This research investigated the effect of Project-based learning on students’ speaking ability. This was a mix research, qualitative and quantitative. Qualitative was used to describe the implementation of the project based learning in Accounting Study Program students. The quantitative research used was a pre-experimental research with a One Group Pretest-Posttest design to find the effect of project based learning on the students’ speaking ability. There was a single sample, 35 students, of the population (1st to 4th semester Accounting Study Program Students of Universitas Potensi Utama). The qualitative data were collected by using interview, observation, and documentation. The quantitative data were collected by using tests, pre-test and post-test. Since this study was intended to find the effect of the Project-Based Learning toward students’ speaking ability, the quantitative data were analyzed statistically by paired sample t-test by using IBM SPSS 22 for Windows. The result of analysis showed that there was a significant effect of Project-Based Learning on the students’ speaking ability. It was an effective method in teaching speaking because it improves students’ speaking ability, build students’ team work skills, increase students’ problem solving skill, and stimulates students to be active, communicative, creative, and innovative. Therefore, it is strongly recommended to be applied in the teaching speaking.
The purpose of this study was to find out how the application of role plays methods in an effort to improve English speaking skill of the tenth grade students at SMA Harapan-I Medan. This research is a Classroom Action Research study conducted collaboratively. Subjects in this study were students of the tenth grade students at SMA Harapan-I Medan. While the object of this study is the application of role play methods, to improve students' speaking skill. Based on the results of the study, it was found that the percentage of the results of the completeness of the students' scores between cycle I and cycle II had increased. In the first cycle, the percentage of completeness was 40% while in the second cycle there was a significant increase to 63%. There is a 43% increase between the pre-cycle, actions of cycle I and cycle II. Thus this study was declared successful and it can be said that the use of role play methods can improve student learning outcomes in speaking
The purposes of this research are to find out; 1) how to improve English speaking ability of the tenth grade students at Harapan-I Medan through the application of storytelling method, and 2) how the students� responses to storytelling as a learning method. This research was a Classroom Action Research applying Kemmis McTaggart Model. �The research was done in two cycles in which each cycle consists of four stages: plans, actions, observations, and reflections. The subjects in this research were students of Grade X-6 of Senior High School Harapan-I Medan. The object of this study was the application of the Storytelling method to improve the students� English speaking ability. Based on the results of the research, it was found that the percentage of completeness from pre-action, Cycle-I, and Cycle-II increased at Senior High School Harapan-I Medan. The percentage of student�s completeness in pre-action was 27%, in the Cycle-I was 47%, and in the Cycle-II was 70%. There was a significant increase (43%) from pre-action, cycle-I, and cycle-II. In addition, students� enthusiasm, courage, and activity have also increased. Thus, it can be concluded that storytelling method has improved the speaking ability of the tenth grade students of Senior High School Harapan-I Medan and increased their response, enthusiasm, courage, and activity to speak English.Keywords: speaking ability; English; storytelling; folklore; classroom action research.
Field trip programs as edu-tourism in university level were viewed as the great equalizer in terms of delivering students to cultural heritage awareness. So, they had seen these experiential learning as a central of educational mission. Higher level education especially university which implemented field trip programs as supporting activities in the English for tourism lesson was gladly endured the expense and disruption of providing field trips as the primary purpose to provide a learning opportunity. The aim of this study was to evaluate the implementation of educational field trips as edu-tourism at university level. This is a qualitative study which is carried out by survey and observation. The population of this study is the English Department students of Potensi Utama University. There were 150 respondents in this research which included of 50 teachers and 100 students were randomly selected. The instrument of this study used questionnaires and speaking test items. The questionnaire consisted of 30 items. The collection of in this research were analysed by using simple percentage method. The place for field trip activity was held in the ecotourism of Bukit Lawang, which located at Bahorok sub-district, Langkat Regency, North Sumatera, Indonesia. The result of this study hoped that educational field trips are helpful to cope up with advance learning to develop students’ interest especially speaking ability.
This Study deals with plosive consonants in English and Minangnese. The method of research used was descriptive qualitative method. It was conducted to find out the similarities and differences between English and Minangnese plosive consonants in investigating the learning problems of English by Minangnese speakers. In conducting the data, documentary and recording technique were done. Then, the data were analyzed based on the four procedures of Randal Whitman (1970). Those are description, selection, contrast, and prediction. The findings indicate that there were similarities and differences between English and Minangnese plosive connsonants. The similarities are in the place of articulation at bilabial [b, p], alveolar [d], and velars [g, k] in initial and medial positions, and in their state of the vocal cords, having the same voiced and voiceless sound. The differences are in their numbers, allophones, final positions, aspirations, and the place of articulation at [t] sound, which is alveolar in English but it is dental in Minangnese.
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