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All Journal UICELL Conference Proceeding Jurnal Ilmiah Langue and Parole JELT (Jambi-English Language Teaching)
Julian Chandra
English Education Department STKIP YDB Lubuk Alung, West Sumatra, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media

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Using Speaking Worksheets in Enhancing Accuracy in EFL Adults’ Spoken English Julian Chandra; Amal Hayati
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (709.976 KB)

Abstract

With the development of teaching spoken English more oriented to fluency, obviously accuracy in spoken English is much neglected. Additionally, the changing language pedagogy into more integrated way results in how integrating linguistic components in the teaching spoken English becomes a challenging task for teachers. Optionally, integrating form and meaning-based activities into teaching spoken English is suggested to be able to raise EFL learners’ awareness to address not only language fluency but also accuracy. This study was aimed to find the effect of using guided speaking worksheets towards senior high school students’ accuracy in spoken English. Pre-test and post-test design was employed in this quasi-experimental research. With total random sampling technique, 22 senior high school students were taken as the research sample of whom 11 were randomly assigned into experimental group, while the other were randomly assigned into control group. Samples in experimental group were received self-made speaking worksheets with target vocabulary, expressions and grammar attached for students to practice spoken English. Oral test was the research instrument in which its validity and reliability were determined by its content validity and inte-rrater coefficients correlation. With nonparametric analysis by MannWhitney U formula to test hypothesis. It was found that U-observed (-15) was smaller than Utable (34). It means that H0 was rejected and H1 was accepted. The conclusion is that there was significant effect of using self-made speaking worksheet towards the students’ accuracy in teaching spoken English. The research findings lead to a discussion of its recommendation to be used in teaching spoken English.
Type and Strategy of Code Switching Used by English Teachers in The Process of Teaching and Learning English julian chandra; Siska Oktawidya Wati
Jurnal Ilmiah Langue and Parole Vol 4 No 2 (2021): Jurnal Ilmiah Langue and Parole
Publisher : Fakultas Sastra Universitas Ekasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36057/jilp.v4i2.480

Abstract

The purpose of this research were: (1) to describe type of using code switching and (2) to describe the strategy behind the use code switching made by English teachers in English language teaching and learning at SMAN 1 Padang Sago. This research used descriptive qualitative design. The population were all English teachers in the school who taught English subject for 10th, 11th and 12 th graders in the 2019 academic year . The purposive sampling technique was employed in the research in which the total sampling were all 5 English teachers. Instrumens to collect the data were observation chceklist and interview. In the observation checklist, all teachers’ utterancess were categorized according to the types and strategies of the code switching belong to. To determine the frequency of the type and strategy of the code switching emerging in observation checklist, the numberof the type and strategy that emerged were count manulay. Then, the percentage formula was used. Then, the interview was used to validate the result gained from the observation checklist. Finally, among 110 utterances , it was found there was 4%, of tag switching used by the tecaher, inter-sentential switching was 36%, and intra-sentential switching was 60%,. On the other hand, among 10 strategies of code switching proposed by Hoffman (1991), it was found that the teacher preferred to use only 4 strategies only of which are for scosiisted of expressing solidarity 48%, interjection7%, repetition 28%, and clarification19%).
Developing EFL Senior High School Students' Accuract and Fluency in Spoken English by Using Guided Speaking Worksheets Julian Chandra; Amal Hayati
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 2 No. 2 (2017)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.332 KB) | DOI: 10.22437/jelt.v2i2.5358

Abstract

Developing communicative competence is fundamental framework in the curriculum of teaching spoken English for EFL senior high school students in Indonesian. It is a concept of teaching spoken English which refers to the necessity for the learners to have both accuracy and fluency. Therefore, a form and a meaning -based strategy in teaching spoken English that promote EFL learners’ accuracy and fluency are needed. This research was aimed at finding out whether there was a significant effect of using speaking worksheet towards the students’ accuracy and fluency in teaching spoken English. Quasi-experimental research with pre-test and post-test design was employed. Population was 22 tenth grade of senior high school students of whom 11 each were then randomly assigned as samples in experimental group and in control group. Samples in experimental group received self- teacher made speaking worksheets while samples in control group were not given. Instrument of the research was oral test in which its validity and reliability were determined by content validity and inter-ratercoefficient correlation. Nonparametric analysis with Mann-Whitney U formula was employed to test hypothesis. For fluency in spoken English, it was found that U-calculated (-27) was smaller than U-table(34), while for accuracy it was found that U-observed (-15) was smaller than U-table (34). It means that H0 was rejected and H1 was accepted. It is concluded that there was significant effect of using self-made speaking worksheet towards the students’ accuracy and fluency in teaching spoken English. The findings lead to discussion to their impact on language pedagogy.
Co-Authors Amal Hayati Amal Hayati Siska Oktawidya Wati