Students’ Perception on Online Application in Speaking Skill

Baron, Rifari

doi:10.29408/veles.v4i2.2543

Cited by 30 publications

(36 citation statements)

References 18 publications

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“…It is shown in Figure 1 that the experimental group which consisted of 5 students and a native speaker, performed well-organized virtual interview through Zoom Cloud Meeting and they enjoyed the learning process. These findings complement to the previous work of Baron (2020) that using an online media such as Zoom Cloud Meetings to perform dialogue tasks is preferred by students while also improve their speaking skills. Figure 1.…”

Section: Volume 19 No 01 Maret 2021supporting

confidence: 85%

“…Other studies about interview but in online media were conducted by some researchers such as Authar & Afandi (2020) and Baron (2020) They observed their students speaking skills with pairs and group interviews through video conference. Baron (2020) stated that his students preferred using Zoom Cloud and Google Hangout Meetings to improve their speaking skills through dialogue with their classmate, while Youtube was chosen to do monologue by recording and uploading it thus the lecturer could examine their speaking capability well. In the other hand, Authar & Afandi (2020) added that using Task Based Language Instruction to assign the students for interviewing in pairs through online video conference had some benefits.…”

Section: Introductionmentioning

confidence: 99%

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Implementing a Cooperative E-Learning Model by Virtual Interviews with Native Speakers

Hidayah

2021

Teknodika

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<table border="0" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="519"><p class="HeaderAbs"><em>This study aimed to define the impact of the cooperative learning model through virtual interviews with native speakers on learning outcomes and student perceptions in English course. This strategy is applied to overcome obstacles in the absence of offline learning (face-to-face in class) during the covid-19 pandemic; thus, online learning methods need to be modified to optimize student ability in English. A total of 135 students were given a questionnaire to determine their opinion about the virtual interviews and their learning progress. Half of the students taught through the virtual interview with native speakers (experimental group) and the others without native speakers (control group). Results showed that both groups showing increases in speaking confidence and their perception of the learning process, but the experimental group’s mean percentage was higher than in the control group. Therefore, the cooperative learning model's implementation can lead to positive outcomes since they could engage students in the English learning process. The implication of this study calls for the cooperative learning model implementation did not only make students active and motivated in learning, but also can improve the effectiveness and quality of learning. </em></p></td></tr></tbody></table>

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Section: Volume 19 No 01 Maret 2021supporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Implementing a Cooperative E-Learning Model by Virtual Interviews with Native Speakers

Hidayah

2021

Teknodika

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“…The features of video conferencing, recording, sending message, and storage materials uploaded by the teacher make GM and GC preferable for online education. Baron (2020) confirms in the research that GM is found practical and easy to use in speaking lessons by students. In line with these findings, the present study signifies the effectiveness of these platforms to use with Oral Communication Skills course as students highlighted the features which help them share their opinions and comment on their friends' thoughts.…”

Section: Benefits Of Using Google Meet and Google Classroomsupporting

confidence: 74%

Adaptation to Emergency Online Education: A Case of Oral Communication Skills Course in ELT

Özişik

2021

Academy Journal of Educational Sciences

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The significant growth of the cases all around the world caused by the Covid-19 pandemic necessitated the intermittent closures in higher education in March, 2020 in Turkey. Yozgat Bozok University started online education synchronously and asynchronously via Google Meet and Google Classroom. This paper aims to present ELT students' online experience in carrying out Oral Communication Skills course adapted to distance learning. Secondly, by conducting qualitative research methods, it presents students' standpoints concerning the problems they faced with an unplanned and unprepared online education. The researcher sent reflective writing questions to students and then arranged online interviews. Qualitative data were analyzed by NVivo 12 and learner-reported data bring fruitful insights on students' attitudes towards Google Meet and Google Classroom. It is founded that these applications increase students' interaction and help them promote communication skills. However, poor internet connection and lack of internet access are noted by all the participants as a basic problem for online education. The present study drawing on current distance learning literature suggests instructors to design student-centred online environment to foster student participation.

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“…In the line similar conducted (Baron, 2020) discovered that studying English online have numerous elements such as pace, are direct and indirect strategies, as determined by a SILL (strategy inventory for language learning).…”

Section: Introductionmentioning

confidence: 99%

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

Marlin

Saehu²,

Yundayani³

2022

JEELS

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The pandemic situation shifted the learning process from offline to online. It challenges the students in English learning, especially in learning their speaking ability. However, the students manipulated the strategies by utilizing online platforms or mobile phone applications accordingly to their learning experience. This study investigates students' language learning strategies and how the strategy is applied in learning speaking ability. The case study was carried out in a senior high school. The respondents are 64, who were chosen purposively to be involved in this study. The instruments of data collection were conducted by questionnaire and interview under Strategy Inventory for Language Learning. The results showed that 63 (95%) of students applied metacognitive strategies in the form of centering learning process, arranging, and planning learning strategies. Moreover, 61 or 91% of students used practicing, receiving, and sending messages of group cognitive strategies to motivate them to practice their speaking ability during online learning. Furthermore, less than 80% of social, memory, affective, and compensation. It recommended that the teacher be a facilitator by providing a good stimulus for the students to motivate themselves to be self-regulated

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Students’ Perception on Online Application in Speaking Skill

Cited by 30 publications

References 18 publications

Implementing a Cooperative E-Learning Model by Virtual Interviews with Native Speakers

Implementing a Cooperative E-Learning Model by Virtual Interviews with Native Speakers

Adaptation to Emergency Online Education: A Case of Oral Communication Skills Course in ELT

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

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