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 USING ENGLISH MOVIE TO ENHANCE STUDENTS INTEREST IN SPEAKING SKILL AT SMAN 1 GALIS PAMEKASAN

2020 ◽  
Vol 5 (1) ◽  
pp. 62-73
Author(s):  
Wildona Zumam ◽  
Fujiono
Keyword(s):  
English Language ◽  
Learning Strategy ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Media ◽  
The Subject ◽  
Class Room ◽  
Teaching Learning ◽  
Speaking Skills

English movie is one of the media for teaching Learning process, it can make the students interest and also evoke the imagination of the students, so that the students have the idea to explore about their mind and they will convey in English Language. This study is aimed at explaining the implementation of Using English movies to enhance speaking skills. The method of the research is Class Room action Research. The subject of the research was Tenth-grade SMAN 1 Galis Pamekasan Madura. The data collection techniques were observation, interview, pre-test and post-test. The research finding showed that problem- based learning strategy spent a good result of English movies in teaching-learning speaking skills in the English language. Based on the result of this study, it is recommended that English Movies as media to enhance speaking skills. Key Words : Enhance , speaking skill , English Movie

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.

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 Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study

2021 ◽  
Vol 12 (12) ◽  
pp. 44-49
Author(s):  
Appandraj S ◽  
Sivagamasundari V ◽  
Varatharajan Sakthivadivel
Keyword(s):  
Observational Study ◽  
Test Score ◽  
Prospective Observational Study ◽  
Coronary Syndrome ◽  
Post Test ◽  
Jigsaw Method ◽  
The Mean ◽  
The Difference ◽  
Didactic Lecture ◽  
Teaching Learning

Background: The Jigsaw method is a form of cooperative learning, in which students are actively involved in the teaching-learning process that improves the long-term retention of acquired knowledge. Aims and Objectives: The objective of this study was to assess the knowledge acquired by students using the Jigsaw learning method in Internal Medicine. Materials and Methods: A prospective observational study was conducted with 100 students. The acute coronary syndrome was taken for 1 h as a didactic lecture, and a pre-test was conducted. The students were divided into five groups and were put for the intervention “Jigsaw.” The pre- and post-test were conducted, and feedback was collected from the students. Paired t-test was used to perform analysis of pre- and post-test. Feedback evaluation was done by a 5-point Liker scale. P<0.05 was considered statistically significant, and the data were analyzed using CoGuide software. Results: The mean pre-test score was 8.44 ± 2.33 ranged (3–14) and the mean post-test score was 11.03 ± 2.07 (ranged 6–15). The difference of 2.39 (95% CI: 2.19–2.59) increase in marks post-test after the Jigsaw method was statistically significant (P<0.001). The satisfaction level was 50–55% on the Likert scale based on the questionnaire given. There was a significant improvement in the post-test scores of the students after Jigsaw. Conclusion: The Jigsaw method improved knowledge in the short-term by engaging students in group work and motivation to learn. Overall response based on the questionnaire about the Jigsaw method was positive.

scholarly journals The Effect Of Pow-Tega As Interactive Technique To Improve Students’ Speaking Ability At Senior High School Student

2021 ◽  
Vol 12 (4) ◽  
pp. 625-630
Author(s):  
Netty Huzniati Andas, Et. al.
Keyword(s):  
Classroom Environment ◽  
Test Score ◽  
Video Recording ◽  
Experimental Studies ◽  
Teaching Technique ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Significant Stage ◽  
The Impact

Speaking is the art of conveying ideas and feelings by generating and sharing meaning through oral contact. Pow-Tega is a speaking skill teaching technique that combines a power teaching technique with a game to allow students to practice their speaking skills. Students' focus and excitement in speaking are developed using the power teaching technique. Students were inspired to study while playing the game because the classroom environment was more colorful. Researchers used a quantitative method by assigning pre-experimental studies with one group pre-test and post-test to determine the impact of the Pow-Tega technique on students' speaking performance. This study included 33 students as participants. The researchers used a spoken test and video recording to gather data. Before beginning treatment, researchers gave all of the samples a pre-test, then began treatment by using the Pow-Tega Technique for six meetings, and eventually, researchers gave all of the samples a post-test. The results revealed that the mean post-test score (3,93) was higher than the pre-test score (3,39). Furthermore, at the significant stage of 0,05 and degree of freedom -19, the ttest (6,75) was higher than the ttable (2.093). H0  has been  refused, while H1 has been accepted. That means there was a significant effect of students’ speaking ability after they were taught by using Pow-Tega.

scholarly journals The Effect of Using Guessing Game Media Themed Local Tourism on Students’ Achievement in Writing Narrative Text

2021 ◽  
Vol 4 (1) ◽  
pp. 1178-1185
Author(s):  
Irma Khoirot Daulay ◽  
Kristina Br. Hasugian
Keyword(s):  
Experimental Design ◽  
Conventional Method ◽  
Test Score ◽  
T Test ◽  
Narrative Text ◽  
Teaching Writing ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance

The research was conducted to discover the effect of using guessing game media themed local tourism on students’ achievement in writing narrative text. The research was conducted to the grade tenth students of SMA GKPI PAMEN. This research used experimental design. To collect the data 2 classes get involved. There are X-1 as the experimental class that taught by using the guessing game media and X-2 as the control class that taught using the conventional method. The students consist of 30 students. In experimental class, the mean score for the pre-test was 45,46 and the score of post-test was 81,4. In control class, the mean of pre-test score was 46,5 and the post-test was 73,06. The analysis of the t-test showed that tscore > ttable or 3,53 > 1,672 at the level of significance 0,05 with the degree of freedom (df) 58. The alternative hypothesisi (Ha) is accepted. It point out that using guessing media themed local tourism is effective in teaching writing narrative text for the tenth grade students of SMA GKPI PAMEN.

scholarly journals IMPROVING SPEAKING SKILLS THROUGH SMALL GROUP DISCUSSION AT ELEVENTH GRADE STUDENTS OF SMA PLUS MUNIRUL ARIFIN NW PRAYA

2020 ◽  
Vol 7 (1) ◽  
pp. 68
Author(s):  
Lalu Bohari
Keyword(s):  
Small Group ◽  
Alternative Hypothesis ◽  
Group Discussion ◽  
T Test ◽  
Small Group Discussion ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Academic Year ◽  
Speaking Skills

This study was aimed at finding the effect of small group discussion in improving speaking skills at the seventh year students of SMA Plus NW. This research was conducted as quasi-experiment using a quantitative approach with One-Group Pretest-Posttest design. The population of the research was the eleventh-grade students of SMA Plus Munirul Arifin NW Praya in academic year 2018/2019. Each class consists of 28 students. The total population was 95 students. In this study, the researcher took one class as a sample. The class was eleventh Grade of MIPA 1 consisting of 28 students as the experiment. The researcher gave treatment to the experimental group and it used Small Group Discussion as the treatment of teaching speaking. The purpose of using the Small Group Discussion was to give new inspiration that can be applied in teaching speaking. Referring to the result pre-test and post-test showed that the sig (2 tailed) > 0.05, it means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. So the use of Small Group Discussion in teaching speaking is effective. The value of t-test was higher than the t-value of t-table (t-test 8.5148 > t-table 2.006). It showed that teaching speaking using small group discussion has a positive effect to improve students' speaking skill. Besides that, the result of the mean of post-test was higher than the mean of pre-test (M2 = 18.43 > M1 = 14.25). It means that teaching speaking by using small group discussion was more effective than teaching speaking without using small group discussion. In addition, small group discussion can improve students' speaking skill in the eleventh-grade students of SMA Plus Munirul Arifin NW Praya.

The Use of Whole Brain Teaching Method in Improving Students’ Speaking Ability

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Trisilia Devana
Keyword(s):  
Statistical Analysis ◽  
Teaching Method ◽  
Whole Brain ◽  
Significance Level ◽  
Speaking Test ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Whole Brain Teaching

The objective of this research was to find out the improvement of students’ speaking skill teaching through Whole Brain Teaching method. The design used in this research was pre experimental. The population of this research was at the tenth grade students of SMK Negeri 2 OKU and the sample were which consisted of 36 students. The researcher used purposive sampling in taking the samples. The pre-test and post-test were used as the techniques for collecting the data. Instrument in this research was an oral speaking test. Based on the result of the pre- test, the mean score of the pre-test was 56.28. The result of the post-test the mean score was 68.89. Based on the statistical analysis, the researcher found that the value of Sig.= 0,000 less than the value of Significance level (a=0,05 and df = 35). It means that  there was significantly improvement in teaching speaking by Whole Brain Teaching method at the the tenth grade students of SMK Negeri 2 OKU. 

scholarly journals Using Communicative Games in Improving Students’ Speaking Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 63 ◽  
Author(s):  
Ratna Sari Dewi ◽  
Ummi Kultsum ◽  
Ari Armadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Teachers And Students ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Speaking Skills

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

scholarly journals Improving Students’ Speaking Skill by Using Animation video”. (An experimental study at the second year students of SMPN 1 Muara Tiga)

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Farizawati Farizawati
Keyword(s):  
Test Score ◽  
Total Sample ◽  
T Test ◽  
Difference Score ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Class Iib ◽  
Level Of Significance ◽  
And Control

Speaking is an activity that has speaker, listener and also topic, problem and story. Animation Video is a film created by using a picture motion. Many of students interest with the video or film to disappear boring in studying. This study is aim to find that if the application of Animation Video will give better result on students’ speaking skill. The population are all of students of SMP N I Muara Tiga that consist of 208 students. The writer took two classes as the sample. There were class IIa as an Experimental class and class IIb as a Control class which each of class consists of 18 students and total sample of the students were 36. To obtain the data, the writer gave pre-test and post-test as the instrument. The result showed that the significant different between the students’ score in experimental class and control class. It could be seen from the result of mean of different for each of class in which the mean of difference score in experimental class was 26,38 while the mean of difference score in control class was 11,38. It showed the mean of difference score in experimental class was higher than the control class (26,38 > 11,38). It also could be seen from the result of the t-test score. The result of t-test score in the experimental class was 11,63 while the result of t-test score in control class was 3,44. It showed the t-test score on the experimental class was higher than control class (11,63 > 3,44). Meanwhile, the result of t-table with the level of significance with Df (ɑ) 5% (0,05) was 2,03. It indicated that the t-test score (to) of both of the experimental class and control class was higher than t-table (tt). there are : (11,63 > 2,09) and (3,44 > 2,09). Because of to higher than tt, it concluded that Ha was accepted and Ho was rejected. Key words : Speaking, Animation Video

Sign in / Sign up

Export Citation Format

Share Document