Photovoice Implementation in Teaching English Guiding at English Study Program College of Foreign Language (STIBA) Saraswati Denpasar

2018 ◽  
Vol 1 (2) ◽  
pp. 86-95
Author(s):  
Gusti Ayu Putri
Keyword(s):  
Oral Communication ◽  
Teaching English ◽  
Study Program ◽  
Tour Guide ◽  
Speaking Assessment ◽  
Post Test ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
The Mean ◽  
Teaching Learning

Guiding is a branch of oral communication. In oral communication, guiding can be included as productive skill. English guiding is one of the academic lessons in the fourth semester. Being a tour guide is a very important job in tourism part. In many cases, the tour guide is a traveller's first impression of a foreign country. In other cases a tour guide may be responsible for teaching tourists about the culture and sites in a city or town. Improving students’ communicative skill is the goal of teaching English guiding, because the student can express themselves and know how to use language well. In the real situation in teaching guide process, lecturer cannot escape from reality. It occurs because there are some problems faced by the lecture and the student. The lecturer cannot make student pay attention; make the students’ lack of creativity in making interactive guiding topics, and engagement in whole teaching learning process. This research applied photovoice as a technique to increase the student’s ability in speaking English guiding. Photovoice is suitable technique in teaching speaking skill in English guiding because it gives student chance to communicate with different context and different social by photo as a learning media. This reviews were taken from Beverly Palibroda (2009) Photovoice implementation and Speaking Assessment from Brown Lavinson (2004). This research was conducted by three cycles such as: pre-test, cycle I and cycle II. In composing this research the writer used qualitative descriptive method by classroom action research (CAR).             The result of this research showed that the mean score in pre-test before implementing Photovoice clearly showed that the ability of the subject under study was relatively “ fairly satisfactory ” in the level of mastery of speaking rubric. There were increasing in cycle I after implementing Photovoice technique. The result of the data analysis of the reflection score in cycle I showed increasing the mean score of 7.11 It was higher than the result of pre-test. In the cycle II, which the treatment was more intensive in order of weakness of the students had been known. The result of the data anaysis of reflection or post-test in cycle II that the mean score was 8.18. The different between mean score in cycle I and II was 1.07. It showed that the student’s speaking guiding ability improved after the researcher applied the photovoice thecnique to the students.  

scholarly journals Improving the Students’ Speaking Skill Through Snakes and Ladders (Sl) on Second Semester Students of English Study Program at Stain Bengkalis

2020 ◽  
Vol 9 (1) ◽  
pp. 46
Author(s):  
Rini Fitria ◽  
Ervina Ervina
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Qualitative Data ◽  
Study Program ◽  
Know How ◽  
Interactive Model ◽  
Before And After ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning

The aim of the research was to describe the learning atmosphere during the implementation of “Snakes and Ladders” in teaching Speaking. Besides, the research was also designed to know how the improvement of the students’ Speaking skill during the implementation of “Snakes and Ladders”. This research was a classroom action research. The participants of this research were 27 second semester students of English Study Program at STAIN Bengkalis. This research was conducted in two cycles by following the procedure of action research, i.e. planning, implementing, observing, and reflecting. In collecting the data, the researcher used observation, questionnaire, and test. The lecturer was the researcher assisted by collaborator as observer. The questionnaire was given to the students before and after the implementation of “Snakes and Ladders”. The tests were in the form of pre-test, post-test 1 and post-test 2. The data were analyzed qualitatively and quantitatively. The qualitative data were analyzed using Interactive Model of Data Analysis as propounded by Matthew M. Miles and A.M. Huberman. The results of the research showed that the learning atmosphere also improved. The class became more active and confident. Furthermore, “Snakes and Ladders” was able to improve the students’ Speaking Skill. It was proven by the increase of the students’ mean score from 41.16 in pre-test to 46.21 in cycle 1, and 48.98 in cycle 2, although the results of the research were just a little bit improvement. It could be concluded that the use of “Snakes and Ladders” has proven to be an effective way in teaching-learning of Speaking Skill on Second Semester of English Study Program at STAIN Bengkalis.

scholarly journals Boosting students’ speaking ability through Community Language Learning

2018 ◽  
Vol 5 (2) ◽  
pp. 204-216
Author(s):  
Halimah Halimah
Keyword(s):  
Language Learning ◽  
English Education ◽  
Private University ◽  
Study Data ◽  
Study Program ◽  
Post Test ◽  
Minimum Score ◽  
The Mean ◽  
Teaching Learning ◽  
Community Language

This study was done to find out the effect of using the Community Language Learning (CLL) Method for teaching-learning speaking English with second semester students in the English Education Study Program at a private university in West Java in an effort to improve the English speaking skills of the students. This study used an action research method where the researcher was accompanied by an observer as a collaborator. Three cycles were done for this study. Data were gathered from observations, a questionnaire, interviews and tests. In the preliminary study, the mean score of the student’s speaking was 61. The percentage of students who passed the minimum criterion of 70 was 22% with only 6 out of 27 students passing the minimum score. The mean score from post-test 1 was 63 and only 7 students or 26% passed the minimum score. The mean score from post-test 2 was 76 and 89%, i.e. 24 students passed the minimum score. While from post-test 3 the mean score was 84 and all of the students (100%) passed the minimum score. Hence the results showed that the use of the CLL method was a success. The students enjoyed their lessons more, and were more motivated, interested and confident during the teaching-learning sessions.

scholarly journals THE EFFECTIVENESS OF DEBATE METHOD TO IMPROVE STUDENTS’ SPEAKING SKILL

2019 ◽  
Vol 11 (2) ◽  
pp. 210
Author(s):  
MUSFIRAH MUSFIRAH
Keyword(s):  
Experimental Design ◽  
Quantitative Method ◽  
Boarding School ◽  
Second Grade ◽  
Teaching English ◽  
Post Test ◽  
Speaking Skill ◽  
English Speaking ◽  
The Mean ◽  
Very High

This study presents research about the effectiveness of debate method to improve students’ speaking skill to the students of second grade of exact of MA in Islamic Boarding School Al-JunaidiyahBiru Bone. In conducting the study, the researcher used quantitative method because the researcher conducted the data in form of numbers. And the way collected data by using pre-experimental design with pre-test and post-test and questionnaire. The purpose of this method was to carry out an experiment whether teaching speaking by using debate method if effective to the students’ speaking skill or not.  After the data was collected and the result of the test was obtained to prove the hypothesis and to establish the validity, the researcher analyzed the value of t-observation. It was proved by the result of students’ test. The table showed that the mean score obtained by the students in the post-test (2.470) was greater than the mean score of the students in pre-test (1.529). The data of score of interest through questionnaire indicated that eight students or 47.058% whose score were in very high, seven students or 41.176% whose score were in high, two students or 11.764% whose score were in moderate. Debate method gave better result to improve the students’ speaking skill. In other words, debate method was effective and interesting to use in teaching English speaking.

scholarly journals The effectiveness of google classroom in teaching English during Covid-19 at SMA N 1 M. Payed

2021 ◽  
Vol 2 (1) ◽  
pp. 202
Author(s):  
Irma Dewi Isda ◽  
Imran Imran ◽  
Purwati Purwati ◽  
Rahmiati Rahmiati
Keyword(s):  
High School ◽  
Classroom Teaching ◽  
Teaching English ◽  
Significance Level ◽  
Classroom Effectiveness ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean

This research aimed to find out Google Classroom effectiveness, which was used to enhance students’ speaking skill. This research used a quasi-experimental with a pre-experimental research design. The subject of this study is the eleventh grade of senior high school at SMA N 1 M. Payed. It involved 25 students as a sample of this study. In the process of data collection, the researcher used a pre-test and post-test. The researcher analyzed the data using Wilcoxon Ranks Test to test the hypothesis. This study found the value of significance (2-tailed) was lower than the significance level (0.000 < 0.05), then the Ha was accepted. It means there was a significant value on students’ achievement of the speaking skill by using Google Classroom. Finding obtained of pretest 71,20 and posttest 78,16. In conclusion, the mean pretest and posttest scores differ significantly, or there is an effect of using google classroom enhancing students speaking skill at SMA N 1 Manyak Payed. However, it can be concluded that Google Classroom significantly affects students’ speaking skill and helps them finish and collect the assignment without any bound by time and space.Keywords: google classroom; teaching English; Covid-19

scholarly journals English Teaching Challenges at IAIN Kudus in Millennial Era

2020 ◽  
Vol 3 (1) ◽  
pp. 67
Author(s):  
Anisah Setyaningrum
Keyword(s):  
Specific Time ◽  
Teaching English ◽  
Study Program ◽  
English Teaching ◽  
Good Communication ◽  
Descriptive Research ◽  
The Third ◽  
Qualitative Descriptive ◽  
Teaching Learning ◽  
Teaching Challenges

<p>This study is a qualitative descriptive research which aimed at exploring the challenges and strategies in teaching English at IAIN Kudus in millennial era. The informants of this research were the English lecturers in IAIN Kudus and the third semester students of English Study Program Tarbiyah Faculty of IAIN Kudus. The result of this study showed that the English lecturers faced some challenges in teaching English at IAIN Kudus in Millennial era. The challenges were related to technology, personal behaviors, mentoring, and communication. In facing those challenges, the English lecturers applied some strategies such as determining the specific time in accessing technology during the class, determining the allowed and unallowed attitudes that can be done in the process of English teaching-learning, giving mentoring to the students, and creating good communication with the students.</p>

scholarly journals IMPROVING THE STUDENTS’ SPEAKING SKILLS THROUGH 5E LEARNING CYCLE MODEL AT THE TENTH GRADE STUDENTS OF SMA NEGERI 3 PINRANG

2019 ◽  
Vol 2 (2) ◽  
pp. 139-135
Author(s):  
Hasnidar Hasnidar ◽  
Nurhamdah Nurhamdah ◽  
Ismail Ismail
Keyword(s):  
Test Score ◽  
Research Problem ◽  
Learning Cycle ◽  
Cycle Model ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Teaching Learning ◽  
Speaking Skills

This study was aimed to see the Improving Speaking Skill at SMA Negeri 3 Pinrang. The objective of this research is to get the empirical data of the differences between students’ score of speaking test who were taught by using 5E learning cycle model and to know how 5E learning cycle model in teaching speaking. The research problem this study was “can 5e learning cycle model improve the speaking skills”.The research method used in this research was pre-experimental with one group design. The data was collected through pretest and posttest. It aimed to know whether  5E  learning  cycle  model  in  teaching  speaking  can  improve  students’ speaking skill.The population of this research consist of 280 students and the sample of the research X IS 3 that consist of 35 students.The finding revealed that 5E learning cycle model able to imropve students’ speaking skills; it can be seen from the students score pre-test and post-test. the mean score of the pre-test score of the class was  1.48 and the mean score of the post-test score in class was 1.98. It means that teaching-learning by using 5E learning cycle model can be improved students’ speaking skills.

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Author(s):  
Falguni P. Desai
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Vol 3 (4) ◽  
Author(s):  
Falguni P. Desai ◽  
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Author(s):  
Falguni P. Desai
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

Applying Circle Game to Enhance Students’ Speaking Skill

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Putri Denaya Side Ayu ◽  
Heri Hidayatullah ◽  
Sri Ariani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Active Involvement ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Speaking Skills

This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.

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