Applying Circle Game to Enhance Students’ Speaking Skill

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.

Section: Introductionsupporting

confidence: 80%

Developing the Prototype of Picture-Based Learning Materials in the Teaching of Speaking Skills

Karya¹,

Takarroucht

Zano³

et al. 2022

“…It is in accordance with Afifah and Devana (2020) who inform that giving students with various tasks and big chance to speak is able to help them to improve their fluency to use the target language. It is also supported by Ayu et al (2020) who found that giving various games and big opportunities in speaking practices is able to facilitate students to increase their fluency. In this study, teachers asked students to imitate how English expressions are expressed in real life communication.…”

Section: Discussionmentioning

confidence: 85%

Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness

Hidayatullah¹,

Haerazi²

2022

Self Cite

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.

“…By doing so, teachers aim to deepen learners' understanding of the words' meanings and usage in context. To enhance vocabulary practice, teachers may also incorporate fun activities like puzzles and serial pictures into their lessons (Ayu et al, 2020;Chonnia & Izzah, 2022). These activities help students to engage with the new words in a meaningful way and promote retention of the vocabulary over time.…”

Section: Resultsmentioning

confidence: 99%

The Presentation-Practice Route to Teach Vocabulary to Young Learners: A Casa Study at International Schools in Uzbekistan

Sotlikova

2023

Teaching vocabulary to young learners is an essential aspect of language acquisition that requires a specific approach or strategy to ensure that learners acquire a wide range of vocabulary. Expanding vocabulary is a critical aspect of language learning as it equips learners with the learning tools to confidently articulate their thoughts and ideas in the target language. Developing vocabulary also enables learners to grasp complex concepts and ideas. One technique that has proven effective in language classes is the presentation-practice route. In light of this, the purpose of this study is to describe the teaching techniques employed by English teachers at Genius International School in Tashkent, Uzbekistan, when using the presentation-practice route to teach English vocabulary. The study adopted a descriptive research methodology, with data collection conducted through interviews and observations of English teachers at the school. Qualitative analysis was used to analyze the data collected from the respondents. The study's findings revealed that the teachers employed several techniques to encourage learners' mastery of vocabulary, including contextualization, the use of visual aids, and the incorporation of interactive activities. These techniques were found to be effective in facilitating learners' comprehension and retention of English vocabulary.