Articles
<![CDATA[Paraphrasing a peer's utterances to develop the students' speaking fluency ]]>
<![CDATA[Suseno, Edy]]>
<![CDATA[ Journal of Education Method and Learning Strategy Том 1 № 03 (2023): Journal of Education Method and Learning Strategy ]]>
Publisher : <![CDATA[PT. Riset Press International ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.59653/jemls.v1i03.221
<![CDATA[The majority of EFL students get stuck in conversation practice. Ten freshmen joined the treatment to correct such a flaw. They equip themselves with equipment connected with stable internet access. The teacher created a whatsapp group to begin the course. He updated the application with the pupils' contacts. The students formed pairs to make the teaching and learning process easier. The teacher gave each duo a URL to click on, listen to, and learn from. They talked about the material's content. After it is over, each group designates a representative to give the discussion's outcome in front of the class. He must also paraphrase his partner's viewpoint. After the presentation, there was a question-and-answer period. The teacher gave the evaluation once all participants had finished performing. The information gathered during the procedure was qualitatively examined. The students' speaking skills improved as a result. The teacher might modify these findings to teach the associated disciplines. It also inspires other researchers to conduct more research.]]>
<![CDATA[Enhancing Speaking Skill By Utilizing Podcast Material for Teenager Learners ]]>
<![CDATA[Laiel, Habib Alwi jamalul]]>;
<![CDATA[Suseno, Edy]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/eltww.v10i1.36428
<![CDATA[Speaking is a form of practicing how to communicate ideas. The students can convey their intentions by speaking. Many high school students struggled to articulate their thoughts. Their low vocabulary, pronunciation, and grammar skills are what cause it. The teacher employed podcast resources in the teaching-learning process to address these issues. The instructor went over the basic grammar to put it into practice. In order to make it stick in their minds, the teacher instructed the student to look for the corresponding grammar in the transcript. Then, in order to expand their vocabulary, the student translate it. To improve the students' listening abilities, an audio recording was employed. The transcript was then read aloud. The students' newly acquired information is put to use in the text and audio descriptions of the images. The students took a pre-test before beginning this treatment, and they finished a post-test at the conclusion of it. A mixed-method approach was used to analyze the data that was found. It may be inferred that using podcast content improved the students' speaking proficiency. This kind of research can be used byteachers to teach relevant subjects. It also motivates other scholars to conduct deeper investigation.]]>
<![CDATA[Enhancing speaking proficiency through retelling YouTube content for EFL learners ]]>
<![CDATA[Suseno, Edy]]>
<![CDATA[ Indonesian Journal of ELT and Applied Linguistics Vol. 3 No. 1 (2023): INDONESIAN JOURNAL OF ELT AND APPLIED LINGUISTICS (IJEAL) ]]>
Publisher : <![CDATA[Magister of English language Education study program, Universitas Muslim Nusantara Al Washliyah ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32696/ijeal.v3i1.2506
<![CDATA[The most crucial aspect of learning a language is speaking. The majority of EFL students have difficulty expressing themselves. They have no idea what their speaking counter is referring to and are also at a loss for what to say. Ten college students were recruited to participate in this study which involves modifying YouTube content in improving students' speaking skills to answer this problem. First, the teacher sets up a WhatsApp group utilized to replace the classroom. Next, the teacher shared a YouTube URL with the class, instructed the students to click and learn the material, then assigned them to study the audio and text on YouTube. The students then need to retell the story after finishing the assignment. They made a recording and shared it with the group. Last, the teacher gave feedback on the students' work. The screen activities were recorded and used as the data source for qualitative analysis. As a result, the students could tell the story clearly and concisely. Their confidence to tell the story rose as well. Other teachers can use these findings to teach speaking or related disciplines, and other scholars may be able to expand on them to produce more detailed results.]]>
<![CDATA[ADVANTAGES OF USING TRANSLATION, PARAPHRASING, AND PODCASTS TO IMPROVE NATURAL WRITING SKILLS ]]>
<![CDATA[Suseno, Edy]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 2 (2024): July 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/ijiet.v8i2.8590
<![CDATA[Most EFL students find it difficult to articulate themselves clearly in written assignments. To overcome those flaws, twenty-five college students enrolled in the program. The WhatsApp program was employed as a classroom tool because of online learning. The teacher modified the audio materials in an attempt to strengthen the pupils' inadequate writing abilities. The students observed the native speakers' use of grammar in their transcribing and used that to understand grammar usage. To help with vocabulary development, the students also translate it into their native tongue. The students recount the podcasts' material to improve their speaking flow. The information the students learned from the podcast materials was applied to the description of images. Students utilized paraphrasing applications to complete the proofreading assignments. It is a procedure to hone their writing abilities. It is discovered by qualitative data analysis that students can successfully produce natural writing by using paraphrasing tools, translation services, and podcasts. Instructors can teach pertinent subjects with the use of this kind of material. It is also causing other researchers to become aware of more pertinent discoveries.]]>
<![CDATA[THE IMPLEMENTATION OF GRAMMAR TRANSLATION METHOD TO BETTER SPEAKING COMPETENCE SUPPORTED BY DEVELOPING READING AND LISTENING SKILLS ]]>
<![CDATA[Suseno, Edy]]>;
<![CDATA[Purnomo, Heru]]>;
<![CDATA[Nuryana, Amiatun]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/ijiet.v6i1.1602
<![CDATA[Learning to talk is difficult. The students had difficulty communicating their views to others. A study was done to assist them in correcting their flaw. The treatment enlisted the participation of 30 students from three different schools. Each school assigned ten individuals at random. There were a total of 13 learning opportunities. A pre-test was completed by the students in order to conduct such a treatment. It is a method of determining their prior understanding of the English language. The teacher uses the grammar translation method to begin the learning process. The teacher used podcasts to help students improve their grammatical understanding. The information was presented in the form of short stories and conversations. Students learn vocabulary, hearing, speaking, and grammar by modifying them. The students took a post-test at the end of the treatment. To answer the research question, data from the pre-test, post-test, and document were analyzed using the mixmethod method. From the analysis, it can be concluded that employing the grammar translation approach and podcast material can assist students improve their speaking skills. Other teachers could use the same outcome to teach related subjects. Other researchers can build on them to get other results.]]>
<![CDATA[ENHANCING EFL LEARNERS' SPEAKING ABILITIES THROUGH THE USE OF PODCASTS AND ONLINE DRAMA SCRIPTS ]]>
<![CDATA[Suseno, Edy]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/ijiet.v9i1.10382
<![CDATA[It is crucial to communicate using a language. However, a lot of EFL students had trouble expressing their ideas. 25 freshmen joined the therapy to make it better. To improve the effectiveness of the teaching-learning process, the teacher created a WhatsApp group application during pre-learning. The instructor guided the pupils in creating sentences by teaching them the lexico-grammar of bilingualism. The teacher displayed the podcast's URL on the screen to help students coordinate their contextual usage. Using this kind of content, the students improved their noticing, listening, repeating, shadowing, and translating skills. It is the audio and video version of the podcast. The pupils must improve their capacity for information exchange. In order to appease them, the instructor displayed the URL of an online drama script on the screen. The pupils rehearsed the role play in order to finish the assignment. The study's results were then qualitatively examined. As a result of using podcasts and online theatrical scripts to study speaking, the students' capacity for presenting ideas increased. The novelty is this approach leverages the power of multimedia to create an engaging and authentic learning experience that goes beyond traditional classroom activities. Teachers must use these kinds of findings when instructing related subjects. It also encourages other researchers to carry out studies in related disciplines.]]>
<![CDATA[USING PODCAST CONTENT FOR ONLINE DEBATE TO HONE SPEAKING ABILITIES ]]>
<![CDATA[Suseno, Edy]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/ijiet.v8i1.7213
<![CDATA[Many EFL students find it difficult to participate in debates. They find it challenging to speak clearly due to their pronunciation and vocabulary challenges. Ten freshmen participated in the therapy to fix it. They are pupils in the English education program. In advance, the instructor created a WhatsApp group to use as a teaching resource. To begin the class, the instructor distributed URLs. Podcasting is the center of attention. The podcast's monologue and conversation are chosen by the teacher to present to the class. The pupils read the transcript while also hearing the voice. They go to their electronic dictionary to comprehend the information. After finishing it, each student was requested to share his thoughts and experiences with the class regarding the subject matter. After the speaker finished speaking, the crowd asked questions that the speaker would respond to. The teacher then provided feedback when the question-and-answer session was finished. To determine the results, all the data gathered during the treatment was quantitatively examined. It is claimed that the podcast lesson materials help students become more proficient public speakers. These kinds of discoveries can be used by educators to teach the relevant disciplines. It motivates other researchers to carry out relevant research.]]>
<![CDATA[THE LEXICOGRAMMATICAL APPROACH: ENHANCING DELIVERY SKILLS THROUGH COMMUNICATIVE GRAMMAR DEVELOPMENT ]]>
<![CDATA[Suseno, Edy]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 5 No. 2 (2024): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52217/jeta.v5i2.1694
<![CDATA[It's critical to use a language in daily interactions. It is the method by which people communicate ideas. Many EFL students struggle to use the language they learn for communication. In order to achieve this goal, A few theories were offered to assist in correcting such a defect. The main phase is devoted to expanding one's vocabulary. It is the material that will be utilized to put the ideas into words. Grammar rules are used in order to give it meaning. That's the way sentences are put together. When grammar rules and vocabulary are used to construct sentences, the delivery gains significance. It is an advantage of employing lexico grammar in spoken communication. Nonetheless, it's necessary to learn how to understand idioms. Using the lexicogrammar approach to analyze it aids in the pupils' grammatical recognition. The conclusions are the result of a qualitative investigation of the theories. It has been discovered that learning speaking via lexicogrammar and communicative grammar techniques improves the fluency and understanding of the speech. Applying it to the teaching of related subjects aids teachers. It also prompts more in-depth observation from other researchers.]]>
<![CDATA[Utilizing Communicative Grammar and Comic Strip Techniques to Assist Primary Students in Developing their Speaking Skills ]]>
<![CDATA[Suseno, Edy]]>;
<![CDATA[Novita, Dian]]>;
<![CDATA[Megawati, Fika]]>
<![CDATA[ Asshika: Journal of English Language Teaching & Learning Vol. 3 No. 1 (2025): October ]]>
Publisher : <![CDATA[Saniya Institute ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65190/508nyp32
<![CDATA[Presenting concepts to elementary school pupils is crucial. It is to improve their capacity to exchange ideas with one another. Fifteen elementary school pupils in a public school encountered difficulties in accomplishing this objective. They voluntarily enrolled in a treatment class to deal with these shortcomings. The teacher began by teaching basic bilingual grammar using the book's supplied vocabulary. After finishing the lesson, the instructor invited the class to complete comic strip activities. They completed the assignments in small groups. They used speaking practice and peer teaching based on the discussed content to make the activity meaningful. To get the teacher's opinion, the pupils then displayed their text and audio creations on the screen. A qualitative analysis of the information acquired throughout the teaching and learning process was then conducted. It has been determined that comic strip techniques and communicative grammar aid in the improvement of primary pupils' speaking abilities. Teachers can use it to teach related subjects, which is beneficial. Additionally, it prompts other researchers to conduct more in-depth observations on similar topics.]]>
<![CDATA[Enhancing Speaking Proficiency by Adapting Grammar- Translation Method And Electronic Dictionary For Young Learners ]]>
<![CDATA[Suseno, Edy]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15642/ijet2.2020.9.1.44-66
<![CDATA[The young learners are very potential to grow their knowledge earlier. By having sufficient knowledge in their heads, they have a great opportunity to develop any other knowledge. English, however, is an important language in the world. By using English, the students could know more about anything. There are many kinds of method used by teachers to teach young learners to speak English. The teacher is often trying very hard to bring the students into a learning atmosphere. Indeed, Both the teacher and students want to get the expected goal. On the other hand, the condition turns to be uneasy when the students are reluctant to respond to their teacher’s questions as feedback. It is an important part for the teacher to find another method to help students active. Moreover, vocabulary building is an essential part of delivering the intention to others. By having enough vocabulary list in the students’ head, it would ease them to choose the right words to convey. Hence, the use of an electronics dictionary could satisfy the students’ needs. By implementing it while learning grammar and reading, the students could better their vocabulary and pronunciation skills to conduct speaking.]]>
