Cognitive Domains Found on Speaking Skill Questions Used in English Language Textbook

This is a qualitative study of cognitive domains of speaking skill questions used in Interlanguage: English for Third Grade Senior High School. In this study, the writer observed the six categories of cognitive domains and the dominant order thinking skill applied in the questions on speaking skill. In order, to know the position of the student\u27s proficiency in the speaking skill questions used in this textbook. The data were collected from the textbook. The theory used was from Anderson and Krathwohl (2001) about Revised Bloom\u27s Taxonomy. This study showed that there were five from six categories of the cognitive domains applied in the questions on speaking skills used in the textbook, the dominant category was ‘remembering\u27 because in speaking skill students need to remember what they want to say and what people said. The writer found that the questions on speaking skill in this textbook belongs to lower order thinking skill because it was important for the students to master the lower order thinking skill before they achieve the higher order thinking

University Learners' Perspective towards Factors Affecting the Speaking Skill

 This study is an attempt to explore the essential factors that affect the Speaking Skill of English language learners (ELLs). Its primary objective is to give an analysis of the perspective of the participants in respect of the central factors influencing the speaking skill. The knowledge of the participants concerning the issues pertinent to the speaking skill is presented. The study adopts a mixed-methods research approach: a combination of quantitative and qualitative methods. A structured questionnaire and interviews are instruments of data collection which are analyzed statistically and descriptively. The study lays emphasis on the significance of the speaking skill. After presenting the literature review, it sheds light on factors that affect the speaking skill. Following this, features of the speaking skill are highlighted. The findings of the study signals that there are methodological, linguistic-related and psychological factors influencing the speaking skill of ELLs. And the most influential factors are oral practice, range of vocabulary and self-confidence. &nbsp

The Effect of Communicative Language Teaching on Students' Speaking Skill

The aims of this research were to find out whether there are good response and improvement of students' speaking skill between before and after being taught through Communicative Language Teaching (CLT). The samples of this research were the VIII A and VIII B class of the Eighth Grade of SMP Negeri 21 Tangerang in academic year 2015/2016. The researcher used non-equivalent control group design. The instrument was oral test. The result of the research showed that there was improvement of the students' speaking skill in actively communicative by using CLT. The result of t-test showed that t was bigger than ttable. The result of tcount was 4.2105 and ttable was 2.0021. It means that the researcher's hypothesis (H1), there is significant difference of post-test scores between experiment class and control class is accepted. The average score of pre-test in experiment class is 67.33 while the average score of pre-test in control class is 66.50. The average of the post-test score in experiment class was 83.00 while the average of the post-test score in control class was 75.00. It showed that CLT can improve the students' speaking skill

KEBERHASILAN PENGGUNAAN AUDIO VISUAL DAN METODE PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DALAM PEMBELAJARAN KETERAMPILAN BERBICARA PADA MAHASISWA PBSISEMESTER II UNIVERSITAS PGRI YOGYAKARTA

Speaking skill is very important. Ability to communicate and argue effectively, dense, short, clear, and convincing are much needed. Communication skill especially speaking skill is to be mastered by students. The ability to speak is very important to develop students’ career education, especially students of Indonesian Language and Literature. To enhance the speaking skill, effective learning model is much needed. This research’s aims to 1) describe the effect of Contextual Teaching and Learning (CTL) learning model towards the increasing of second semester students’ speaking skill of Indonesian Language and Literature at PGRI University of Yogyakarta, 2) describe the supporting factors and obstacles in speaking skill learning using CTL model, and 3) describe the efforts to overcome the students’ difficulties in speaking skill using CTL model. The results of this research can be concluded that the use of CTL approach can improve the quality of speaking skill learning, both in process and results. The percentage of activeness, attention, concentration, interest and students’ motivation in learning has increased in each of meeting. In addition, students are very active during the learning. The students’ response to speaking skill learning using CTL approach is very satisfying. Factors that support speaking skill learning using CTL approach in the form of linguistic factors, and students’ interest and talent. The obstacle factors are incomplete facilities, the diversity of student attitudes, and lack of family attention to the students’ education

IMPROVING THE STUDENTS’ SPEAKING SKILL BY USING MIND MAPPING TECHNIQUE AT UNIVERSITAS BINA DARMA

The title of this study is improving the students’ speaking skill by using mind-mapping technique at Universitas BinaDarma. The problem of this study is: Is it effective to improve students’ speaking skill by using mind mapping technique? The purpose of this study is to know whether effective to use mind-mapping technique to improve the students’ speaking skill at Universitas BinaDarmaor not. The hypotheses of this study are: 1) H0. It is not significantly effective to improve the students speaking skill by using mind mapping technique. 2) Ha. It is significantly effective to improve the students’ speaking skill by using mind mapping technique. The method of this study was experimental method. Population of this study is Universitas BinaDarmastudents. Technique of colecting data was simple random sampling. result of this study is the null hypotheses was rejected.Keywords: Mind-mapping Technique, Speaking skill, Improve

THE CORRELATION BETWEEN GRAMMAR AND SPEAKING SKILL OF UNDERGRADUATE STUDENTS

This research aims to find out correlation between grammar and speaking skill of the third semester students of English Education Study Program academic year 2019/2020 at IAIN Datokarama Palu. 28 participants of correlational research were asked to describe themselves, daily routines, and unforgettable experience. Then, they were assigned to do grammar test. The data were analyzed using Pearson Product Moment Correlation Coefficient. The result shows that the correlation coefficient between students’ grammar and speaking skill is 0.46. The result is categorized “moderate” (0.40 to 0.59). It indicates that there is positive correlation between the students’ grammar and speaking skill which means that grammar contributes to speaking skilll, but grammar is not the main predictor of speaking skill achievement. There are some other aspects of speaking affecting the students’ speaking skill, i.e accuracy (in terms of vocabulary and pronunciation), fluency, and comprehensibility. The implication of this finding to the teaching of speaking skill is that the lecturers need to integrate the teaching of speaking skill with grammar and other supporting aspects, like vocabulary and pronunciation

THE EFFECTS OF TEACHING METHOD AND EMOTIONAL INTELLIGENCE UPON STUDENT’S SPEAKING SKILL

The objective of this research is to investigate student?s speaking skill at the private vocational school in east Jakarta, for investigating: 1) there is effect of teaching method upon student?s speaking skill, 2) there is effect emotional intelligence upon student?s speaking skill, 3) there is interaction between teaching method and emotional intelligence upon student?s speaking skill. Method used in this research in experimental method. The population is all students and the sample of 40 students who obtained a random sampling technique that use cluster sampling. Instrument that is used is result test of student?s speaking skill with 35 items that is tested validity with reliability coefisient = 0,82, questionnaire 38 items of emotional intelligence that is tested validity with reliability coefficient = 0, 72. Data analysis uses analysis of variance two-ways. Rearch result shows that there sre effects of teaching method and emotional intelligence upon student?s speaking skill. For increasing student?s speaking skill it is needed enhance of teaching method and emotional intelligence.Keywords: Teaching, method, emotional, intelligence, speakingPENGARU

PENERAPAN PENDEKATAN ECLECTIC DALAM MENINGKATKAN KETERAMPILAN BERBICARA

Penelitian ini bertujuan untuk meningkatkan speaking skill mahasiswa semester dua kelas A Pagi IKIP PGRI Pontianak.Penelitian ini menggunakan desain penelitian tindakan kelas yang dilakukan selama tiga siklus.Setiap siklus terdiri dari perencanaan, implementasi, observasi, dan refleksi.Teknik pengumpulan data, penulis menggunakan teknik observasi dan didukung dengan tes.Analisis data penelitian menggunakan statistic deskriptif.Hasil penelitian menunjukkan bahwa pendekatan eclecticbisa meningkatkan kemampuan speaking skill mahasiswa.Dari pengamatan dan didukung dengan catatan lapangan penulis, dapat dilihat bahwa mahasiswa bisa berbicara dengan baik, kosakata mereka bertambah, struktur gramatikal menjadi lebih baik, dan motivasi mahasiswa dalam speaking skill semakin meningkatkan. Peningkatan kemampuan speaking skill mahasiswa tercermin dari antusias mahasiswa didalam proses pembelajaran dan meningkatnya skor speaking skill mahasiswa.Kata Kunci:  Pendekatan eclectic, Keterampilan berbicara, Penelitian Tindakan Kela

THE EFFECTIVENESS OF FISHBOWL METHOD ON STUDENTS’ SPEAKING SKILL AT THE SECOND GRADE STUDENTS OF SMA N 8 CIREBON

AYU WULANDARI. THE EFFECTIVENESS OF FISHBOWL METHOD ON STUDENTS’ SPEAKING SKILL AT THE SECOND GRADE STUDENTS OF SMA N 8 CIREBON In Indonesia English has drawn up by government as foreign language that the students should master English language. In fact, the students still have weakness in skill of English, especially in speaking skill. In this thesis, the writer focuses on the students’ speaking skill as Y variable that they have any weakness to master speaking skill. And the writer focuses on the fishbowl method as the X variable that will help student to practice speaking English. The aims of this research are to find out the students’ responses towards the application of fishbowl method, to find out the students’ achievement of speaking skill before and after using the application of fishbowl method and to find out the effectiveness of fishbowl method to improve the students’ speaking skill Looking forward the problem in speaking skill that students have the weakness in this skill thus the writer offered fishbowl method which can be effective teaching tools for modeling group processes that can improve the students’ speaking skill and more active in classroom to practice speaking English. The research design is quantitative research and experiment research. To know the response the application of fishbowl method, the writer uses questionnaire. To know the students’ achievement speaking skill, the writer uses two tests, pretest and posttest. The data was analyzed statistically by using Microsoft Excel, ANA test4 and SPSS program V 2.2.0. The result of the students’ response towards the application of fishbowl method is 1237 with the percentage 82,5 %, it can be categorized strong response. And the result of the students’ achievement in speaking skill between experimental class and control class where Gain of experiment class get the mean score 0.26, but the N-Gain of control class get the mean score 0.12 so that the deviation is 0.14. It means that the experiment class is better than control class in improving the students’ speaking skill. Then conclusion of this thesis is that the alternative hypothesis (Ha) is received and the Null Hypothesis (Ho) is refused where t-test < t-table or <0.05. It means that there is any significant effectiveness of using fishbowl method to improve students’ speaking skill the second grade students of SMA N 8 Cirebon