This research investigates the students’ perceptions of creating videos to engage them in speaking. This research employed a descriptive method. The population of this research was the third year students of Social Program of SMAN 1 Soppeng in the academic year 2017/2018. This research used purposive sampling, taking XII IPS 1 totaling 25 students as the sample. The instruments of this research were questionnaire and interview. The results of this research showed that creating videos has many advantages in engaging the students to speak English. Recording the conversation or dialogue is a fun activity for them although they feel nervous for the first few minutes, a few minutes later, they feel very much enjoying recording their activities and performance with their friends. Creating videos seems to be interesting and motivating the students to speak fluently. The students stated that they can see their expressions, gestures, and their mistakes by replaying their videos, so it will make them aware of their weakness and their mistakes. It creates self-learning and self-evaluation for the students. It makes the students motivated to improve their speaking skills. Thus, it is concluded that the students have positive perceptions on the effectiveness of creating videos in engaging them to speak English.
The objectives of this research were to find out: (1) the needs of accounting students in learning English at one of the vocational high schools in Donggala; and (2) the suitable English course design for vocational high school students. This research used a descriptive qualitative research method by involving twenty-two students majoring in accounting. The research instruments were google form questionnaires and phone interview that each instrument contained open-ended and close-ended questions. The data of this research were analyzed in four stages; namely coding, data reduction, data display, and drawing conclusions or interpretations. The researchers found that the needs of accounting students who participated in the research in learning English were in accordance with the teaching concepts of English for Specific Purposes. The language skill they needed the most was speaking. The students lacked vocabulary, pronunciation, and self-confidence to speak in English. In line with the students’ lack, the students would like their speaking skill to be developed. Based on the result of the students’ needs analysis, the researchers suggested a set of English course guidelines which consisted of four components. The first was the course rationale that covered target learners, course content, and course objectives. The second component was course materials related to accounting and about daily life. The third was teaching method and learning activities that most of the students preferred discussions and practices. The last component was assessment which consisted of a portfolio, journal, interview, observation, and self/peer assessment. The teacher could use one assessment only or more in one time for assessment based on the learning situation and the students’ needs.
The objective of this research is to determine the functions of code switching performed by the EFL teachers in classroom interaction. This research used qualitative research design which was conducted in SMAN 1 Soppeng. The participants of this research were two English teachers of SMAN 1 Soppeng who were chosen by using purposive sampling technique. To collect the data, the researcher used two kinds of research instrument namely classroom observation and interview. The data obtained were analyzed through Miles and Huberman (1994) qualitative data analysis and combined it with discourse analysis. The procedure of data analysis divided into three stages, namely data reduction, data display, and conclusion drawing/verification. The result of data analysis indicated that there are eleven functions of code switching discovered during the teaching and learning process in classroom interaction, namely checking for understanding, lapses, grammar explanation, pronunciation practice, explaining the meaning of vocabulary, reiteration, topic switch, polite command, speech connective, interjection to get the students’ attention, and emphasize certain word or a point in the conversation. The functions may vary according to the context, situation, and the topic of the conversation.
This research intended to prove whether the use of skit technique enhanced the students’ speaking ability or not. This research employed quasi-experimental research design with the non-equivalent control group design. The population of this research was the second year students of senior high school that consisted of 260 students. This research used cluster random sampling technique. From nine classes, two classes were taken as a sample of the research. One class was chosen as the experimental class and another one as the control class. The total sample consisted of 72 students. In order to answer the research question, the instrument of this research was speaking test. There are some types of oral tests, but this research used a picture story. The result of data analysis showed that the rate percentage and frequency of the post-test score was higher than the rate percentage and frequency of the pre-test score. In pre-test, the value of t-test (0.34) was lower than the value of t-table (1.980). While in post-test, the t-test value (2.83) was higher than the t-table value (1.980). Based on these findings, it can be inferred that the skit technique significantly enhanced the students’ speaking ability.
This research intended to prove whether the use of drama technique affected the students’ speaking accuracy, fluency, and comprehensibility or not. This research employed quasi-experimental research design with the non-equivalent control group design. The population of this research was the second year students of senior high school that consisted of 260 students. This research used cluster random sampling technique. From nine classes, two classes were taken as a sample of the research. One class was chosen as the experimental class and another one as the control class. The total sample consisted of 72 students. In order to answer the research question, the instrument of this research was speaking test. The result of data analysis showed that there was no significant different of the students’ speaking accuracy, fluency, and comprehensibility of both classes in pre-test. But the students’ speaking accuracy, fluency, and comprehensibility of both classes in post-test was significant, which means that drama technique can significantly affect the students’ speaking accuracy, fluency, and comprehensibility.
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