Improving Student's Listening Skill Using Task- Based Approach in EFL Classroom Setting

Kuswoyo, Heri; Wahyudin, Achmad Yudi

doi:10.2991/aecon-17.2017.24

Cited by 8 publications

(9 citation statements)

References 5 publications

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“…The third example is research done by Kuswoyo and Wahyudin (2017). The study is designed to answer the following question: What is the students' perception of task-based learning and whether listening skills increase with taskbased learning?…”

Section: Example Of Classroom Action Researchmentioning

confidence: 99%

Conceptualizing Research Methods Used in Teaching Listening Skill Studies Using Social Media and Technological Tools

Maulina

Ladjagang

Nasrullah

et al. 2022

jet

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Articles published in international and national journals have rich potentials for learning sources for a greater understanding and productivity to conduct novel and essential research since their publication has been scholarly processed through the hands of journal editors. Readers can learn the research methods from the models found in journal articles. This paper elaborates the research methods used in studies on Listening skills using social media and other technological tools. The elaboration is formulated from the research methods used by journal article writers worldwide. The articles are taken as the corpus of the study and analyzed using grounded analysis. Among them are case study, ethnography research, phenomenology, grounded theory, narrative, content analysis, document analysis, descriptive qualitative, pre-experimental research, quasi-experimental research, true experimental research, correlational research, ex-post facto, survey research, classroom action research, collaboration action research, and mixed-methods. However, due to the limited space, the paper will only describe five popular methods in teaching listening skills utilizing social media and technological tools for the last ten years include experimental research, classroom action research, survey research, case study, and descriptive qualitative research. The description of each method is supported by examples found in international and national journal articles published worldwide.

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Section: Example Of Classroom Action Researchmentioning

confidence: 99%

Conceptualizing Research Methods Used in Teaching Listening Skill Studies Using Social Media and Technological Tools

Maulina

Ladjagang

Nasrullah

et al. 2022

jet

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“…Generally, English is widely used by many people and many countries for various purposes in the world. One of them is as a purpose of communication (Eng, Luyue, & Lim, 2020;Kuswoyo & Susardi, 2017;Hervina, 2014;Kuswoyo &Wahyudin, 2017). Further, some studies have found that as an international language, English becomes a compulsory subject that must be learned from school to university contexts (Asih, Asrianto, & Murwantoro, 2020; (Eng, Luyue, & Lim, 2020) A large and growing body of literature has investigated the main goal of learning English as a foreign and second language is a communicative competence (Phettongkam, 2017;Ruminar, 2018;Simbolon, 2015).…”

Section: Introductionmentioning

confidence: 99%

Syntactical Error Analysis of Efl Learner in Conversation Class at English Literature Study Program/Analisis Kesalahan Sintaksis Pembelajar Bahasa Inggris Sebagai Bahasa Asing Pada Kelas Percakapan Di Program Studi Sastra Inggris

Kuswoyo

Qodriani

Khairunnisa

2021

Aksara

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The learner’s syntactical error analyses have long been interested in the second and foreign language researchers. This study aimed at investigating the syntactical error types, the form of error, and the frequencies of these errors that occurred in the sixth-semester student presentation on the conversation class at the English Literature Study Program in Universitas Teknokrat Indonesia. To achieve the objectives, the data were collected from the learner’s transcribed speech. The sampling of non-probability was used to select the classroom and participant’s characteristics. These data were collected by video recording, non- participant observation techniques, and documents. To classify the learner’s syntactical errors, Politzer Ramirez’s (1973) syntactical errors taxonomy was adopted. Further, the qualitative method was applied in this study. Based on the result of the analysis, there were 64 syntactical errors uttered by the learner. The results of the analysis were then categorized into three forms: phrases, clauses, and sentences. The results of this study showed that the learner often made the syntactical error in the form of sentences. That was 32 errors (50%). Furthermore, the study found that the amount of confusion was the most commonly uttered as the type of error (26,56%). The learner often got confused to make the right use between the number and the subject mentioned. Thus, the findings indicated that even though the learner considered as the best; yet the learner still possibly made some errors. Therefore, lecturers or instructors should raise the students’ syntactical error awareness. So that it could improve the student’ speaking skills in their level of English.Keywords: error analysis, syntactical error, conversation class, speaking skillsAbstrakAnalisis kesalahan sintaksis siswa telah lama menjadi hal yang menarik bagi peneliti bahasa kedua dan asing. Penelitian ini bertujuan untuk menyelidiki jenis kesalahan sintaksis, bentuk kesalahan, dan frekuensi kesalahan tersebut pada presentasi siswa semester enam pada kelas percakapan di Program Studi Sastra Inggris, Universitas Teknokrat Indonesia. Untuk mencapai tujuannya, data dikumpulkan dari presentasi siswa yang telah ditranskripsikan. Sampling non-probabilitas diterapkan untuk memilih karakteristik kelas dan partisipan. Data tersebut dikumpulkan dengan menggunakan teknik perekaman video, pengamatan non-partisipan, dan dokumen. Untuk mengklasifikasikan kesalahan sintaksis mahasiswa, taksonomi kesalahan sintaksis Politzer dan Ramirez (1973) diadopsi. Lebih lanjut, metode kualitatif diterapkan dalam penelitian ini. Berdasarkan hasil analisis, terdapat 64 kesalahan sintaksis yang ditemukan pada presentasi siswa. Hasil analisis kemudian dikategorikan dalam tiga bentuk, yakni frase, klausa, dan kalimat. Hasil penelitian ini menunjukkan bahwa siswa sering membuat kesalahan sintaksis dalam bentuk kalimat, yakni 32 kesalahan (50%). Lebih jauh, penelitian ini menemukan bahwa ‘number of confusion’ merupakan jenis kesalahan yang sering diujarkan, yakni 26,56%. Pembelajar sering mengalami kebingungan dalam menggunakan antara nomor dan subjek yang disebutkan. Dengan demikian, temuan menunjukkan bahwa meskipun mahasiswa dianggap yang terbaik masih membuat beberapa kesalahan. Oleh karena itu, dosen atau instruktur harus meningkatkan kesadaran kesalahan sintaksis mahasiswa sehingga hal ini dapat meningkatkan keterampilan berbicara siswa di tingkat bahasa Inggris mereka.Kata kunci: analisis kesalahan, kesalahan sintaksis, kelas percakapan, keterampilan berbicara

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“…Moreover, Nunan (2013) also said that "Speaking is one of the important and essential skills that must practice communicating orally, and it is a priority for many second and foreign language learners." By seeing that importance, teachers have to find a way in teaching oral communication and pay attention to some factors such as tasks given (Kuswoyo and Wahyudin, 2017) and characteristics and learning styles (Wahyudin and Rido, 2020) of their students. It is in line with Oktaviani (2016) that the speaking skills of EFL students influenced by some factors.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Fun Fishing to Teach Speaking for Elementary School Students

Sinaga

Oktaviani

2020

JELTL

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To produce competitive students that ready to face the trend of language learning in English as a foreign language, especially speaking skills, teachers should be ready to develop good planning in the teaching process. It can be in the form of strategies that can motivate students in the learning process. Moreover, in teaching elementary school students, teachers should be more creative to encourage students’ motivation in speaking by using attractive teaching media which involves physical activity because young learners usually only have a short attention span. By using teaching media, students will learn a language in such attractive and fun ways. Thus, the researchers want to see the use of Fun Fishing in teaching speaking at one of the Elementary Schools in Lampung to encourage students in learning English. This research used a qualitative method since it disclosed how to implement Fun Fishing media in an Elementary School in Lampung. As a result, the students were divided into four groups consisted of 2-3 members and learned English which involved physical activity. To sum up, using this media in learning English can motivate students to speak in English and make teaching and learning become more fun because they did physical activity.

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Improving Student's Listening Skill Using Task- Based Approach in EFL Classroom Setting

Cited by 8 publications

References 5 publications

Conceptualizing Research Methods Used in Teaching Listening Skill Studies Using Social Media and Technological Tools

Conceptualizing Research Methods Used in Teaching Listening Skill Studies Using Social Media and Technological Tools

Syntactical Error Analysis of Efl Learner in Conversation Class at English Literature Study Program/Analisis Kesalahan Sintaksis Pembelajar Bahasa Inggris Sebagai Bahasa Asing Pada Kelas Percakapan Di Program Studi Sastra Inggris

The Implementation of Fun Fishing to Teach Speaking for Elementary School Students

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