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Journal articles on the topic 'Speaking / pronunciation skills'
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1
Lestari, Fifa. "AN ANALYSIS OF STUDENT SPEAKING SKILL USING ROLE PLAY METHOD." PROJECT (Professional Journal of English Education) 3, no. 1 (January 27, 2020): 114. http://dx.doi.org/10.22460/project.v3i1.p114-119.
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One of the skills that must be mastered in learning English is speaking. However, many people do not have the confidence to speak English because of several problems, both in grammar, vocabulary, pronunciation or fluency. One of the many methods that can improve speaking skills is role-playing. The purpose of the study is to find out whether role-playing techniques can improve students' speaking skill or not. It turns out that from several opinions of students that the speaking skills of students can practice pronunciation, and can increase vocabulary. Based on the data, it can be concluded that role-playing techniques can improve students' speaking skills. Keywords: Speaking Skills, Role Play
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Donuk, Mehmet. "Türkçenin Yabancı Dil Olarak Öğretiminde Konuşma ve Telaffuz Becerisinin Kazandırılması ve Geliştirilmesi Üzerine." International Journal of Social Sciences 6, no. 24 (March 1, 2022): 293–302. http://dx.doi.org/10.52096/usbd.6.24.17.
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It is essential to learn basic skills in teaching Turkish as a foreign language. These habits can be listed as follows; listening, reading, writing, pronunciation and speaking skills. Teaching Turkish as a second language is based on these facts. The most important of these habits is speaking and pronunciation. When learning a language, it is covered in a separate section. Being able to speak the learned language is one of the most important factors in second language teaching. As a result of this; It is seen that the determination and desire for language learning increase. When all of these are taken into account; once again we understand the importance of speaking and pronunciation. The purpose of this study: The importance of foreigners learning Turkish as a second language to gain speaking and pronunciation skills is emphasized. As a result, it is necessary to focus on the applications and methods that can be realized and carefully examined. For this reason, in order to gain both speaking and pronunciation skills, the individual must constantly practice on the language to be learned. Knowing a language means you can speak that language. It is unthinkable for a language to develop without practice. Key words: Turkish as a second language, teaching, speaking, pronunciation skills.
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Pradana, Harsya Danang. "STRESSING, PRONUNCIATION, AND SPEAKING EXERCISES IN “PATHWAY TO ENGLISH” TEXTBOOK." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 42–50. http://dx.doi.org/10.31932/jees.v3i1.649.
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Abstract: The aim of this research is to investigate how the “Pathway to English” textbook facilitates students’ learning of speaking, specifically in pronunciation and stressing of words. Learning the English language involves four skills: speaking, listening, reading, and writing. As such, textbooks need to be equipped to facilitate the teaching of these skills. However, globalization and the change in what types of English is accepted in broader world contexts may make the textbook obsolete. To see if the textbooks used in Indonesian High Schools are adequate enough to facilitate the teaching of stressing, pronunciation, and speaking, the researcher studied the “Pathway to English” textbook using a content analysis method to see if it has the necessary contents to facilitate the learning of stressing, pronunciation, and speaking. The results of this study shows that the textbook is inadequate to facilitate the learning of pronunciation and stressing, but it is equipped to facilitate the teaching of general English speaking skills. This means that English teachers in High Schools of Indonesia are expected to use supporting media to teach pronunciation and stressing when using the textbook.Keywords: Pathway to English; textbook; speaking; stressing; pronunciation
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Mayadah, Mayadah, Muhammad Zuhri DJ., and Hasriati Nur. "THE EFFECT OF SUPRASEGMENTAL PRONUNCIATION ON SPEAKING SKILLS OF BUGINESE EFL LEARNERS." International Journal of Research on English Teaching and Applied Linguistics 5, no. 1 (July 12, 2024): 72–81. http://dx.doi.org/10.30863/ijretal.v5i1.6753.
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AbstractThe objective of this research was to describe how the effect of Suprasegmental Pronunciation affects the Speaking Skills of Buginese EFL Learners. Qualitative method was used in this research with the implementation of descriptive qualitative method. Furthermore, the research instruments such as observation and interview were used to collect data in this research. This research was conducted at Institut Agama Islam Negeri (IAIN) Bone with the implementation done in the classroom for Speaking classes. There were 4 students as participants in this research who were selected by purposive sampling. Based on the results of the reserach, it was found that Suprasegmental Pronunciation has positive impacts that show how the Suprasegmental pronunciation affects their speaking skills in a good way such as ease of understanding the meaning of the words, conversation becomes more natural, conveying emotions, and a plus point in terms of communication skills. Moreover, it also found that there are negative effects on Speaking Skills of Buginese EFL learners such as speaking anxiety and local suprasegmental pronunciation is hardly separated.
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Hidayatullah, Heri, and Haerazi Haerazi. "Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness." Journal of Language and Literature Studies 1, no. 2 (February 22, 2022): 93–102. http://dx.doi.org/10.36312/jolls.v1i2.614.
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Speaking skill is classified as a productive skill after writing skills. It is related to communicative performance dealing with phonetic, fluency, accuracy, pronunciation, grammatical competence, intonation, and vocabulary mastery. Besides, students’ phonology knowledge is crucial in understanding speakers’ utterances in speaking activities. Therefore, students’ phonology awareness in speaking classes determine the students are success or not in having speaking skills. This study aims to elaborate the use of speaking board games to improve students’ speaking skills viewed from phonology awareness. To attain the research aims, this study employed classroom action research. The problems are focused on students’ speaking skills in relation to phonology awareness. The research data are classified into qualitative and quantitative data. The qualitative data were gained using interview and observation sheets, while the quantitative data were collected using speaking tests. Based on the research findings, this study can be concluded that the use of speaking board games in teaching speaking classes which was combined with other various materials was able to improve students’ confidence and critical thinking skills to speak. It helped students practice their fluency, practice their accuracy, and gave smooth correction to the grammatical errors being made. Providing students with various speaking practices, the use of board games also facilitated students to improve their pronunciation inside and outside classes, vocabulary, and engage them to learn the English daily expressions in various topics.
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Crawford, Michael, and Candace Matthews. "Speaking Solutions: Interaction, Presentation, Listening, and Pronunciation Skills." TESOL Quarterly 31, no. 1 (1997): 192. http://dx.doi.org/10.2307/3587990.
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Matrokhim, Matrokhim. "Students' Self-Assessment of Arabic Speaking Skill." International Journal of Arabic Language Teaching 3, no. 02 (December 16, 2021): 185. http://dx.doi.org/10.32332/ijalt.v3i02.4208.
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Abstract: This study was aimed at determining students’ self-assessment of their Arabic speaking skills. The data was gathered through distributing speaking rubric to 92 Arabic language learners. The rubric was adapted from Cherice Montgomery and was consisted of six aspects of speaking, namely pronunciation, fluency, vocabulary, content, accuracy, and comperehension and startegic competence. The data was analysed using Winstep to determine their self-assessment of speaking and how they perceive those six aspects of speaking skills. The result showed that the students identify their speaking performance as moderate level. The Wright Map revealed that content was the most difficult aspect of speaking, while pronunciation was the easiest aspect of it.
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Jayanti, Widuri Indah Dwi, Maya Ulyani, and Ani Susanti. "THE STUDENT'S PERCEPTION TOWARDS ENGLISH SPEAKS UP CLUB TO IMPROVE SPEAKING SKILL." Premise: Journal of English Education 11, no. 1 (February 28, 2022): 141. http://dx.doi.org/10.24127/pj.v11i1.4492.
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Speaking is a complicating skill for students to master, since they must master all of its components such as grammar, vocabulary, fluency, comprehension, and pronunciation. As a result, most EFL students struggle to succeed. The purpose of this study is to identify whether or not the speaking club helps students improve their speaking skills. The subjects of this study were the students who joined the Sixta Speaks Up as an English-speaking club in the Vocational High School by a group of forty students. The qualitative descriptive research design was adopted in this study. The author employed questionnaires delivered to students through a Google form to gather information. According to the findings of this study, the majority of students who participate in speaking clubs make significant improvements in their English speaking skills, including enhancements in pronunciation, vocabulary, and fluency in speaking English in general. The speaking activities also increase their confidence to exchange their ideas.
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Đurović, Tatjana, and Nadežda Silaški. "An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom." Romanian Journal of English Studies 10, no. 1 (March 1, 2013): 89–98. http://dx.doi.org/10.2478/rjes-2013-0007.
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Abstract The fact that English has become the major lingua franca of international business and economy has influenced the goal of teaching pronunciation in an ESP economics classroom: the nativelike speaking skill as the ultimate goal has been superseded by a more realistic and more reasonable goal - the adoption of intelligibility and communicability skills. We argue here, however, that pronunciation skills should be included in a university level ESP economics course syllabus. We point out common pronunciation errors made by economics students due to first-language transfer, exemplifying our points with various types of exercises aiming at overcoming their pronunciation problems.
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Agus, Agus rofii. "Kesulitan Berbicara Siswa Sekolah Dasar dalam Pembelajaran Bahasa Inggris." Jurnal Elementaria Edukasia 6, no. 4 (December 30, 2023): 1895–904. http://dx.doi.org/10.31949/jee.v6i4.6851.
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The primary skill that shows language ability is the ability to speak English. On the other hand, most students have difficulty speaking. Therefore, this research aims to find the problems students experience when learning English, especially regarding speaking skills. English speaking skills are increasingly important in the current era of globalization. However, students in elementary school often need help with speaking English well. A crucial first step to overcoming English learning problems in elementary schools is understanding and analyzing the difficulties students face in speaking skills. Elementary school students in one of the Majalengka areas need help speaking English. One of them is the need to have greater self-confidence when speaking. Language and psychological factors can influence students' difficulties when speaking English. This research uses qualitative research using observations and interviews in elementary schools. Based on the results of the analysis, it can be concluded that five factors are responsible for students' difficulties in speaking English. They include lack of vocabulary, poor pronunciation and pronunciation, lack of friends or peers to talk to, lack of self-confidence, and class atmosphere. This research found that building students' self-confidence and providing organized activities is essential, especially in elementary schools.
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Koesoemah, Nita henita. "Self Recoded Video and diary Wrtiting Practices as a Way to Improve Higher Education Students’ English Speaking Skills." Jurnal Bahasa Inggris Terapan 6, no. 1 (November 11, 2020): 35–47. http://dx.doi.org/10.35313/jbit.v6i1.1822.
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ABSTRACT
Writing and Speaking are the productive Skills of a language. although higher education students have learned English for years in primary and secondary schools, many of them do not find it easy to speak English in their college years while they will need English during and after they graduate. To improve their English, especially speaking skill, self video recording and diary writing practice was carried out. This study was to analyze the effect of Self Recorded Video and Diary Writing on the improvement of English speaking skill of higher education students. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. to get the answer error analysis is used and the result is presented using descriptive method. The data are students’ self recorded videos and diary writing were carried out once a week once a week in one semester. The result obtained is that self-recorded video and diary writing can improve student speaking skills especially in fluency, pronunciation and vocabulary.
Key words: fluency, self-recorded video, diary writing, error analysis, descriptive method
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Alajaili, Hetham M. Alfaitori, and Yusawinur Barella. "Challenges Faced by Libyan Students from Non-English Majors in Speaking English." Edumaspul: Jurnal Pendidikan 7, no. 2 (October 1, 2023): 2932–40. http://dx.doi.org/10.33487/edumaspul.v7i2.6811.
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The aim of this research is to analyze the problems faced by non-English speaking students in speaking skills in English at the College of Medical Technology, Derna, Libya. The research methodology used includes surveys and interviews with a representative sample of students. The research findings indicate that there are several problems faced by students regarding speaking skills in English, which encompass linguistic and non-linguistic issues. In terms of linguistic issues, many students feel a lack of vocabulary mastery, inaccurate pronunciation, and grammar. In terms of non-linguistic issues, problems related to low motivation, habits, and mother tongue were found. Therefore, this research highlights the challenges faced by non-English speaking students in developing their speaking skills in English. These challenges include linguistic issues such as vocabulary, pronunciation, and grammar, as well as non-linguistic issues such as motivation, habits, and the influence of the mother tongue. By addressing these challenges, appropriate interventions can be implemented to improve the speaking skills of non-English speaking students at the College of Medical Technology, Derna, Libya. One effective way to improve speaking skills in English is by regularly practicing speaking with others. This can be done by finding friends or English learning groups to actively discuss, debate, or engage in dialogue in English. Additionally, watching English movies or TV shows with subtitles and then attempting to repeat or mimic the dialogue is also a good way to practice pronunciation and expand vocabulary.
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Bovshik, A. S. "Mastering English Pronunciation: Insights for Russian-Speaking Learners." Язык и текст 10, no. 4 (December 28, 2023): 118–26. http://dx.doi.org/10.17759/langt.2023100410.
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<p>This article provides valuable insights and guidance for both teachers and students, with the aim of effectively enhancing Russian students' pronunciation skills. It challenges common misconceptions that often hinder the correct teaching and learning of English sounds, such as the belief that pronunciation mastery means indefinite retention, that correct pronunciation is excessive perfectionism, that phonetic symbols are unnecessary, etc. By addressing these misconceptions, the article seeks to foster a better understanding of the approach required to master the intricacies of English phonetics. This approach involves incorporating playful activities, utilizing non-verbal aids like images and gestures, implementing corrective questioning, and employing open discussions or brainstorming sessions. The goal is to encourage active participation and critical thinking among students, leading to improved phonetic skills in English language learning. Traditional resources such as phonetic charts and dictionaries with audio pronunciation are also recommended as part of this approach.</p>
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Hamad, Mona M., and Ehab S. Alnuzaili. "The Effect of Using Simulation Strategy in Developing English as a Foreign Language Speaking Skill." Journal of Language Teaching and Research 13, no. 1 (January 2, 2022): 198–206. http://dx.doi.org/10.17507/jltr.1301.23.
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Speaking skill acquisition is a necessity for communication. However, speaking English as a foreign language is not as easy as speaking English as a first language since practice opportunities are limited. This study tried to find out a technique of reinforcement that can help students; who study English as a foreign language; develop their speaking skills. This study investigated the effect of using simulation strategy in developing EFL speaking skills, with the assistance of using a telegram channel "Oxford Bookworms Collection" for PDF books with an audio version, to stimulate pronunciation, intonation and enrich vocabulary. The researchers used a quantitative approach with an experimental design to conduct this study by involving 50 students divided into two groups. 25 students as a control group and 25 students as an experimental group; both groups were from level 3 who were learning Listening and Speaking-3 course, major English, at College of Science and Arts (Muhayil), King Khalid University. Pretest and posttest were used to collect data, results of the tests were analyzed using SPSS, Pearson correlation coefficient. The results revealed that using the simulation strategy helped the students of the experimental group to develop speaking skills and affected speaking micro-skills in terms of body language, fluency, pronunciation, intonation, grammar, and vocabulary usage positively. Moreover, students became motivated to speak spontaneously.
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Akkara, Sherine, Mallikarjuna Sastry Mallampalli, and Venkata Surya Seshagiri Anumula. "Improving Second Language Speaking and Pronunciation through Smartphones." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 11 (July 10, 2020): 280. http://dx.doi.org/10.3991/ijim.v14i11.13891.
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The ability to speak English fluently and confidently plays a vital role in enhancing employment opportunities of graduate students of India. Though English has been a second language for over decades in the country, teaching speaking skills with intelligible pronunciation to the first generation of learners remains a major challenge. The limited number of classes allotted for English speaking and pronunciation and lack of resources make it more challenging. Previous research suggests that Mobile Assisted Language Learning (MALL) offers anywhere and anytime learning opportunities for second language learners. However, there is little research on how mobile learning enhances speaking skills and pronunciation of tertiary level students from rural areas who lack exposure to English outside the classroom. The present paper aims at studying the impact of MALL in improving a) speaking skills b) segmental and suprasegmental features of pronunciation and c) the viability of bring your own device (BYOD) approach. Mixed methods approach has been adopted for collecting the data from twenty five (n=25) randomly selected students who underwent training with BYOD. The results showed a positive effect on the speaking skills and the overall intelligibility of the participants. The use of smartphones also resulted in improved learners’ engagement in the language learning. Teachers at tertiary level could benefit from the study, adopt digital technologies in L2 teaching and learning and further extend the scope of the study with their experiences.
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Hetharie, Arline Thinesia, Listyani Listyani, and Maria Christina Eko Setyarini. "THE BENEFITS OF JOINING ENGLISH DEBATING SOCIETY (EDS) FOR STUDENTS� SPEAKING SKILLS." LLT Journal: A Journal on Language and Language Teaching 23, no. 2 (September 14, 2020): 383–98. http://dx.doi.org/10.24071/llt.v23i2.2504.
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This qualitative research study aims to analyze the benefits of joining debating club to enhance students speaking skill. The data were collected from semi-structured interviews to inquire students perceptions who performed the most outstanding progress after joining in debating club batch 2014 in UKSW. The research questions used on this study were what are the benefits of joining debating club on speaking skills and how could the debating club enhance the speaking skills. The findings show that there were five aspects of speaking skill and three others soft skill enhanced through debating method. Those skills are fluency, vocabulary, comprehension of the essence of debates, pronunciation, grammar, critical thinking, collaborative learning, and problem solving. The skills were improved though the drilling practices and materials on learning process. The significance of this study is to prove the significant improvement of using debating method to enhance students speaking skill.
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Prodanovska-Poposka, Vesna. "A STUDY OF PROPER PRONUNCIATION AS A FACTOR OF SUCCESSFUL COMMUNICATION." CBU International Conference Proceedings 5 (September 23, 2017): 778–83. http://dx.doi.org/10.12955/cbup.v5.1024.
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Speaking as a productive skill is one of the very first obstacles that foreign language users face when using the language. Knowledge of a language does not refer to the correct and proper pronunciation however, being able to produce sounds, words or utterances in their proper way does not refer to proficiency of a language nor can it assess the overall level of the user of that particular language. The aim of this study is to present the components of speaking as a productive skill emphasizing the role of acquiring proper pronunciation as a factor for effective communication. The study also presents the most significant "common core" of English pronunciation as a lingua franca, details of the requested phonological competence as knowledge set by the Common European Framework of Languages: Learning, Teaching and Assessment and viewpoints of EFL teachers and authors. Additionally, the study includes data from EFL self- assessments from University students in Macedonia regarding their speaking and pronunciation skills and overall evaluation from their assessor –an English language instructor.
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Saud, Mahesh Singh. "My students do not get Engaged in Speaking Activities in the Classroom." International Journal of English Language, Education and Literature Studies (IJEEL) 2, no. 2 (2023): 11–14. http://dx.doi.org/10.22161/ijeel.2.2.3.
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Being a teacher I have been coming across many classroom issues as real problems. Among them, I dealt with students’ less engagement in speaking activities aiming to identify the issues of students’ less engagement in speaking activities and to increase students’ participation actively in speaking activities. For that I conducted the interview with head teacher for getting permission and the Focus Group Discussion (FGD) with students where I found some issues such as mispronunciation of words, nervousness about making mistakes, weak English, lack of vocabulary, and weak sentence construction, hesitant of being wrong in their activities because of which they were unable to engage themselves in speaking activities. And classroom activities/intervention and observation were further used for data to be analysed. I used pronunciation and vocabulary improvement strategies, presentation and role play activities to increase their active participation in speaking activities. In this study, I found that pronunciation and vocabulary improvement strategies were just effective to develop pronunciation and word-meaning skills for speaking. While presentation and role play activities were found more meaningful for developing students’ speaking skills.
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Ristati, Ristati, I. Nyoman Suparwa, I. Nengah Sudipa, and Ni Made Dhanawaty. "Improving Dayaknese-Speaking Learners’ English Pronunciation." e-Journal of Linguistics 13, no. 2 (July 31, 2019): 284. http://dx.doi.org/10.24843/e-jl.2019.v13.i02.p08.
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The L1 influence causes difficulties for Dayaknese-speaking leaners (hereinafter referred to as learners) of English in producing English sounds. In English, pronunciation plays important role to understand the communication. The purposes of learning English pronunciation for learners are (1) able to communicate in English clearly and intelligibly, (2) able to get the meaning of information conveyed in real life situations, (3) able to improve self-confidence while communicating oral English, and (4) able to monitor the use of English (able to listen, understand, and produce). The teaching of English subject in Indonesian schools includes four skills, namely listening, speaking, reading, and writing. While linguistic elements, such as vocabulary, grammar, pronunciation, and cultural patterns of discourse are the supporters of these four skills.
This current research aimed to describe the implementation of behaviorism learning method and communicative approach as an attempt to improve English pronunciation for learners. This current research was conducted by means of Research and Development (R & D) design, employing the stages as follows: analysis, design, development, implementation, and evaluation. Testing was done with experiment, which compares the effectiveness between the old (conventional) learning method and the new method (behaviorism learning method with a communicative approach). The indicators of the effectiveness of new method were the speed of the learners’ understanding, the learners’ creativity, and the learners’ learning outcomes. Experiment was carried out by comparing with previous condition and after using a new learning method (before-after) or also called one group pretest-posttest. Based on statistical count, t count = -34.37 and t table = 1.67, the value of t count falls on Ha acceptance area (new learning method was more effective than conventional learning method) or Ha was accepted and Ho was rejected.
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Zaenuri, Srundi Akbar, and Nur Alamsyah. "IMPROVEMENT ANALYSIS OF LEARNING VOCABULARY ASSISTED WITH FLASH CARDS." PROJECT (Professional Journal of English Education) 3, no. 2 (March 16, 2020): 175. http://dx.doi.org/10.22460/project.v3i2.p175-179.
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Vocabulary is a very important part of learning English that must be mastered by students to communicate well. This research try to analyze (1) discussions that often occur in pronunciation of vocabulary for students using the flash cards method; (2) implementing learning to read vocabulary in speaking skills; (3) learning evaluation system for pronunciatio1n of vocabulary for students using the flash cards method; (4) Improving pronunciation skill words to students through the flashcard method. The method used in this research was classroom action research (CAR). The research method also aims to memorize quickly the vocabulary they receive is important vocabulary they want for the continuity of learning English using the flashcard method. The results showed that students' vocabulary understanding improved after they were taught using flash cards Keywords: Vocabulary,Flashcard, CAR
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Koesoemah, Nita Henita. "Improving English Spoken Skills through Self Recorded Video for Higher Education Students." Jurnal Bahasa Inggris Terapan 5, no. 1 (September 23, 2019): 52–65. http://dx.doi.org/10.35313/jbit.v5i1.1554.
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The research is aimed to analyze the improvement of English speaking skills for higher education students by means of Self Recorded Video. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. The recorded videos are analyzed.To get the answer of the aims, descriptive method is used. The data is students’ self recorded videos which were done in one semester (semester 1). The result obtained is that practising speaking English through self-recorded video can improve student speaking skills. The improvement can be in one or more categories.Keywords: fluency, self-recorded video, descriptive method
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Abdilah, Azis Aji, and Andi Holilulloh. "Effectiveness of Arabic Debate Community to Improve Students' Arabic Speaking Skills /Efektivitas Komunitas Debat Bahasa Arab Untuk Meningkatkan Kemampuan Berbicara Bahasa Arab Mahasiswa." ATHLA : Journal of Arabic Teaching, Linguistic and Literature 3, no. 2 (December 17, 2022): 116–32. http://dx.doi.org/10.22515/athla.v3i2.5668.
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Mahārah al-kalām or speaking skills is a skill that is difficult to master because it does not require language skills only, but language practice and environment are also needed. The use of the debate method as a means to improve students' Arabic speaking skills can also indirectly create a language environment that is very influential for foreign language students. This study aims to determine the effectiveness of the use of the debate method in improving Arabic speaking skills. This research is field research with a descriptive qualitative approach, the data collecting technique is in the form of a note-taking method, the data that has been obtained is analyzed using the intralingual equivalent method. The result of this study is a significant increase in Arabic speaking ability in general as much as 61.5%. When viewed from the aspect of speaking skills there was an increase in the pronunciation aspect as much as 84%. In the vocabulary aspect, the percentage increase reached 87%. In the grammatical aspect, the percentage increase reached 74%, in the fluency aspect the percentage improvement reached 82%, and in the comprehension aspect, the percentage increase in debate among PBA students reached 75%. In the post-test assessment of the PBA student debate community, the highest averages of the five aspects above were pronunciation and fluency.
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Maros, Mahran Abdi, Ridha Ilma, and Renny Kurniasari. "SPEAKING ACTIVITIES IMPLEMENTED IN AN ENGLISH CLUB: STUDENTS’ VOICES." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 10, no. 1 (June 9, 2023): 81–92. http://dx.doi.org/10.36706/jele.v10i1.20622.
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AnEnglish club has many important goals to support the fluency of students in mastering English skills, especially in speaking skills. Sometimes, it brings positive and negative drawbacks to the students with some activities provided. The study aimed to find out how students felt about the different types of speaking activities that were hosted by the English club. Qualitative research approaches were utilized in this case study approach to research. The participants were three students who were members of the English club at one of senior high schools in Palembang. The information was acquired by conducting an interview that was semi-structured and using open-ended questions. The data were evaluated by employing a methodology known as theme analysis. The outcomes of the study revealed that (a) debate activity did not improve speakers' pronunciation, comprehension, or grammar, (b) speech activity assisted the students' speaking components, which included pronunciation, vocabulary, comprehension, fluency, and grammar in the process of speaking, (c) students were able to practice English speaking skills such as pronunciation, vocabulary, comprehension, fluency, and grammar through story-based activities, (d) activities related to newscasting did not aid the student in instructing and learning vocabulary.
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Wang, Lihong, and Weijie Gou. "Influence of Negative Transfer of Dialects on English Pronunciation and Teaching Strategies." BCP Social Sciences & Humanities 14 (December 17, 2021): 1–6. http://dx.doi.org/10.54691/bcpssh.v14i.158.
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In the process of students’ learning English pronunciation, some pronunciation errors caused by the negative transfer of Chinese are caused. If these negative transfer effects of Chinese cannot be overcome, it will hinder the improvement of students’ listening and speaking skills. This article analyzes the impact of negative dialect transfer on English phonetics learning from three aspects: phoneme, coherent pronunciation and intonation, and proposes some coping strategies, hoping to instruct teachers to help students overcome the impact of negative dialect transfer and improve their English pronunciation level during the listening and speaking teaching process.
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Apriliya, Khairina, Nursidah Nursidah, and Ilyas Ilyas. "THE HIGHLIGHT OF USING ONE-MINUTE TALK TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL." International Journal of Research on English Teaching and Applied Linguistics 5, no. 1 (July 11, 2024): 28–41. http://dx.doi.org/10.30863/ijretal.v5i1.6620.
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This research aimed to find out whether or not the use of one-minute talk technique improves students' speaking skills in the English education program at Universitas Muhammadiyah (UNIM) Bone. The research's population consisted of 40 second-semester students from the English education program at UNIM Bone in the academic year 2023-2024. The sample number was 20 students, chosen through purposive sampling. A quantitative approach was used in this research by using the model of classroom action research design developed by Kemmis and McTaggart. The instruments of this research were speaking test and speaking rubric. It focused on students’ speaking skills in terms of pronunciation, vocabulary, grammar, and fluency. The result of this research showed that the students’ improvement from the pre-test to the second cycle was highly improved, where the students’ success in the speaking skill test in the pre-test was 59.5, then in the first cycle was 71.9, and in the second cycle was 82.9. So it can be concluded that one-minute talk technique in the teaching and learning process can improve students' speaking skills in terms of pronunciation, vocabulary, grammar, and fluency in the second semester of the English education program at UNIM Bone.
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Ayyat, Amjed, and Asma Al-Aufi. "Enhancing the Listening and Speaking Skills Using Interactive Online Tools in the HEIs Context." International Journal of Linguistics, Literature and Translation 4, no. 2 (February 27, 2021): 146–53. http://dx.doi.org/10.32996/ijllt.2021.4.2.18.
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Online learning has become the most prominent teaching method utilized by Higher Education Institutions (HEIs) during the spread of COVID-19 pandemic. There are abundant online learning websites to practice reading skills, writing skills, vocabulary and grammar. However, there are very limited interactive websites for students to practice and develop their listening and speaking skills. Hence, this study, which was conducted in a private HEI in Oman, examines English Foundation students` perspectives on the use of two distinctive websites; ESL-lab.com and Youglish.com. in enhancing their listening, speaking and pronunciation skills. The study employed a quantitative approach. An online survey was administered on (75) participants enrolled in the General Foundation Program (GFP) to explore their views on the chosen interactive websites. The main results revealed positive feedback from ESL students in which they were exposed to authentic conversational contexts, which accustomed them to different English –speaking and culture-specific lifestyles. Overall, the two websites proved to be highly interactive and effective in enhancing the listening, speaking and pronunciation skills of GFP students. Moreover, the researchers recommended that the two websites to be used in the Undergraduate (UG) modules level especially Youglish.com in which UG students can learn the pronunciation of the technical terms of their specializations.
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At Thahira, Cut Shafira, Siti Sarah Fitriani, and Dohra Fitrisia. "Students' Perception towards English Camp in Kampung Inggris Pare on Improving Their Speaking Skill." English Education Journal 14, no. 3 (July 31, 2023): 639–57. http://dx.doi.org/10.24815/eej.v14i3.32588.
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Speaking is the most critical of the four skills and requires the student's full attention and concentration. This research aims to determine students' perception of English Camp on EFL undergraduate USK students' speaking skills. This research was conducted using qualitative research methods. This study included seven undergradute students from Universitas Syiah Kuala. Interviews were used to collect research data. In collecting the data, the interviewees were selected by using purposive sampling. The seven chosen participants enrolled in the Kampung Inggris Pare (An English Camp Program in Pare). The results showed that Kampung Inggris Pare improved students' speaking skills. These improvements include mastering adequate vocabulary, improving pronunciation and fluency in speech, improving grammar and comprehension ability, and establishing self-confidence. These components work together to help students enhance their speaking skills to confront the numerous problems they face when speaking. The result of this research shows that English camp plays an essential role in improving students' speaking skills, such as the introduction of new vocabulary and improvement of pronunciation, fluency in speech, increase in self-confidence, improvement of comprehension skills, and grammar improvement. Thus, their performance on campus is improving, as well as their fluency in speaking skills in daily life.
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Budianingsih, Tri. "Using the whole language approach to teaching Mandarin speaking skills in Indonesia." Jurnal Magister Ilmu Hukum 3, no. 2 (July 17, 2021): 6. http://dx.doi.org/10.36722/jmih.v3i2.752.
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<p>Abstrak-The major purpose of teaching methods is to achieve the abilities and knowkedge that the teachers want for their students. Teaching that involves listening and speaking skills aims to assist students express differences of pronunciation and understand meaning. The pronunciation should be precise, should be in an appropriate tone and the word used to express the idea must be appropriate. The focus of this qualitative research project is focused on the process of teaching speaking Mandarin in the classroom using the whole language approach. Data collection procedures involved observations by the researchers and searching the literature for books.</p><p>Keynote: Using Language, Teaching Mandarin, Speaking</p>
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Yavuz, Fatih, and Kubra Keser. "Perceptions of candidate teachers about teaching pronunciation in ELT classes." International Journal of Learning and Teaching 11, no. 3 (July 31, 2019): 110–17. http://dx.doi.org/10.18844/ijlt.v11i3.4298.
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Pronunciation is regarded as one of the most significant parts to be developed in gaining speaking skills in English Language Teaching (ELT) classes. For the development of pronunciation skills, a lot of different approaches and ways have been employed. In choosing these ways and approaches, the perspectives of language teachers have constituted an important part. Thus, this study is designed with the aim of getting a deeper understanding of the perspectives of students from ELT department about pronunciation problems and pronunciation teaching. The research was designed on the basis of quantitative research design. A questionnaire adopted from Ducate and Lomicka (2009) was employed to learn the perspectives of ELT department students about pronunciation. Results have revealed that teacher candidates believe that they can improve pronunciation skills and pronunciation is as essential as other skills in ELT.
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Adden Naseem, Sana Mehmood, Awais Ahmed Riaz Awan, and Alia Niazi. "Exploring the Perceptions of Undergraduate University Students about their English Speaking skills in Hazara Division." Panacea Journal of Linguistics & Literature 2, no. 2 (November 15, 2023): 39–50. http://dx.doi.org/10.59075/pjll.v2i2.275.
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This study aimed to investigate the perception of BS students about their English speaking skills. The study’s objectives were, to measure English language speaking skills of BS students in Universities of Hazara Division Pakistan and to find out possible reasons of weak speaking skills of English language of BS students in Universities of Hazara Division Pakistan. The population of the study comprised of all enrolled BS students in English Department of two selected universities, Abbottabad University of Science and Tchnology and COMSATS Abbottabad , Pakistan. Data was collected from 50 undergraduate students of English Department of both universities by using systematic sampling technique through a questionnaire consisted of 40 items. For data analysis, percentage and frequency technique were used as statistical techniques. Results revealed that University students generally display confidence in speaking English, expressing ideas clearly, and utilizing vocabulary, but face challenges in maintaining conversations and understanding diverse accents. Pronunciation and grammar skills are considered strong, yet fear of speaking and limited exposure hinder progress. Addressing language balance in classes, enhancing motivation, promoting idiomatic usage, and improving comprehension strategies are key areas requiring focused intervention for students to excel in English language proficiency. It was recommended that Encourage exposure to native speaker audio materials. students listen to improve pronunciation, educators can recommend and provide access to authentic audio resources like podcasts, interviews, and recordings. This exposure can help students develop accurate pronunciation and intonation to improve there language skills.
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Dharma, Bayu Budi, and Ordiatul Fitri. "CHALLENGES TO SPEAKING SKILLS ENCOUNTERED BY ENGLISH-MAJORED STUDENTS: STORY OF ENGLISH EDUCATION STUDY PROGRAM STATED ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI." Jurnal Bilingual 12, no. 1 (May 8, 2022): 12–16. http://dx.doi.org/10.33387/j.bilingual.v12i1.3819.
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English speaking skills is an indispensable course in English language curriculum at tertiary level. However, it is not easy for English learners in this context to achieve their fluency and proficiency in English speaking skill due to certain internal and external factors. Therefore, this study is to investigate challenges of speaking skills faced by English-majored At English Education Study Program Stated Islamic University Sulthan Thaha Saifuddin Jambi. The data obtained from the questionnaire with 81 students the results of this study showed that there are many challenges encountered by students in speaking English. Linguistic aspects such as fluency, pronunciation, and lack of vocabulary, grammar mastery are also parts of the challenges they faced in enhancing their English speaking.
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Widhi, Bidari Andaru, Rosidah Alawiyah, and Memy Wardani Elthia. "Mastering English: A Comprehensive Guide to Learning, Speaking and Teaching Effectively for University Student." Indo-MathEdu Intellectuals Journal 5, no. 1 (January 6, 2024): 61–66. http://dx.doi.org/10.54373/imeij.v5i1.705.
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The research guide to learning, speaking, and teaching effectively for university students has a purpose to improve students speaking skill and used qualitative descriptive which data from interviews 3 students on some university. It discusses about mastering English exactly on speaking skills in university. In the university, students must possess English standards or English proficiency the teacher only delivers material and topics in writting, and it is difficult to imagine. In this case, the researcher tries to explain the gap in information activities of students speaking skills. The students who answer the interview and tried to describe 3 topics on the cards some of them continuously transferred the written and oral and several of them had barrier such as vocabularies, pronunciation, grammar, accent. In the classroom use communication language teaching approach that mean student center as learner and guide so is the topic from them, the teacher is only as control the role of class. Student has success for communication and build up the vocabularies, accent, grammatical and pronunciation are similar with foreigner
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Causarina, Princesa Vitara, and Farid Ahmadi. "Analysis of Speaking Skills in Speech of Grade VI Students: A Case Study of Pedurungan Kidul 02 Semarang Elementary School." Jurnal Prima Edukasia 12, no. 1 (January 31, 2024): 111–19. http://dx.doi.org/10.21831/jpe.v12i1.67863.
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Everyone can make a speech, but not everyone can make a good and correct speech. Everyone needs to develop speaking skills in everyday life. Therefore, this research aims to describe the speaking skills of class VI students: a case study of SD Pedurungan Kidul 02 Semarang.This research was conducted at SD Negeri Pedurungan Kidul 02, Semarang City, Central Java. The data collected are qualitative in the form of narratives regarding the ability of speaking skills in delivering speeches, factors that influence speaking skills, and efforts to improve speaking skills in delivering opinions. The data sources used were primary data and secondary data. The data collection techniques used were observation, interview, test, and documentation. The results of this research are that the speaking skills of the three class VI students at SD Negeri Pedurungan Kidul 02 Semarang City are categorized as "low". This is shown based on the results of the three students. There are several indicators that are still not understood by students, namely indicators of pronunciation, fluency, and body gestures. Factors that can affect students' speaking skills are divided into supporting factors and inhibiting factors. Supporting factors include methods, models, learning media, student memorization, word selection, and pausing on punctuation. While the inhibiting factors are the existence of a person's pronunciation tool that is less than perfect and the lack of learning assistance to children.
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Karya, Paris Jiwa, Kenza Takarroucht, Kufakunesu Zano, and Alex Zamorano. "Developing the Prototype of Picture-Based Learning Materials in the Teaching of Speaking Skills." Journal of Language and Literature Studies 2, no. 2 (November 25, 2022): 109–16. http://dx.doi.org/10.36312/jolls.v2i2.763.
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Various pictures can be utilized as learning media to facilitate language learners to learn vocabulary, pronunciation, grammar, and speaking skills. In the teaching of speaking, serial pictures can be designed to promote students to speak what the pictures illustrate. Therefore, speaking skills become crucial part in learning the target language. In learning English where learners have limited sources to access real English communication with native or non-native English speakers, speaking materials become essential roles in developing learners’ speaking skills. Unfortunately, most of English Foreign Learners (EFL) oftenly confused to practice their English speaking skill because of the the laerners are afraid to start the conversation or express their idea in English. Dealing with this issue, this study is aimed at developing the prototype of learning materials in the teaching of speaking skills in high school level. This study is categorized as R&D design (Research & Development). The data consisted of two kinds, quantitative and qualitative data. The quantitative data are collected using questionnaire and speaking tests. Meanwhile, qualitative data are gained using interview sheets. Then, the quantitative data were analyzed using statistical analysis, while the qualitative data were elaborated in qualitative ways. The process of the qualitative ways consisted of three main analyses, namely condensation data, data display, and conclusion drawing/verification. Based on the result of analysis, this study showed that most of the laerners are afraid to making mistakes in speaking English. It was affected by some difficulties like their pronunciation, vocabulary mastery also grammar. For further studies, speaking practices are needed more in learning English speaking to train them to use the language to communicate. The implication for further learning is that speaking materials are designed in line with students’ speaking level and students’ target needs and learning needs.
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Khairuddin, Khairuddin. "Vlog Task Accompanied with Individualized Pronunciation and Grammar Feedbacks Improve Speaking Ability." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 3 (June 13, 2022): 4994–5000. http://dx.doi.org/10.31004/edukatif.v4i3.3061.
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Speaking plays both roles as process and objective of learning in language classroom aimed at preparing future communication competence of students. Using Vlog as speaking activities to demonstrate ideas and knowledge can be recreational for the millennial generation. However, grammatical forms and pronunciation accuracy are often neglected areas in such tasks, hence students’ grammatical competence and pronunciation accuracy are not as well developed as their fluency in speaking. The current study innovated to combine Vlog-speaking activities with individualized pronunciation and grammar feedbacks from the teacher in order to not just elevate the millennial students’ Vlog talk performance, but also increase wellness of grammatical forms, accuracy of pronunciation, and clarity of content, hence boost higher confidence. The study measured the effectiveness of this holistic instruction in improving students’ English public speaking skill, and investigated how the students perceived the Vlog task, the individualized grammar feedback, and pronunciation feedback from the teacher. Sixty-two students of health from two equal intact classes at Politeknik Kesehatan Malang were involved as experimental and control groups in the quasi-experiment study. The result of statistical analysis showed that the speech performance of the experimental students was significantly higher than the conventional lecture-treatment control group. In addition, the experimental students’ products of speech seemed to be very creative, fun, and attractive. The results also showed that students had very positive perspectives towards Vlog task although challenging because they felt it could develop their English communication skills
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Lingga, Laura Maloni, Reka Monika Simanjuntak, and Yenita Sembiring. "STUDENTS’ STRATEGIES IN LEARNING SPEAKING SKILLS AT SMP NASRANI 3 MEDAN." Journal of Languages and Language Teaching 8, no. 1 (January 25, 2020): 91. http://dx.doi.org/10.33394/jollt.v8i1.2238.
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Speaking is one of the speaking skills possessed by students. Speaking skills have been trained from an early age, but the results of speaking learning are still far applied. Many students still experience difficulties in learning to speak. such as shame, fear and anxiety and lack of confidence inhibiting learning factors in speaking to students lacking motivation, poor student learning habits, mastery of students' vocabulary is still low, as for student learning strategies are one aspect that determines the success of students in speaking, students can have student learning strategies by memorizing vocabulary, believing themselves and improving vocabulary pronunciation. This research was conducted to identify the difficulty of speaking in English faced by students and find out the strategies they used to overcome these difficulties. This researcher used a qualitative descriptive method involving as many as 17 students in grade 9 at 3 Medan Christian Middle School, research results this shows that students have difficulty speaking in English namely lack of grammatical understanding, lack of vocabulary, incorrect pronunciation of words fearing the response of others feeling nervous in making mistakes, lack of self-confidence and shame in the strategy that students do is asking help to others trying to compose sentences in different ways by using gestures, taking the rules in positive thinking, can be concluded that students have a sense of difficulty in speaking English.
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Eslit, Edgar Rendon, and Analiza Valderama. "English Language Proficiency Skills Among High School Students: Basis for an Intervention Program." English Learning Innovation 4, no. 1 (February 24, 2023): 46–57. http://dx.doi.org/10.22219/englie.v4i1.24759.
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Speaking proficiency has special value anywhere in the world. It needs to be possessed by every individual to bring change to society. This clenches the amplified direction of the current study, where its primary objective is to assess the speaking skills of the SHS-HUMMS students of the DNHS. This study envisioned identifying the speaking factors in terms of grammar, vocabulary, aspects of discourse, pronunciation, and interaction. It utilizes the quanticorrelational descriptive method, which uses the purposive sampling procedure. Standardized rubrics for speaking skills were utilized, tabulated, and interpreted using the appropriate tools. This was further validated by the concurrent opinions of two language experts in the area of linguistics. Overall, the findings revealed a speaking peculiarity in proficiency. This surfaced after the data were treated with statistical measures using frequency and percentage, Kruskal-Wallis H-value for pairwise comparison, ANOVA, and Shapiro-Wilk for multi-variant normality. This was explained using a contingency table. Furthermore, the results showed no significant difference between the levels of indicators affecting speaking skills. Two factors that affected the respondents’ speaking skills, however, were pronunciation and interaction. Overall, an intervention program was put in place in order to address the speaking problem of the respondents.
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Raj Sharma, Lok. "Exploring the Landscape of Challenges and Opportunities in Teaching Speaking Skills." International Journal of Advanced Multidisciplinary Research and Studies 4, no. 3 (May 5, 2024): 74–78. http://dx.doi.org/10.62225/2583049x.2024.4.3.2745.
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Speaking skills are defined as the skills which involve guiding learners to articulate thoughts coherently, express ideas fluently, and communicate effectively in spoken language through various interactive and engaging activities. As communication has become increasingly pivotal in the globalized landscape, the demand for effective speaking proficiency is more prominent than ever. The prime objective of writing this review article is to explore major challenges, and opportunities in teaching speaking skills in the context of English as a Foreign Language (EFL). In pursuit of this objective, extensive reviews and analyses of related materials from books, journal articles, and online resources have been undertaken. This article concludes that pronunciation, vocabulary building, fluency, grammar and syntax, listening skills and interactive activities are the aspects of teaching speaking skills, and learners’ anxiety and shyness, large class sizes, lack of teacher expertise, limited exposure and sources, lack of practice opportunities, diverse student needs, inadequate pronunciation correction, etc. are major challenges. Concurrently, authentic communication tasks, technology integration, peer interaction and collaborative activities, self-assessment and reflection, enhanced communication skills, real-life application, increased language proficiency, critical thinking and problem-solving, building confidence, career advancement, global communication, student engagement, etc. are prominent opportunities within the teaching of speaking skills. The findings of this study have implications for EFL teachers, teachers and curriculum designers who aim to enhance the quality of speaking skills in EFL contexts.
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Josua Bire, Erny Selfina N. Hambandima, Tans Feliks,. "FAKTOR-FAKTOR YANG MEMPENGARUHI RENDAHNYA KECAKAPAN BERBICARA MAHASISWA PROGRAM STUDI BAHASA INGGRIS." Perspektif Ilmu Pendidikan 28, no. 2 (October 16, 2014): 140. http://dx.doi.org/10.21009/pip.282.9.
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Abstract : The main purpose of this research is to find out the factors affecting the poor speaking skill ofsemester four students at the English Department, Faculty of Teachers Training, Artha Wacana ChristianUniversity, Kupang. The research was conducted in the Academic Year 2013/2014 to the fourth semesterstudents who had passed the lectures of Speaking One, Speaking Two and Speaking Three. The participantsof the research were the students with the low marks ranked from the lowest level where twentystudents were taken as the research subjects. The research result shows that there are twelve factorsaffecting the students’poor speaking skills: psychological factors, poor vocabulary-related factor, peer-relatedfactors, pronunciation related factors, grammar related factor, personality factor, L1 interferencerelated-factor, teacher-related factor, teacher’s poor teaching method, environmental factor, motivationfactor, and cross-cultural factor. Those are the main factors that have contributed to the speaking skills.
Keywords: analysis, factors, affecting, poor speaking skill.
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SEBANE, Zoubida. "To What Extent Does Incorrect Pronunciation Alter Meaning." ALTRALANG Journal 1, no. 01 (July 31, 2019): 86–94. http://dx.doi.org/10.52919/altralang.v1i01.12.
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ABSTRACT: This article targets a feature of the language which is essential in foreign language acquisition. All the skills are important to acquire when we are learning a foreign or a second language. However, only the oral skill can immediately assess your mastery of the language and more specifically the pronouncing ability. Good and accurate pronunciation facilitates communication and allows interaction and feedback. It avoids ambiguities and misunderstanding with the listener. As his pronunciation is correct, the speaker is given interest and consideration, he feels comfortable and can challenge all issues. The situation is completely different when the speaker ‘s oral production is approximate or somehow weak. It delays comprehension and the conversation is not pleasant. There is much effort from parts, the speaker and the hearer. Good speaking abilities open many opportunities social and professional opportunities to the speaker. Pronunciation appears in every language skill acquisition. Listening and speaking, which is obvious, also in reading as the reader should know the pronunciation of the word and finally in writing because the learner is already familiar with the spelling form of the words.
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Hirci, Nataša. "Investigating trainee translators’ views on the pronunciation of English: a Slovene perspective." Linguistica 57, no. 1 (December 30, 2017): 93–106. http://dx.doi.org/10.4312/linguistica.57.1.93-106.
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While the importance of excellent pronunciation skills for language professionals is indisputable, research attention has focused mainly on the pronunciation skills of teachers. Nevertheless translators, and even more so interpreters, who are constantly engaged in multi-lingual communication with their clients, face a tough competition in the global market and those with poor pronunciation skills are at a considerable disadvantage. Developing good pronunciation skills is thus an aspect that should not be neglected in the training of translators and interpreters, since it may directly affect their prospects of employment. The paper explores the views of Slovene trainee translators on the pronunciation of English. Their self-perception of English pronunciation skills and expectations concerning their pronunciation are examined by using a questionnaire administered to trainee translators at the University of Ljubljana. The questionnaire results provide an insight into the participants’ perceptions of their attained pronunciation proficiency and their attention to pronunciation instruction. The analysis of the replies reveals that trainee translators view pronunciation as an important element of their speaking proficiency, highlighting the issue of intelligibility as an essential component of communicative competence. The findings raise interesting issues important for pronunciation teaching in translator training, underlining the necessity to identify specific learner needs of future translators and interpreters.
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Paramita Sari, Ni Luh Komang Julyanti, Sulistyo Joko Saharjo, and Putu Agus Prayogi. "STUDENTS' ENGLISH VOWEL PRONUNCIATION IN HANDLING PHONE CALLS." Jurnal Manajemen Pelayanan Hotel 6, no. 2 (December 31, 2022): 375. http://dx.doi.org/10.37484/jmph.060209.
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Language is an important aspect of communication, and is a tool for expressing ourself, thoughts and ideas. Currently, people are required to master a foreign language, one of the most widely used languages is English. In mastering English, as well as learning languages in general, it has been divided into five skills, namely speaking, listening, writing, reading, and structure/ grammar. One of the skills discussed in this study is speaking (pronunciation of vowels) in the practice of handling telephone calls. In this study, data collection was collected by using the observation method and the data analyzed in this study were qualitative data. The data was obtained from 20 students of Triatma Mulya University who were taking English course in Post Intermediate Level. Then the data was processed using qualitative descriptive analysis techniques. During the learning process, students experience problems in pronouncing English. This can be seen in the pronunciation of vowel sounds that are not in accordance with the pronunciation standards in English especially vowel pronunciation such as /É”/ which becomes /a/, vowel /É’/ which becomes /o/, /i:/ which becomes /e/, and vowel /u:/ which becomes /o/. In addition to students' English pronunciation, during the learning process several obstacles were also found, such as barriers from linguistic factors, barriers to mastery of content components including topics, content structure, content quality, and content quantity. Keywords: speaking, pronunciation, vowel sounds.
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Rizakhodjayeva, G., and I. Abdulamit. "Current perspectives on pronunciation skill development." Bulletin of the Innovative University of Eurasia 82, no. 2 (June 24, 2021): 27–34. http://dx.doi.org/10.37788/2021-2/27-34.
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Main problem: the article discusses the importance of modern methods used in the development of pronunciation skills in teaching English in Kazakh schools. Currently, in their practice, teachers are guided by four main areas: listening, speaking, reading, and writing. However, if we partially distinguish these skills, there are many auxiliary skills: pronunciation, spelling, grammar, vocabulary, punctuation... and much more. Here, the most important of these skills is the pronunciation skill, so the research work included providing the most effective modern methods aimed at developing students ' pronunciation skills, applying them on the basis of practice, and differentiating the result. Purpose: to determine the importance of pronunciation in a student's ability to speak a foreign language fluently and suggest ways to develop it using the ‘Ben Franklin’ exercise. Methods: descriptive, systematization and analytical methods were used in the course of the study. Results and their significance: the authors of the article identified the important role of pronunciation skills in the development of students 'fluency in English in the modern updated educational process of the country and proposed the Ben Franklin exercise, aimed at developing students' pronunciation skills in the process of teaching English. Within the framework of world education, English teachers are able to generalize the importance of a new type of technology for the development of any language competence of a student in the acquisition of a foreign language by a student. After all, changes in the progressive development of society lead to the introduction of new ideas and modern traditions in the content of Education.
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Atli, Isil, and Ayfer Su Bergil. "The Effect of Pronunciation Instruction on Students’ Overall Speaking Skills." Procedia - Social and Behavioral Sciences 46 (2012): 3665–71. http://dx.doi.org/10.1016/j.sbspro.2012.06.124.
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Muhammad iqbal, Azman ismail, and Zulhelmi zulhelmi. "Tatbiq Uslub al-Munazarah ‘ala Tarqiyah Maharah al-Kalam (Dirasah Ijraiyyah Laday al-Tullab fi al-Sanah al-Sadisah bi Ma’had Ulum al-Din)." EL-MAQALAH : Journal of Arabic Language Teaching and Linguistics 1, no. 1 (June 24, 2020): 33–42. http://dx.doi.org/10.22373/maqalah.v1i1.516.
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The purpose of this study is to know the application of Debate Method to improve speaking skills for senior high school students of class XII -A in Ulumuddin boarding school Utenkot, Cunda - Lhokseumawe for academic years 2018 – 2019, and to know students effectivity after applicating the Debat Methode. This research is classroom action research conducted in 3 cycles. Each cycle consists of planning, action, observation / evaluation, and reflection. The subjects of this study are senior high school students of class XII-A who are 25 students and the object of this research is speaking skills. Data collection in this study are carried out by the method of observation, interviews and diagnostic tests. The data are analyzed by quantitative descriptive and statistical analysis techniques. The results showed (1) that the application of the debate Method consisted of the stages of the purpose of Debate method application in the learning process of teaching Arabic, giving titles, limiting the Debate members, making debating rooms in class, searching for information about the title of the Debate, and providing evaluation sheets activities of researchers and students in application the Debate method, (2) in the application of the Debate Method there is an increase in the percentage of speaking skills of students of class XI -A MA in terms of pronunciation, fluency, vocabulary, and sentence structure. Based on the results of the analysis in the first cycle the average student's speaking skills are obtained as much as 70% ("medium" category). Then in the second cycle students' skills improved. The average speaking skills of students are 74% ("medium" category). And in the third cycle the average skill of students are 81.4% ("high" category). Based on the results of these studies it can be concluded that the application of the debate method can improve students' speaking skills in terms of pronunciation, fluency, vocabulary, and sentence structure.
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Andriani, Irma Firi, Tanto Setia Mulyanto, and Amir Hamzah. "STUDENTS’ PERCEPTION ON EFL SPEAKING SKILLS." English Education and Applied Linguistics Journal (EEAL Journal) 2, no. 2 (August 6, 2019): 132–39. http://dx.doi.org/10.31980/eealjournal.v2i2.1729.
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The aim of this research was to investigate what are students’ perception on EFL speaking skills. This research was conducted in one of Senior High Schools in Garut, in which consisted of six students of eleventh grade students in the data interview as participants. This research used qualitative method. In this research, the data were collected from structured interview. As the results, the first, the researcher founded that all of the participants think that speaking is important to learn. It can be seen from the students’ answered in interview. They are stated that speaking is important to learn because speaking used for interaction and communication in our life. The second, the teachers’ way in teaching speaking can influenced the students’ speaking skill. The students stated that if the teacher’s way in teaching speaking is well, it can make the students more active and interested in learning speaking, and it becomes a main factor for the students can understand or not. The last, the researcher founded that what are the students’ difficulties in learning speaking. The students have difficulties in learning speaking skill because they have poor vocabulary and poor pronunciation.
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Abastillas, Fred Florenz Ocampo. "Facebook Videos: A Supplementary Device Towards Enhancement of Speaking Skills among SHS Students." International Journal of Research and Innovation in Social Science VII, no. VII (2023): 2190–214. http://dx.doi.org/10.47772/ijriss.2023.70874.
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Rationale/Background of the Study There is a dramatically growing population of students using Facebook, thus the researcher takes the opportunity to use it in relation to the learners’ perception on its effectiveness in enhancing their speaking skills. One basis in conducting this study is that – it focuses on a macro skill needed to be learned by the students – that is speaking. It is also considered relevant and up to date because the subject chosen is Facebook (videos), which is very familiar and known to students of today’s generation and society. Summary This study intends to shed light on whether or not Facebook videos are helpful for Senior High School students of Baguio Central University in enhancing their speaking skills. Specifically, it seeks answers to the following questions: What Facebook videos are watched by senior high school students? What is the perceived level of effectiveness of Facebook videos along: Pronunciation Vocabulary development Fluency Findings The following were the major findings of the study: There are different videos found Facebook being watched by the senior high school students and the top three includes: music videos, general information videos and motivational videos. Perceived level of effectiveness of Facebook videos along three speaking areas: Pronunciation: speech videos, general information videos and news videos are perceived by the SHS students to be highly effective in enhancing their pronunciation. Vocabulary development: speech videos, news videos and general information videos are perceived by the SHS students to be highly effective in developing their vocabulary. Fluency: speech videos and news videos are perceived by the SHS students to be highly effective; motivational videos are perceived to be effective in enhancing their speaking fluency. Conclusions Based on the findings obtained from the study, the researcher concludes that: There are a wide variety of videos found on Facebook being watched by the Grade 11 senior high school students. The Grade 11 senior high school students do not only watch various and different Facebook videos but more importantly, expect the materials to bring out a desirable outcome or result and help them in the enhancement of the three elements of speaking mainly pronunciation, vocabulary development and fluency. Recommendations Based on conclusions derived from the study, the following are recommended: Students are encouraged to continue watching Facebook videos for an accumulated average time of three hours a day not only as a form of entertainment but more importantly as an avenue for them to gain more information and even personal/spiritual upliftment. To further enhance the pronunciation skills of the students, they have to give more attention into viewing Facebook videos with contents having speech deliveries, informational clips, and news videos. In addition, learners should also take time to pause a video and imitate and practice how the speaker pronounces a particular word found in that video. It is also highly suggested to take down unknown or relatively new words to be searched later on for the definition and integration of such words in any possible verbal communication and lastly, to make the students speak more fluently and with accuracy, it is advised for them to try to mimic the way how the speakers talk/deliver their speech in a confident manner and as naturally as possible. Senior high school students are highly encouraged to utilize the product outcome of this study which is the guidelines in watching Facebook videos to enhance their speaking skills. The said guidelines consist of comprehensive and detailed practices and exercises that would facilitate learners in bolstering their speaking skills along pronunciation, vocabulary development and fluency.
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Sudewi, Putu Wahyu. "Need Analysis of Listening Skills in the EFL Class at Sulawesi Barat University." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 9, no. 2 (December 18, 2021): 511–20. http://dx.doi.org/10.24256/ideas.v9i2.2344.
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Listening is clearly the weakest skill of EFL students who encounter different kinds of listening problems. This research analyzed student needs analysis of listening skills in EFL learners at Sulawesi Barat University. This study was conducted to identify students' listening obstacle and identify their needs analysis. The questionnaire was conducted to answer the following questions. (1) What are the barriers to the development of students' listening skills? And (2) what are the needs of students regarding listening? 124 EFL students from six different classes were voluntarily selected for the study. The data was gathered by questionnaire. The results of the study showed several reasons that hinder a student's hearing were speaking fast, speaking quietly, different accents and pronunciation, and a group of people talking at the same time. Students' needs for listening comprehension are as follows: students need to recognize English lecturers, students need to learn how to take effective notes and ask for repetition or explanations, students need to recognize long explanations and instructions in English, different accents and pronunciations need to be recognized and students need to increase their vocabulary.
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Tomé Díez, Mario, and Marlisa Amanda Richters. "Podcasting as a tool to develop speaking skills in the foreign language classroom." EuroCALL Review 28, no. 1 (March 31, 2020): 40. http://dx.doi.org/10.4995/eurocall.2020.13191.
Full textAbstract:
<p>It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the <em>improvement</em> of speaking skills or the <em>correction</em> of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.<em></em></p>
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Ninsiana, Widhiya, Aderlaepe Aderlaepe, and Miftachul Huda. "Improving Senior High School Students’ English-Speaking Skill Through Blended Learning Method." Ta'dib 27, no. 1 (June 6, 2024): 163. http://dx.doi.org/10.31958/jt.v27i1.10718.
Full textAbstract:
The objective of this study is to develop an LMS-based app in English subject with speaking skills adopting a blended learning method. This study engaged 38 students in class eleven of the Science 2B Program at State High School 1 Metro Lampung in 2022, including 23 male students and 15 female students. This study was carried out in a State Senior High School 1 Metro Lampung. A rating rubric was used to collect data on students' speaking skills. The rubric followed the Harris’ rating scale which speaking skills were focused on five variables: pronunciation, grammar, vocabulary, fluency, and comprehension. The blended learning model enabled students examine their knowledge through engaging involvement in learning, leading to student-centered teaching and learning activities. The results indicated that the LMS-based app https://www.e-ajar.com/ and class activities for 11th grade students in English with speaking skills at State Senior High School 1 Metro Lampung have increased students' English-speaking skills. This is seen in the development of scores and the improvement in the minimum percentage of completion in each cycle, where students' English pronunciation and grammar have significantly improved. Future study might use blended learning models potentially developed for other subjects to increase learning outcomes and creative thinking skills. This LMS-based media should not only help senior high school students with their speaking sills but also the other skills and its impacts on successful language-learning strategies.