Practicing Discussion in the Form of Pyramid to Improve Students’ Speaking Performance and Classroom Interaction

Buhari, Buhari

doi:10.33394/jollt.v7i2.1958

Cited by 10 publications

(15 citation statements)

References 4 publications

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“…On the other hand, when the students are having talks with other students, the situation is not that terrible. This finding is in accordance with Buhari (2019) who finds that the interaction between students with a classmate is seen interactively rather than with their teachers. Besides, Bohari (2019) argues that peer-talk provides learners more open-minded in learning rather than teacher-students conversation.…”

Section: Research Findings and Discussion Research Findingssupporting

confidence: 92%

Gallery Walk+peer Talk in Language Testing and Assessment: Students’ Perspectives

Sarwanti

2020

JOLLT

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A useful conceptual understanding of ZPD can benefit the students from having talks with others in increasing their capability of knowing something. This idea of social constructivism underpins the need for opportunities for collaboration and support, and for learning. Individuals are required to construct self-knowledge and develop new perspectives, by engaging in hands-on activities rather than using structured information. If peer talk is combined with gallery walk where the students have the opportunity to share ideas, the combination bears such an active class activity. This study reveals the students’ achievements on how they negotiate their problems through conversing with each other. The problem-based conversation plays among students themselves in their initial academic development. This study supports theory highlighting the importance of talk in social interaction as a prerequisite for increasing students’ achievement. The results of this study show that the combination of gallery walk-peer talk able to improve the students’ achievements and also the students’ participation in class. The results also uncovers why they enjoy learning by doing gallery walk-peer talk.

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Section: Research Findings and Discussion Research Findingssupporting

confidence: 92%

Gallery Walk+peer Talk in Language Testing and Assessment: Students’ Perspectives

Sarwanti

2020

JOLLT

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“…Horwitz and Cope (1986: 13-14) identified three components of foreign language anxiety: 1) Communication apprehension is a type of shyness characterized by a fear of anxiety about communicating with people; 2) Test anxiety refers to a type of performance anxiety stemming from a fear of failure. It was reinforced by Buhari, (2019) who found that fear of failure influences students' speaking competences. Students with test anxiety often demand more of themselves than they are capable of achieving and worry about their performance; 3) Fear of negative evaluation involves apprehension about others' evaluation, avoidance of evaluative situation and the exception that they would evaluate oneself negatively.…”

Section: Introductionmentioning

confidence: 99%

Examining the Effect of Contextual Teaching-Learning and Anxiety Towards Students’ Speaking Skills

Suadiyatno¹,

Firman²,

Hanan³

et al. 2020

JOLLT

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This research was aimed at finding out whether: (1) Contextual Teaching Learning has better effect than conventional method towards students speaking skill; (2) the students having low anxiety have better speaking skill than those who have high anxiety; and (3) there is an interaction between CTL and anxiety towards students speaking skill. This research was experimental study within quantitative approach. The total samples of this study were 66 students of tour and travel class of SMKN 2 Mataram that consist of two classes that determined by cluster random sampling technique. The instruments that were used to collect the data were test and questionnaire. The data was analyzed by using multifactor analysis of variance 2x2 and tuckey test. The result of this research revealed that the level of students anxiety that taught by CTL is lower than conventional, while students’ speaking skill score that taught by contextual method was higher than conventional method. The level of anxiety has significant effect toward students’ speaking skill. Therefore, it can be concluded that: 1) Contextual Teaching Learning method has better effect than Convetional method towards students speaking skill of the tour and travel students’ class of SMKN 2 Mataram; 2) The students who have low speaking anxiety have better speaking skill than those who have high speaking anxiety at the tour and travel students’ class of SMKN 2 Mataram; 3) There is an interaction between CTL and students’ anxiety towards students speaking skill of the tour and travel students’ class of SMKN 2 Mataram.

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“…An observation towards students of grade eight at SMPN 4 Praya led the researcher to find that students had the struggle to master vocabulary, especially spotted during the writing activity. For instance, the students who were lack of vocabulary seemed problematic in determining the meaning of words (Buhari, 2019). Moreover, they demonstrated difficulty in differentiating the form of speech, not knowing how to express an idea in written form, and tend to be passive participants in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Applying Esa Method Towards Students’ English Vocabulary Mastery

Vikasari¹

2019

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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Inspired by difficulties of grade 8 students of SMPN 4 Praya, Central Lombok in increasing their vocabulary mastery, the current study applied ESA (Engage Study Active) method to overcome the situation. The fundamental contribution of vocabulary in learning a foreign language encouraged the researcher to find a way to improve students’ vocabulary mastery. In an attempt to find the solution, the study was designed as a quasi-experimental study at SMPN (public junior high school) 4 Praya. To conduct the study, the researcher had conducted a preliminary study to collect information from the class to identify problems occurred in the school during vocabulary learning. By applying mixed method, this study was aimed to find the effectiveness of ESA method using the quantitative method and to see the improvement on the students’ mastery qualitatively by conducting classroom observation to see the quality of interaction in the class using English as the target language. Throughout the study, quantitative data showed increase in students’ vocabulary mastery after being treated using ESA method, in which the mean score of the pre-test of 53 increased in the post-test of 75. The result was found using descriptive statistic analysis towards students’ pretest and posttest results. Qualitatively, the observers’ notes also indicated increase in terms of students’ vocabulary mastery by viewing students’ engagements during classroom interactions. It can be concluded that ESA method may increase students’ English vocabulary mastery in writing class.

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Practicing Discussion in the Form of Pyramid to Improve Students’ Speaking Performance and Classroom Interaction

Cited by 10 publications

References 4 publications

Gallery Walk+peer Talk in Language Testing and Assessment: Students’ Perspectives

Gallery Walk+peer Talk in Language Testing and Assessment: Students’ Perspectives

Examining the Effect of Contextual Teaching-Learning and Anxiety Towards Students’ Speaking Skills

The Effectiveness of Applying Esa Method Towards Students’ English Vocabulary Mastery

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