Improving Students Public Speaking Skill through Instagram

Apriyanti, Difiani; Syofiani,; Ramadhan, Syahrul; Mukhaiyar,

doi:10.2991/iclle-18.2018.45

Cited by 14 publications

(17 citation statements)

References 4 publications

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“…To the best of my knowledge, there has been little research on public speaking in EFL learning contexts investigating the integration of multiple learning strategies. This research fills in the gap and enrichs the findings from previous research (Anandari, 2015;Jin, 2015;Abdolrezapour, Tavakoli &Ketabi ;Butler, 2017;Apriyanti, Syofiani, Ramadhan, & Mukhaiyar, 2018) since it implemented classroom mixed-methods research where the teacher shared equal roles with the students to empower them to become the agents of their language learning change, progress and achievement. The teacher in this research acted more as a facilitator rather than a controller (cf.…”

Section: Assessmentmentioning

confidence: 67%

“…In recent decades, EFL learners are not only expected to speak well in English but also to perform public speaking activities in English successfully. Public speaking skills become inevitable in the 21 st century's learning, life and employment owing mostly to the globalization of information, technology, commerce and fast interactions between people from different nationalities, (see Apriyanti, Syofiani, Ramadhan, & Mukhaiyar, 2018;Mabuan, 2017;Watkins, 2014;Yee & Abidin, 2014). Responding to globalization challenges, higher education institutions in many parts of the world internationalize their curricula to include public speaking skills (Boromisza-Habashi, Hughes & Malkowski, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Several studies on public speaking have been conducted in Indonesia (Anandari, 2015;Apriyanti, Syofiani, Ramadhan, & Mukhaiyar, 2018). Anandari (2015) found that having to speaking in public led to students' anxiety, which might be attributable to their social and cultural backgrounds.…”

Section: Introductionmentioning

confidence: 99%

“…Research about public speaking by Indonesian researchers has so far been focused on a single strategy to facilitate students' learning (cf. Anandari, 2015;Apriyanti, Syofiani, Ramadhan, & Mukhaiyar, 2018). In the current study, Indonesian students were provided with ample opportunity to develop multiple learning strategies that could empower them to diminish cultural stumbling blocks when conducting public speaking (for a discussion about Indonesian culture, see e.g., Abdullah, 2016;Hermawan & Loo, 2019;Moffatt, 2012, Nadar, 1999 and enabled them to focus on regulating their motivation to speak in public confidently and successfully.…”

Section: Introductionmentioning

confidence: 99%

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Confronting Cultural Barriers in Public Speaking through Multiple Learning Strategies: A Case of Indonesian EFL Learners

Mbato

2020

Hum.

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Cultural barriers, anxiety and lack of English competence may lead to EFL students’ failures in public peaking. Conducive learning environments, right coaching and learning strategies are likely to increase the possibility of students’ success. This research aimed to investigate whether the implementation of multiple learning strategies empowered Indonesian EFL students’ public speaking skills. 56 students enrolled in three public speaking classes of Sanata Dharma University, Yogyakarta in the academic year 2017-2018 participated in the research. One overriding research question was postulated, i.e., to what extent does the implementation of multiple learning strategies empower students’ public speaking skills? To answer the question, classroom mixed-methods research was employed where students filled out four different questionnaires and submitted focus group discussion (FGD) results at the end of the semester. Quantitative and qualitative data analyses indicated that students had very high perceptions about the use of and the combinations of reflections, peer-, teacher-, and self-assessments, independent learning plans and activities. They believed that multiple learning strategies implemented in the Public Speaking Class enabled them to be independent, responsible, and better learners. They also acknowledged becoming more confident and better public speakers. This study contributes to the body of knowledge in public speaking in two important ways. First, learning to speak in public for non-native speakers of English should begin with raising their awareness about cultural barriers that might inhibit the development of the necessary skills in public speaking. Second, teaching public speaking to EFL students requires the adoption of multiple learning strategies including strategies to confront imminent cultural barriers. This research, therefore, urges public speaking trainers and teachers in EFL settings to include intercultural understanding and multiple learning strategies in their public speaking classes in order to empower students’ public speaking skills

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Section: Assessmentmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Confronting Cultural Barriers in Public Speaking through Multiple Learning Strategies: A Case of Indonesian EFL Learners

Mbato

2020

Hum.

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“…Social media offer a variety of platforms for educators to use in teaching English. In line with this, Sheldon was quoted in Apriyati et al (2018) as saying that truly learning to use social media within the classroom is fun, but not many teachers apply it, and a few of them use social media inappropriately, therefore students feel that the teachers has to be more interactive and thoughtful. Technology changing the atmosphere of teaching and learning can provide versatile decisions and choices.…”

Section: The Use Of Instagram In Teaching English Speakingmentioning

confidence: 99%

Instagram: How Do Students View on It in Speaking Classroom

Devi

Virgiana

Auli

2020

Bahasa dan Sastra Inggris UPB

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The emergence of the 4.0 era requires the world of education to adapt to technology. Practicing and learning English can take the advantage of the sophisticated technology, especially applications that can be downloaded from students' smart phone. Students acknowledge that English learning done in the classroom is easy for them to forget because it is rarely used in everyday life. Practices done in the classroom do not have enough time for all students to speak English, and students are less motivation to speak English outside the classroom. Integrating Instagram into the process of teaching English speaking is believed could motivate students to speak and increase their speaking ability. Various features on Instagram can help students in doing assignments. Tasks may be packaged attractively within the variety of videos based on a certain theme and uploaded to Instagram. This study aimed to determine students' perceptions related to the use of social media Instagram in learning English speaking. This descriptive study used forty-four students Communication Science in academic year 2019/2020 who took Bahasa Inggris Keahlian. To determine students' perceptions, researchers used questionnaire adopted from Dornyei, 2011. The results of the study showed a positive or good response on students' perceptions towards the use of Instagram in learning English Speaking. Furthermore, Instagram can be used as another medium in teaching speaking. This is strengthened by the increase in self-confidence, learning motivation, and student interest in speaking in English.

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