantuan LCD proyektor terhadap keterampilan menyimak, dan keterampilan berbicara secara terpadu peserta didik SDN 64 Malaka Kabupaten Maros. Subjek penelitian ini, adalah peserta didik kelas V SDN 64 Malaka semester I tahun ajaran 2020/2021 dengan jumlah peserta didik 19 orang yang terdiri atas 11 orang laki-laki dan 8 orang perempuan. Hasil penelitian menunjukkan bahwa,  metode story telling berbantuan proyektor dapat berpengaruh terhadap keterampilan menyimak, keterampilan berbicara, dan keterampilan menyimak dan berbicara secara terpadu. Hal ini dibuktikan,  dengan adanya nilai pos test pada peserta didik, nilai ketuntasan belajar nilai postest keterampilan menyimak 72,11% yang sebelumnya pada pelaksanaan pretest (tes awal) hanya sebesar 66,63%, nilai ketuntasan belajar nilai postest keterampilan berbicara 73,53% yang sebelumnya pada pelaksanaan pretest (tes awal) hanya sebesar 64,11%, nilai ketuntasan belajar nilai postest keterampilan menyimak dan berbicara secara terpadu 75,95% yang sebelumnya pada pelaksanaan pretest (tes awal) hanya sebesar 68,42%. Dengan demikian, metode story telling berbantuan LCD proyektor dapat berpengaruh terhadap nilai keterampilan menyimak, keterampilan berbicara, dan keterampilan menyimak, dan keterampilan berbicara secara terpadu. This study aims to determine:(1) the effect of the implementation of storytelling method assisted with LCD projectors on the listening skill of students in SDN 64 Malacca, Maros Regency, (2) the effect of the implementation of storytelling method assisted with LCD projectors on the speaking skill of students in SDN 64 Malacca, Maros Regency, and ( 3) the effect of the implementation of storytelling method assisted with LCD projectors on listening and speaking skills of students simultanously in SDN 64 Malaka, Maros Regency. The subjects of this studying were students in grade V SDN 64 Malacca in the first semester of 2020/2021 school year with 19 students consisting of 11 boys, and 8 girls. The results showed that the projector-assisted storytelling method can affect listening skill, speaking skill, and listening and speaking skills in an integrated manner. This is evidenced by the presence of post-test scores of students. Post-test score for listening skill was 72.11% while previously in the pre-test it was only 66.63%. Post-test score for speaking skill was 73.53% while previously in the pre-test it was only 64.11%. The posttest value of listening and speaking skills in an integrated manner was 75.95% while previously in the pretest it was only 68.42%. Thus, the LCD projector-assisted story telling method can affect the scores of listening skill, speaking skill, listening and speaking skills in an integrated manner.

Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students

2021 ◽  
pp. 163-182
Author(s):  
Amit Kauts ◽  
Monika
Keyword(s):  
Academic Achievement ◽  
Analysis Of Variance ◽  
Traditional Method ◽  
The Other ◽  
Primary Students ◽  
Control Group ◽  
Gain Scores ◽  
Achievement Gain ◽  
Experimental Group ◽  
Speaking Skills

The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.

scholarly journals [The Effect of Using The Thinking out Loud Strategy to Improve Speaking Skills I Have Arabic Language Learners in Malaysia] Athar istikhdam al-tafkir bi sawt ‘al fi tahsin maharat al-tahaddath lada muta‘allimi al-Lughah al-‘Arabiyyah fi Malizyya

2018 ◽  
Vol 18 (1) ◽  
pp. 71-93
Author(s):  
Siti Salwa Mohd Noor
Keyword(s):  
Language Learners ◽  
Traditional Method ◽  
Arabic Language ◽  
Control Group ◽  
Thinking Aloud ◽  
Speaking Test ◽  
Speaking Skill ◽  
Experimental Group ◽  
Speaking Skills ◽  
Thinking Out Loud

This study aimed to identify the effect of using thinking aloud strategy to improve speaking skill among learners of Arabic language in Malaysia. To achieve the objectives of the study, several Arabic language learners from University Sultan Zainal Abidin (UniSZA) in Malaysia have been chosen to participate in this study. The study sample consists of (30) students, they are then divided into two groups; the first experimental group consists of (15) students studied the Arabic language using the thinking aloud strategy, and the control group consists of (15) students studied using traditional method of teaching. A test has been used in this study; the test speaking skills (pre and post). Results of the study indicate significant differences at (α=0.05) due to the instruction strategy used in favour of those taught through thinking aloud strategy in the speaking test.   Keywords: Thinking Aloud Strategy, Speaking Skills, Arabic Learners.   تركز هذه الدّراسة على معرفة أثر استخدام استراتيجية التفكير بصوت عال في تحسين مهارات التحدث لدى متعلمي اللغة العربية في ماليزيا. ولتحقيق أهداف الدّراسة اختارت الباحثة متعلمي اللغة العربية في جامعة السلطان زين العابدين في ماليزيا ليكونوا ميدانًا لتجربة الدّراسة. وقد تكونت عينة الدّراسة من (30) طالبًا وطالبة، موزعين على مجموعتين؛ تكونت المجموعة الأولى من (15) طالبًا وطالبة درسوا مادة اللغة العربية باستخدام استراتيجية التفكير بصوت عال، وتكونت المجموعة الضابطة من (15) طالبًا وطالبة درسوا المادة بالطريقة الاعتيادية. واستخدمت الدّراسة اختبار مهارات التحدث (القبلي والبعدي). وقد أسفرت النتائج عن وجود فروق ذات دلالة إحصائية عند مستوى (α=0.05) لصالح المجموعة التجريبية التي استخدمت استراتيجية التفكير بصوت عال في اختبار مهارات التحدث.   كلمات مفتاحية: استرتيجية التفكير بصوت عال، مهارات التحدث، متعلمو اللغة العربية

scholarly journals Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

2021 ◽  
Vol 17 (2) ◽  
pp. 203
Author(s):  
Sheema Liza Idris ◽  
Puteri Rohani Megat-Abdul-Rahim ◽  
Zarinatun Ilyani Abdul Rahman ◽  
Mohamed Syafiq Ya Shaq ◽  
Nur Farhana Nasir
Keyword(s):  
Online Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Interactive Learning ◽  
Face To Face ◽  
Listening Skill ◽  
Information And Communication ◽  
Speaking Skill ◽  
Listening And Speaking

Abstract: Teaching and learning process is constantly transforming due to the ever-increasing globalization. In the educational sector the use of information and communication technology (ICT) is constantly changing due to the increasing trend in globalization. This has resulted in the change and transformation the facet of education in this 21st century. The various usage of technologies and other forms of learning materials that have been extensively used has created a medium where students able to be interactive because it is learner centred, and the environment of online learning is more open and flexible. However, several studies showed that students prefer traditional classroom more because they would prefer face-to-face communication with their instructor. Thus, this study intends to explore the perspective of learning listening and speaking using online among L2 learners. A total number of 102 university students at UiTM Perak Branch took part in this study. They were instructed to answer a set of questionnaires which was created using google document. From the findings the students reported that they do see the benefits of online learning. In addition, they found learning through this interactive medium as interesting and provide them space to progress at their own pace in learning. However, this does not portray students’ eagerness in which may be due to several factors.  This study is hoped to able to highlight the positive aspects of using online as an alternative to the traditional way of teaching listening and speaking.    Keywords: Interactive Learning, Listening Skill, Online Learning, Second language learners, Speaking Skill.

scholarly journals Teknik-teknik yang Fungsional dalam Memadukan Pembelajaran Keterampilan Berbahasa Lisan Bahasa Indonesia di Tingkat SLTP

2012 ◽  
Vol 9 (2) ◽  
Author(s):  
Emidar Emidar
Keyword(s):  
Junior High School ◽  
Role Playing ◽  
Story Retelling ◽  
Listening Skill ◽  
Practice Teaching ◽  
Speaking Skill ◽  
Integrated Practice ◽  
Teaching Learning ◽  
Spoken Language Skills ◽  
Listening And Speaking

The discussion of this paper is about simple and practical techniques of in integrating the teaching of Indonesian spoken language skills (listening and speaking) at Junior High School. The focus of teaching is developing speaking skill. The techniques are description technique, comprehension question, continuing story, series of story, retelling the story, guessing pictured story, giving clues and role playing. Keywords: speaking skill, listening skill, technique, integrated, practice, teaching learning process, Indonesian lesson

Becoming Tech Experts

2011 ◽  
pp. 225-240
Author(s):  
Catherine Schifter
Keyword(s):  
Elementary School ◽  
Middle Schools ◽  
Social Studies ◽  
Sixth Graders ◽  
School Experiences ◽  
The Other ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Grade Classroom ◽  
Mathematics And Science

As with fifth and sixth grades, the seventh grade classroom depends on whether the school is an elementary school or middle school. In many Kindergarten through eighth grade schools in Philadelphia, seventh graders have two different teachers rather than only one as with sixth graders. One teacher concentrates on literacy and social studies, while the other teacher takes on mathematics and science. These students cycle between two different classrooms. In contrast, students in middle schools may have a homeroom teacher, but they cycle through a number of different classrooms and teachers for each subject. Their school experiences are much different from those of students who only travel between two classrooms.

scholarly journals Consonant Cluster Acquisition by L2 Thai Speakers

2017 ◽  
Vol 10 (7) ◽  
pp. 216 ◽  
Author(s):  
Apichai Rungruang
Keyword(s):  
Second Language Acquisition ◽  
First Language ◽  
P Value ◽  
Consonant Cluster ◽  
Item Questionnaire ◽  
Listening Skill ◽  
Significant Difference ◽  
Second Year ◽  
Listening And Speaking ◽  
Speaking Skills

Attempts to account for consonant cluster acquisition are always made into two aspects. One is transfer of the first language (L1), and another is markedness effects on the developmental processes in second language acquisition. This study has continued these attempts by finding out how well Thai university students were able to perceive English onset and coda clusters when they were second year and fourth year students. This paper also aims to investigate Thai speakers’ opinions about their listening and speaking skills, and whether their course subjects enhanced their performance. To fulfil the first objective, a pretest and posttest were launched to measure how the 34 Thai participants were able to identify 40 onset and 120 coda clusters at different periods of time. The statistical findings show that even though their overall scores in the fourth year were higher than those in the second year, there was no statistically significant difference in both major types of clusters [t = -1.29; p value >0.05 in onsets; t = -0.28; p value >0.05 in codas]. The Thai participants performed slightly better in onset (84% / 86%) than in coda (70% / 71%). To complete the second objective of the study, a 24-item questionnaire was distributed to the participants. The responses indicated positive opinions about their listening and speaking skills and the English courses they took in a four-year study. However, they still had difficulty identifying some English consonant clusters even though those were widely used or found. Finally, most participants claimed that English Phonetics and Phonology Course was one of the significant course subjects instrumental in establishing their fundamental knowledge of how to pronounce English words and develop their listening skill as well.

Calculators and Instruction in Problem Solving in Grade 7

1987 ◽  
Vol 18 (3) ◽  
pp. 215-229
Author(s):  
Walter Szetela ◽  
Doug Super
Keyword(s):  
Problem Solving ◽  
The Other ◽  
Control Group ◽  
Seventh Grade ◽  
Special Training ◽  
School Year ◽  
Degree Of Satisfaction ◽  
Problem Solving Strategies ◽  
High Degree ◽  
Better Than

For an entire school year 24 seventh-grade classes were taught problem-solving strategies by teachers with special training. In 14 of the classes the instruction was supplemented by calculators. Each problem-solving group performed significantly (p<.05) better than a control group of 18 classes on two of five problem-solving tests. The calculator group scored significantly higher than the control group on attitude toward problem solving and as well as the other two groups on paper-and-pencil computation. Responses to a teacher questionnaire indicated a high degree of satisfaction with the program.

Seventh Graders’ Direct Experience with, and Feelings toward, Amphibians and Some Other Nonhuman Animals

2011 ◽  
Vol 19 (3) ◽  
pp. 225-247 ◽  
Author(s):  
Iztok Tomažič
Keyword(s):  
Factor Analysis ◽  
Animal Species ◽  
Companion Animals ◽  
The Other ◽  
Self Report ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Direct Experience ◽  
Time To Build ◽  
Nonhuman Animals

AbstractThis study investigated how seventh-grade students (11-12 years old) rate their fear of, and disgust toward, amphibians in comparison to some other nonhuman animal species. For the purpose of evaluating these variables, a questionnaire with open-ended and self-report questions was used. The study found that direct experience of animals significantly affects students’ self-reported fear and disgust ratings. Boys generally reported less fear and disgust toward animals than girls. With regard to amphibians, students expressed relatively high disgust, but low fear. There were no differences in disgust ratings between boys and girls. Also, a majority of students reported having no direct experience of amphibians, and their attitudes hovered between negative and neutral. Factor analysis placed amphibians in a category of disgust-relevant animals. The other two categories that emerged were interpreted as fear-relevant animals and companion animals. The study concluded that education should place greater importance on allowing students to experience a variety of different animal species directly in order to foster positive change in their feelings and attitudes toward them, and at the same time to build on their understanding of animals.

Sign in / Sign up

Export Citation Format

Share Document