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Journal articles on the topic 'Pronunciation rubric'
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1
Aksakallı, Canan, and Oktay Yağız. "The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation." GIST – Education and Learning Research Journal 20 (June 11, 2020): 7–31. http://dx.doi.org/10.26817/16925777.712.
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This study aimed at investigating EFL pre-service teachers’ attitudes toward pronunciation and pronunciation teaching. Another purpose was to explore the outcomes of pronunciation instruction on EFL pre-service teachers’ phonological development and based on the findings to provide suggestions taking learners’ pedagogical needs into consideration. The study was conducted using a quantitative research design method. 107 EFL pre-service teachers participated in the study. The quantitative instruments were Pronunciation Attitude Inventory, pre and post period of the intervention. During one term, the researcher provided EFL pre-service teachers with pronunciation instruction focusing on segmental and suprasegmental features in English pronunciation. Pre- and post-tests were used to measure to what extent language learners improved their pronunciation in English using a reading passage and participants’ performances were recorded through a tape recorder. The administration of the inventory took place at the end of the semester and the participants were asked to read and respond the whole inventory in 15 minutes. After completing data collection process, two native speakers of English as the raters of the study rated all the participants’ pre-test and post-test performances one by one. A pronunciation rubric which involves 5 categories including vowels, consonants, intonation, word-stress and comprehensibility was used in order to assess learners’ performances. The results revealed that the participants had generally positive attitudes toward pronunciation. Similarly, it was found that pronunciation instruction improved the participants’ pronunciation at the segmental and suprasegmental levels as well as their comprehensibility.
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Ma, Rui, Lynn E. Henrichsen, Troy L. Cox, and Mark W. Tanner. "Pronunciation’s role in English speaking-proficiency ratings." Journal of Second Language Pronunciation 4, no. 1 (May 31, 2018): 73–102. http://dx.doi.org/10.1075/jslp.00004.ma.
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Abstract Although pronunciation is an integral part of speaking, the role pronunciation plays in determining speaking-proficiency levels is unclear (Higgs & Clifford, 1982; Kang, 2013). To contribute to our understanding of this area, the research reported here investigated the relationship between English as a Second Language (ESL) learners’ pronunciation ability and their speaking-proficiency ratings. At an intensive English program (IEP) in the United States, a speaking test was administered to 223 ESL students. Their speaking proficiency was rated using an oral proficiency assessment based on standardized guidelines. In addition, their pronunciation was rated in six categories (vowels, consonants, word stress, sentence stress, intonation, and rhythm) by 11 raters using a rubric specifically developed and validated for this study. Many-Facet Rasch Measurement (MFRM) was used to estimate the students’ pronunciation ability, which was then compared to their speaking ability. The study found that sentence stress, rhythm, and intonation accounted for 41% of the variance in the speaking-proficiency test scores with sentence stress being the most powerful factor.
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Saadah, Fatihatus, and Havid Ardi. "The Analysis of Students’ Pronunciation Error on English Diphthong Made by Fifth Semester of English Language Education Program Universitas Negeri Padang." Journal of English Language Teaching 9, no. 1 (March 8, 2020): 188. http://dx.doi.org/10.24036/jelt.v9i1.107829.
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This study aims to determine students’ pronunciation error in pronouncing English diphthong sounds made by students of English language Program Universitas Negeri Padang. This research is descriptive quantitative with 219 population. The sample of this study was 25 students chosen by various origin who were selected by using purposive sampling technique. The data were collected through pronunciation test and analyzed by using formula and the rubric score, while the students’ recordings were transcribed. The finding of this research showed that ability of students in pronouncing diphthong were fair (60.00%), good (24.00%), poor (12.00%) and very good only one students (2.00%). Therefore, it can be concluded that there are eight kinds of diphthong pronunciation error and various result of students’ ability. As the result, students need to practice more in pronouncing diphthong in order to improve their ability.
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Eksi, Gonca Yangin, and Sabahattin Yesilcinar. "An Investigation of the Effectiveness of Online Text-to-Speech Tools in Improving EFL Teacher Trainees’ Pronunciation." English Language Teaching 9, no. 2 (January 19, 2016): 205. http://dx.doi.org/10.5539/elt.v9n2p205.
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<p>Given the limited time for instruction in the classroom, pronunciation often ends up as the most neglected aspect of language teaching. However, in cases when the learner’s pronunciation is expected to be good or native-like, as is expected of language teacher trainees, out-of-class self-study options become prominent. This study aimed to investigate the effectiveness of online text-to-speech tools used by EFL teacher trainees when preparing for an oral achievement test. The study was conducted with 43 junior year teacher trainees at a large state university in Turkey. A pre- and post-test experimental design was used. Both qualitative and quantitative data were collected through a questionnaire to explore the trainees’ opinions related to pronunciation and their practices to improve this, a post reflection questionnaire for the effectiveness of the procedure, and a speaking rubric to evaluate the oral presentations of the trainees. The results indicate that the trainees perceived a native-like accent as a measure of being a good language teacher. It was also revealed that text-to-speech websites are effective self-study tools in improving trainees’ pronunciation.</p>
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Juita, Erlinna. "SPEAKING ASSESSMENT FOR STUDENTS OF MEDICAL LABORATORY TECHNOLOGY." Journey (Journal of English Language and Pedagogy) 4, no. 1 (March 29, 2021): 1–10. http://dx.doi.org/10.33503/journey.v4i1.1227.
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Despite the fact that English is adopted as compulsory subject in higher education and extended period of learning, students still have low proficiency level. Thus, studies on students’ proficiency level need to be conducted for an effectively designed classroom activities. The purpose of this study was to assess students’ speaking skills to obtain a comprehensive review. The population of this study was students of Akademi Kesehatan John Paul II Pekanbaru. The instrument of this study was rubric assessment with four aspects assessed: grammar, vocabulary, fluency, and pronunciation. The average speaking performance was 2.25 in satisfactory level. The lowest result was grammar with the average score of 2.56 in satisfactory category, whereas the highest result was pronunciation, 3.08, good category. The results of vocabulary and fluency were 2.79 and 2.82 in satisfactory level. In conclusion, students’ speaking performances were still in satisfactory level. Improvements were needed in grammar, vocabulary and fluency
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Sandoval Zapata, Marcos Marcelo, and Claudio Díaz Larenas. "Podcast-based lessons: a useful tool to improve university students’ descriptive oral skills." Revista Comunicación 29, no. 1-2020 (June 30, 2020): 52–68. http://dx.doi.org/10.18845/rc.v29i1-2020.5260.
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This article aims to analyze the impact of using podcast-based lessons in order to improve descriptive oral skills in a cohort of Chilean tertiary education students. The participants underwent four synchronous podcasting sessions in which feedback was provided using an eight-criteria analytic rubric. At the end of the intervention, a focus group was conducted, in order to collect the participants’ perceptions on the new methodology. Their responses evidenced that this methodology was a valuable complement to their EFL classes, being pronunciation and fluency the criteria they perceived as the most benefitted.
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Binawati, Ariesa Restianti, Bachtiar S. Bachri, and Fajar Arianto. "EFFECTIVENESS OF COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH MODEL IN CHINESE LANGUAGE LEARNING." Akademika 9, no. 02 (November 30, 2020): 65–71. http://dx.doi.org/10.34005/akademika.v9i02.940.
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Pronunciations of Chinese that are different from Indonesian pronunciation make beginner learners feel difficult and the need for companions in learning Mandarin. Spelling mistakes make meaning mistakes in Chinese. This requires a language learning model. The Cognitive Academic Language Learning Approach(CALLA) model is a language learning model for the development of foreign language skills according to native speakers. So the CALLA model is used for learning Chinese in order to practice self-directed learning and Mandarin phonetics. This study aims to determine the effectiveness of the CALLA model in Chinese learning in 10th grade. The research method used was a quasi-experimental study in 10th grade with data collection in the form of a response questionnaire to assess learning independence and a performance assessment rubric to assess Mandarin phonetics and then analyzed by using the independent sample t-test. The results of t-test are 0.00<0.05 in phonrtic aspect and 0.014<0.05 in self-directed learning. This suggests that the Cognitive Academic Language Learning Approach Model is effectively used ini the 10th grade Mandarin learning in the phonetics and self-directed learning aspect.
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Fauzi, Adin. "The In-Class Flip Model In Teaching Speaking: Improving Elementary Students’ Skill And Learning Process." Indonesian Journal Of Educational Research and Review 3, no. 2 (July 12, 2020): 64. http://dx.doi.org/10.23887/ijerr.v3i2.26600.
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This study aimed to enhance the students’ speaking skill and the learning process of speaking by implementing the in-class flip model. The participants of this classroom action research were grade V students of an Islamic elementary school. There were six students who participated in this study. This study was conducted in one cycle consisting of two meetings. The data were collected through observation, interview, and rubric. The findings indicate that the students’ speaking skill improve after learning in the in-class flip model. Before this study, the students struggled with speaking. At the end of this study, the students perform better in speaking in the aspects of vocabulary, pronunciation, and structure. The learning process is student-centered thanks to group activities. The students are also more active, motivated, responsible, and cooperative during the learning process. This study concludes that the in-class flip model is effective to teach English to young learners.
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Werdiningsih, Indah. "The Use of Debate Method to Improve Students’ Speaking Skill." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (October 18, 2018): 13. http://dx.doi.org/10.30587/jetlal.v2i2.623.
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Speaking is a crucial part of the language learning process. However, many students find speaking as one of the most difficult skills in English. Therefore, the researcher wants to improve the students’ speaking ability through the suitable teaching method, in this case the debate. The objective of this research referring to the research problem is to find out how the debate method can improve speaking ability. Based on the research problem and the relevant theory, the hypothesis of this research is described as follows: Debate method improves the speaking ability of the fifth semester students of Universitas Muhammadiyah Jember in the 2017 / 2018 academic year by developing their activeness in expressing oral argument logically in a systematic way. The design of this research is classroom action research. The research subject is the fifth semester class consisting of 34 students. Test and observation are used to obtain the data. The data collection involved a number of instruments namely Test of Speaking English and Speaking Rubric. It was then evaluated by using speaking rubric covering fluency, pronunciation, vocabulary and grammar. Debate method improves the students’ speaking ability in two cycles from M = 61.84 in Cycle 1 to M = 70.34 in Cycle 2 and the percentage of students scored (E = 66.67%) in Cycle 1 to (E = 83.34%) in Cycle 2. The observation result from 56.15% students’ activeness in Cycle 1 to 85.29% students’ activeness in Cycle 2. Based on the data above, there was significant impact of Cycle 2 implementation on the students’ speaking ability. It can be concluded that debate method is able to improve the students’ speaking ability.
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Zhang, Liu, Chao Shu, Jin Guo, Hanyi Zhang, Cheng Xie, and Qing Liu. "Generative Adversarial Network-Based Neural Audio Caption Model for Oral Evaluation." Electronics 9, no. 3 (March 3, 2020): 424. http://dx.doi.org/10.3390/electronics9030424.
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Oral evaluation is one of the most critical processes in children’s language learning. Traditionally, the Scoring Rubric is widely used in oral evaluation for providing a ranking score by assessing word accuracy, phoneme accuracy, fluency, and accent position of a tester. In recent years, by the emerging demands of the market, oral evaluation requires not only providing a single score from pronunciation but also in-depth, meaning comments based on content, context, logic, and understanding. However, the Scoring Rubric requires massive human work (oral evaluation experts) to provide such deep meaning comments. It is considered uneconomical and inefficient in the current market. Therefore, this paper proposes an automated expert comment generation approach for oral evaluation. The approach first extracts the oral features from the children’s audio as well as the text features from the corresponding expert comments. Then, a Gated Recurrent Unit (GRU) is applied to encode the oral features into the model. Afterwards, a Long Short-Term Memory (LSTM) model is applied to train the mappings between oral features and text features and generate expert comments for the new coming oral audio. Finally, a Generative Adversarial Network (GAN) is combined to improve the quality of the generated comments. It generates pseudo-comments to train the discriminator to recognize the human-like comments. The proposed approach is evaluated in a real-world audio dataset (children oral audio) collected by our collaborative company. The proposed approach is also integrated into a commercial application to generate expert comments for children’s oral evaluation. The experimental results and the lessons learned from real-world applications show that the proposed approach is effective for providing meaningful comments for oral evaluation.
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Werdiningsih, Indah. "The Use of Identity Card to Improve Students’ Speaking Skill." ELLITE: Journal of English Language, Literature, and Teaching 2, no. 2 (December 12, 2017): 78–83. http://dx.doi.org/10.32528/ellite.v2i2.1506.
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The study aimes to describe how a communicative activity through the useof identity card influences speaking skills of junior high schools students inBondowoso. Classroom Action Research (CAR) was implemented using a modelby Elliot to the first graders; 10 males and 15 females. It was done in two cycles;each of which consisted of two meetings. The researcher used collaborativeaction research with some of the English teachers. The data collection involvedTest of Speaking English and Speaking Rubric which evaluated fluency,pronunciation, vocabulary, and grammar. The finding showed the mean scoreof pretest reached 67.8 and that of posttest reached up to 70.2, resulting in asignificant improvement of 42 % in posttest 1 and 64% in posttest 2. Therefore,the criteria of success was achieved, indicated by the improvement of students’active participation, confidence and their fluency positively in speaking inpeer-interaction and discussion through the contents of Identity Card beforepracticing in front of the class. Hereby proposed some suggestions addressedto teachers and other researchers who wish to pursue related topics in futureresearch, concerning the importance of communicative activities using IdentityCard that can improve students’ enthusiasm and motivation.
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Smith, Adam D. "EARLY CHINESE MANUSCRIPT WRITINGS FOR THE NAME OF THE SAGE EMPEROR SHUN 舜, AND THE LEGACY OF WARRING STATES-PERIOD ORTHOGRAPHIC VARIATION IN EARLY CHINESE RECEIVED TEXTS." Early China 40 (2017): 63–88. http://dx.doi.org/10.1017/eac.2017.12.
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AbstractThe graph used to write the name of the mythical emperor Shun 舜 in received texts is a puzzling one. It is not obvious that any component in the graph, as it appears today, is semantically motivated, nor is there any element well suited to representing the name Shun phonetically. Texts like theShuowen jiezi說文解字 preserve an alternate writing of the name under the rubric “guwen古文,” but this too is hard to analyze in terms of the semantic and phonological motivation of the graph components. Without a clear understanding of why the name Shun is written the way it is, a reliable reconstruction of its Old Chinese pronunciation is difficult, and many of the graphic and phonological associations with “Shun” and related words made by early Chinese script, texts, and commentaries would be opaque.A graph that is clearly writing the name Shun, seen for the first time in two of the Warring States-period manuscripts from Guodian 郭店, partially resolved these difficulties, and in particular the question of the phonological spelling of the name. This in turn allows a series of interesting textual problems to be resolved. This article presents a selection of these, and discusses their implications for the history of the Chinese script and for textual transmission.
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Kolnel, Oktaria Mbeni Haba, and Juniriang Zendrato. "PENERAPAN METODE BERMAIN PERAN UNTUK MENINGKATKAN KETERAMPILAN BERBICARA SISWA KELAS I PADA PELAJARAN BAHASA INDONESIA SEKOLAH DASAR XYZ GUNUNGSITOLI, NIAS [IMPLEMENTATION OF THE ROLE PLAYING METHOD TO IMPROVE GRADE 1 STUDENTS’ SPEAKING SKILLS IN AN INDONESIAN LANGUAGE LESSON AT PRIMARY SCHOOL XYZ GUNUNGSITOLI, NIAS]." Polyglot: Jurnal Ilmiah 15, no. 2 (August 24, 2019): 333. http://dx.doi.org/10.19166/pji.v15i2.1058.
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<p>Speaking skills need to be taught to students from an early age. These skills affect students’ ability to communicate in society. The purpose of this study is to improve students’ speaking skills by using the role playing method. Hopefully, through this learning method, students can improve their speaking skills according to aspects in oral communication. The research method used was Classroom Action Research (CAR) which was conducted in two cycles. The subjects of this research were 33 students in grade 1 XYZ Elementary School Gunungsitoli, Nias. The research was carried out from August until November 2017. The instruments used in the research were the following: class teacher and peer teacher observation sheets, speaking skills rubric sheets, students’ questionnaire sheets, and researcher’s reflection journal. The collected data was analyzed quantitatively and qualitatively. The conclusion is that the role playing method can improve students’ speaking skills including aspects of pronunciation (87.87%), tone/intonation (87.12%), fluency (87.87%), and self-confidence (80.30%). The steps of the role playing method that can improve students’ speaking skills are as follows: 1) preparing the scenario, 2) explaining the targeted competency, 3) providing the place, time, and tools to be used, 4) dividing participants into groups, 5) assigning the roles, 6) practicing the role playing, 7) doing the assessment, and 8) evaluating.</p><p class="abstrak"><strong>BAHASA INDONESIA ABSTRAK: </strong>Keterampilan berbicara perlu dilatihkan kepada siswa sejak usia dini. Keterampilan ini berdampak pada komunikasi siswa dalam kehidupan bermasyarakat. Tujuan penelitian ini adalah meningkatkan keterampilan berbicara siswa dengan menggunakan metode bermain peran. Harapannya, melalui metode pembelajaran ini, siswa dapat memaksimalkan keterampilan berbicaranya sesuai aspek-aspek dalam komunikasi lisan. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek penelitian ini adalah 33 siswa kelas I Sekolah Dasar XYZ Gunungsitoli, Nias. Penelitian ini diadakan pada Agustus sampai dengan November 2017. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi guru kelas dan guru sejawat, rubrik keterampilan berbicara, lembar angket siswa, dan jurnal refleksi peneliti. Data yang didapat kemudian diolah secara kualitatif dan kuantitatif. Kesimpulan dari penelitian ini adalah metode bermain peran dapat meningkatkan keterampilan berbicara siswa yang meliputi aspek pelafalan (87,87%), nada/intonasi (87,12%), kelancaran (87,87%), dan rasa percaya diri (80,30%). Adapun langkah-langkah metode berperan yang dapat meningkatkan keterampilan berbicara adalah sebagai berikut: 1) menyiapkan skenario, 2) menjelaskan kompetensi yang ingin dicapai, 3) menyediakan tempat, waktu, dan alat yang akan digunakan, 4) membagi peserta dalam kelompok, 5) menetapkan peran, 6) berlatih bermain peran, 7) melakukan penilaian, dan 8) mengevaluasi.</p>
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Rizal, Syamsul, and Azhari Fathurrohman. "The Use Of Video To Improve The Speaking Skill Of The First Semester Students Of Pgmi Program Of Hamzanwadi Islamic Institute (Iaih) NW AT Pancor." Jurnal Penelitian Tarbawi: Pendidikan Islam dan Isu-Isu Sosial 5, no. 1 (February 24, 2020): 32–43. http://dx.doi.org/10.37216/tarbawi.v5i1.256.
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The teaching of English as a Foreign Language (EFL) speaking is necessary for university students to have basic skills of oral communication. Using teaching media in the teaching of EFL speaking might be beneficial to help students improve their speaking skills. As teaching media, video can offer audio and visual model of target language as complete stimuli. The aim of this research was to investigate the use of video as teaching media to improve the speaking skill of the first semester students of PGMI program of IAIH NW at Pancor. Based on the data of preliminary study, it was found that the students encountered many problems in their speaking class such as; the students had low motivation and reticence to speak, poor grammar and vocabulary, and had some errors in pronunciation.
With regard to the problem, this classroom action research was conducted to solve those problems occurring in the speaking class. This research was a collaborative action research in which a collaborator assisted the researcher to collect the data using speaking scoring rubric, questionnaire and field notes. This research was conducted in two cycles focusing on the improvement of the students’ speaking performance and their positive attitude to the implementation of the use of video as teaching media in the speaking class.
After the implementation of the use of video as teaching media in the speaking class for two cycles, it revealed that the use of video could improve the students’ speaking performance and give them positive attitude to the implementation activities. The findings showed that the average score of the students’ speaking performance could achieve 85.11 from the determined score 75. In addition, it was also found that 84.13 % of the students had positive attitude to the implementation of the use of video in the speaking class.
The implementation of the use of video as teaching media in speaking class can cover a procedure of three main phases: The first phase is pre-viewing, the second phase is whilst-viewing, and the third phase is post-viewing.
Based on the findings, it is concluded that the use of video as teaching media can be one of the solutions to improve not only the students’ speaking skills but also the their’ positive attitude in the teaching of speaking. Therefore, English teachers are suggested to use the video as teaching media to teach their students in speaking class and it is also possible to teach other language skills or components.
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Perls, Fritz. "Resolution (La risoluzione)." QUADERNI DI GESTALT, no. 2 (April 2013): 93–98. http://dx.doi.org/10.3280/gest2012-002007.
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In questa rubrica viene presentato un articolo di Fritz Perls, che č stato pronunciato come discorso all'Ospedale Statale di Mendocino, in California, nel 1959. In questo saggio Perls cerca di condurci dal gioco degli opposti - centrale nel lavoro gestaltico - all'unitŕ della loro risoluzione, all'altra faccia della medaglia: l'unitŕ al posto della divisione. Perls parla della sua idea di creare in psicologia una "teoria unificata del campo", della "consapevolezza universale", del "punto zero dell'indifferenza", del Taosimo e, alla fine, del "conflitto creativo".
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Cabrera-Solano, Paola. "The Use of Digital Portfolios to Enhance English as a Foreign Language Speaking Skills in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 24 (December 22, 2020): 159. http://dx.doi.org/10.3991/ijet.v15i24.15103.
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The purpose of this study is to analyze the use of digital portfolios to enhance EFL (English as a Foreign Language) speaking skills in English-major under-graduate students at Universidad Tecnica Particular de Loja, in southern Ecuador. The participants were 42 students at the A2 level, according to the CEFR (Com-mon European Framework of Reference for Languages). All of them were en-rolled in an English Language Integrated Skills course. A mixed-method ap-proach was used to collect and analyze data in this study. Pre and post-questionnaires, observation sheets, and speaking rubrics were applied as instru-ments. Students used their smartphones to create digital portfolios in Google Drive, which included videos and audios about certain topics considered in the course syllabus. The speaking activities consisted of recording information in dif-ferent locations of the university campus (cafeteria, laboratories, library, chapel, sports ground), and other places of the city. The students worked individually, in pairs or groups to carry out different speaking activities during an academic term of 5 months. Personalized feedback was provided by analyzing the students’ oral performance through the speech artifacts uploaded in each portfolio. The findings show that digital portfolios were effective to enhance students’ pronunciation and fluency. It was also confirmed that the implementation of digital portfolios through Google Drive can increase students’ motivation to practice oral skills in the target language.
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Dianawati, Heffy. "Voluntary Reading and Narrative Speaking Instructional Strategies to Enhance Students' Speaking Ability." Journal of ELT Research 3, no. 1 (February 6, 2018): 97. http://dx.doi.org/10.22236/jer_vol3issue1pp97-106.
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This research aimed at investigating classroom strategies to encourage students’ participation in speaking activity. Specifically, the study addressed three research questions: 1) what are the strategies to help students encounter difficulty in speaking English in classroom, 2) to what extent does voluntary reading prior speaking activity help students develop ideas and motivation to speaking English in the classroom, 3) does the application of narrative speaking strategy in speaking classroom affect students’ speaking achievement? The participants of the research were students at Al Azhar 28 Islamic Junior Secondary School aged 13 to 14 who joined English extracurricular program. A mix method design combining two research strands, qualitative and quantitative, was adopted. The data were collected through multiple methods: speaking test, focus group interview, and observation. The study showed positive finding. Based on the qualitative data drawn, doing a voluntary reading could diminish students’ anxieties in speaking, decrease speaking block, increase students’ motivation to do good speaking task, and improve students’ social awareness. Meanwhile, the narrative speaking fostered students’ speaking fluencies, grammar accuracy, pronunciation, and knowledge measured through observations and speaking rubrics to achieve the data analysis. The result showed there was significant improvement on students’ speaking skill shown by significance or p-value <0.001 or less than α = 0.05 with standard deviation of the pretest was 3.70 and posttest was 3.96.
Keywords: voluntary reading, speaking skill, teaching and learning speaking, conference publications
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Tristin Puspitasari, Pratiwi. "The Implementation of Guessing Game to Improve The Speaking Ability of EFL Students in Excellent Course, Kampung Inggris, Pare, Kediri." Education of English as Foreign Language 4, no. 2 (July 1, 2021): 79–87. http://dx.doi.org/10.21776/ub.educafl.2021.004.02.04.
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Speaking English has been one of the most challenging skill for EFL students to master. Additionally, students should learn vocabulary, grammar, and pronunciation in order to master speaking skill. The fluency and appropriateness of students’ speaking abilities should be improved. Speaking problems are common among students, including a lack of vocabulary, poor grammar and spelling, the last is the use of mother tongue. The researcher distributes a questionnaire to the participants in order to identify the students’ speaking difficulties and overcome them through a joyful Guessing Game technique. The participant in this study were students from Excellent Course, Kampung Inggris, Pare, Kediri, who were in speaking class with various school levels. In conducting this research Classroom Action Research as a method and Guessing Game as a teaching strategy. The study was conducted in a specific class for a week. The total number of the students participating in this study was 45 students, and they are divided into 3 classes in “Improving Speaking Class”. The instruments of this research are pre-test, post-test, speaking rubrics from Hugher (2003:131), and a questionnaire adapted from Ratna S, et al. (2017:33) and Djasminar A, et al (2012). The data was calculated using Ms. Excel. The result of the study shows that only 27% students succeed in doing the pre-test before implementing guessing game. Surprisingly, after guessing game was implemented the number has increased into 62% of the students proven to be a success in the post-test. It is reasonable to conclude that using guessing game to teach speaking is success. Furthermore, the students responded positively to being taught via guessing game and they seemed to enjoy the learning process. The outcome of the students’ perception questionnaire demonstrates this.
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Musa, Dr Fadiel Mohammed. "Evaluating ELF Students’ Speaking Skill at Tertiary Level." International Journal online of Humanities 7, no. 3 (June 30, 2021). http://dx.doi.org/10.24113/ijohmn.v7i3.229.
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This study was conducted at a Sudanese university in 2021 at the end of the semester to find out the areas caused problems of speech production. The research paper seeks to answer the question: What area/s of speaking is problematic to students? Fortysix undergraduate students in first year, who were majored in the English programme involved in the test. The total population was hundred students. Analytic rubrics were used for collecting data. Tuan (2014, p. 2) states that analytic rubric“… accesses the examinee’s specific strengths and weaknesses and identifies the particular components of speaking discourse that an examinee needs to develop”. Five explicit criteria were used to test participants; i.e.: grammar, vocabulary, pronunciation, cohesion and fluency. The test was conducted by two instructors who gave appropriate marks under each of five rubrics (Table 1 below). The test contents comprised some pictures and topics to speak about. Bar charts were utilized to compare and measure marks obtained by students in analytic rubrics, where each rubric was measured individually. The results revealed that students were weak in all five areas (grammar, vocabulary, punctuation, cohesion and fluency).The highest marks were gained in pronunciation, count 25%, while the lowest marks were obtained in vocabulary, 15% from the total mark allocated for this item. The results conveyed that, this group of participants was weak in all aspects that needed for speech production compared with their level (2nd year undergraduates).
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Puspani, Ida Ayu Made. "THE APPLICATION OF ASSESSMENT RUBRIC TO MEASURE STUDENTS’ ACHIEVEMENT PROGRESS IN SPEAKING CLASS." Lingual: Journal of Language and Culture 1, no. 2 (November 1, 2013). http://dx.doi.org/10.24843/ljlc.2013.v01.i02.p01.
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This paper aims at investigating the utilization of assessment rubric for students of first semester English Department Udayana University. This is a class action research (CAR) applied to find out how is the implication of assessment rubric related to the syllabus design implemented in the class. The assessment rubric functions as useful tools to portrait the progress of the students` mastery in: pronunciation, fluency, use of vocabulary, and grammar (Harmer, 2008: 388-390). The analytic score of the students related to the topic should be achieved in a half a semester can give the teacher input in the evaluation of the progress; or whether the teacher should modified or not her/his syllabus according to the condition of the class as well the goals of the teacher. In conclusion assessment rubric is very useful for teacher to find out the progress of students` achievement and the how far the goals of the teacher within the subject can be reached at certain stages during teaching and learning process in class.
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Anggraeni, Anita, Cynantia Rachmijati, and Dewi Listia Apriliyanti. "VLOG : A TOOL FOR STUDENTS’ SPEAKING PRACTICE ENHANCEMENT." Research and Innovation in Language Learning 3, no. 1 (February 29, 2020). http://dx.doi.org/10.33603/rill.v3i1.2775.
Full textAbstract:
Vlog, stands for video-blogging, is quite popular in the internet. Vlog also can be used as a learning tool especially for speaking skills. Therefore this research focuses on speaking skill via vlog to see the improvement of students’ speaking skill. The method of this research was mixed methods. The research subjects were 13 vlogs made by students on the topic of spot tourism. The 13 vlogs were by assessed using the rubric developed by Dan Rooney (1998). The result found out that using vlog deemed to be improving students’ speaking skill especially in the area of vocabulary, fluency, pronunciation and intonation. However the most common mistakes found are the way they delivered the introduction, how to form conclusions and the last is the grammatical structure. The findings of the research conclude that the application of vlog to improve students’ speaking skill found to be successful with a positive perception from students as learning tool.
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Abbas, M. Fadhly Farhy, and Herdi Herdi. "Kemampuan Pengucapan Kata Berakhiran -ed Mahasiswa Semester 1 Prodi Pendidikan Bahasa Inggris FKIP-UNILAK Tahun Akademik 2016/2017." Lectura : Jurnal Pendidikan 8, no. 1 (February 20, 2017). http://dx.doi.org/10.31849/lectura.v8i1.268.
Full textAbstract:
Penelitian ini bertujuan untuk menganalisis kemampuan mahasiswa dalam mengucapkan kataberakhiran -ed pada kata kerja beraturan bentuk lampau (regular verb past tense). Hasil analisistersebut digunakan sebagai bahan evaluasi mata kuliah Pronunciation. Metode yang digunakandalam penelitian ini adalah metode kuantitatif dengan rancangan penelitian deskriptif kuantitatif.Yang menjadi partisipan dalam penelitian ini adalah mahasiswa semester 1 yakni kelas 1A dan1B Program Studi Pendidikan Bahasa Inggris FKIP-UNILAK Tahun Akademik 2016/2017 yangberjumlah sebanyak 54 orang. Instrumen yang digunakan untuk mengumpulkan data adalah tesdan wawancara (interview). Data yang didapat dari tes diolah menggunakan rubrik penilaian dandata yang didapat dari wawancara dijelaskan secara deskriptif. Berdasarkan hasil tes, ditemukanbahwa nilai rata-rata mahasiswa secara keseluruhan adalah 70.4 dan digolongkan kedalamkategori yang kurang baik (fair). Selanjutnya, nilai rata-rata untuk kelas 1A adalah 66.5 dan nilaikelas 1B adalah 69.2 (fair). Kemudian, berdasarkan hasil wawancara, ditemukan bahwakelemahan mahasiswa dalam pengucapan kata tersebut dipengaruhi oleh jarangnya meluangkanwaktu untuk berlatih dan juga dipengaruhi oleh perbedaan sistem bunyi antara bahasa Inggrisdan bahasa Indonesia. Berdasarkan hasil tersebut, dapat disimpulkan bahwa kemampuanmahasiswa dalam mengucapkan kata berakhiran-ed masih terbilang lemah. Sehingga, diperlukanperbaikan yang lebih intens lagi agar kemampuan mahasiswa dalam pengucapan kata berakhiran–ed dapat meningkat lebih baik lagi.