Role-Play and Show-and-Tell in Grade 5 Students' Speaking Learning

Anwar, Choiril

doi:10.30659/e.1.1.76-102

Cited by 6 publications

(6 citation statements)

References 3 publications

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“…The output of this method can be in the form of presentation, performance, and other projects. Using this method, students can improve their knowledge and motivation in learning, have effective problem-solving skills, learn self-directed, and be effective on collaboration skills (Dewi, 2016) as well as for the enhancement of young learners' speaking skills (Anwar, 2016;Anwar & Pratama;. This method has four stages; speculating, designing, commanding, and conducting (Fauziati, 2014).…”

Section: Project-based Learningmentioning

confidence: 99%

Project-based learning in teaching speaking to young learners: Is it effective?

Widiyati

Pangesti

2022

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Students� disfluency in speaking is caused by limited practice, incorrect pronunciation, and inappropriate learning methods. That of the last point drove this research in finding out the effectiveness of using Project-based Learning (PBL) to improve students� speaking skills. The study participants were 59 students of the seventh graders of SMP Muhammadiyah 1 Kudus, divided into the experimental and the control classes using a quasi-experimental research design. The data were obtained from the pre-test and the post-test. The results showed that the students� speaking ability mean scores in both classes were higher in the post-test than in the pre-test. In addition, the independent sample t-test supported the result in the hypothesis testing. It means that project-based learning applied had a significant difference or effective to improve young-learner students� speaking skills. To conclude, using this method created more fun, active, and interactive speaking class atmosphere for young learners.

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Section: Project-based Learningmentioning

confidence: 99%

Project-based learning in teaching speaking to young learners: Is it effective?

Widiyati

Pangesti

2022

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“…Argued by (Erasma) Role playing may be a primary technique to supply support and association within the learning process. Cited by (Anwar, 2016) Role-playing game stimulates real-life and practical settings. For example, if a student acts as a presenter, bring a script to read as a presenter.…”

Section: Literature Riviewmentioning

confidence: 99%

Students' Perspective of Using Role Play to Develop Speaking Skill

Mulyana¹

2020

JETALL

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This research was aimed know how was speaking skill was developed through a method based on students’ perspective. This was a qualitative design study by giving a questionnaires , interview, and observation to the English Department students. The data were collected from sixteen students from Faculty of Education majoring English Education at Ibn Khaldun Bogor University. The aims of this research is to find what the students’ perspective of role play method and what the effect that they felt from the method after they learned it. The instrument of this research is questionnaires form made in Google form. The data were analyzed by the researcher and the result of the research showed that more than 80% of Ibn Khaldun Bogor University students majoring English Department agree that Role Play method can be a fun method of learning to develop students' speaking skill. They conclude that role play has many positive impact on their speaking skill such as they felt more confident, their vocabulary increased, pronunciation they became much better.

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“…Consequently, the teaching and learning will fail. Teaching English to EFL young learners, however, should consider two dominant approaches: humanistic and constructivist (Paul, 2003;Anwar, 2016). Both approaches are all about students' involvement in classroom activities.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Chinese Whisper Game towards EFL Young Learners� Vocabulary Mastery

Nafisah

Anwar

Hartono

et al. 2022

JAMR

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The purpose of this research was to find out whether the use of Chinese whisper game was effective to enhancein enhancing vocabulary mastery of young learners of the fifth graders of MI Nurul Huda Sidokumpul. The method of this research was quasi-experimental design because the researcher did not randomize on the sample. The sample of this research consisted of 25 students of class VA as the experimental group and 22 students of class VB as the control group. The researcher used pre-test and post-test for the control group and experimental group to collect the data. The researcher used SPSS v.16.0 software program to analyze the data. The researcher used three steps in this research. They were: pre-test, treatment, and post-test. The result of the pretest and post-test of the experimental group were 58.76 and 91.84, while the result of the pre-test and post-test of the control group were 60.36 and 70. 27. The result of the analysis showed that sig (2-tailed) was 0.000 (or <0.05. It means that there was a significant difference between the two means of post-test. It was concluded that H0 was rejected and H1 was accepted. Therefore, using the Chinese Whisper Game was effective to enhance the vocabulary mastery of young learners.�

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Role-Play and Show-and-Tell in Grade 5 Students' Speaking Learning

Cited by 6 publications

References 3 publications

Project-based learning in teaching speaking to young learners: Is it effective?

Project-based learning in teaching speaking to young learners: Is it effective?

Students' Perspective of Using Role Play to Develop Speaking Skill

The Impact of Chinese Whisper Game towards EFL Young Learners� Vocabulary Mastery

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