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All Journal Journal of English Language Teaching and Linguistics Jurnal Inovasi Pendidikan Dasar Jurnal Studi Guru dan Pembelajaran
Nita Kaniadewi
Universitas Muhammadiyah Prof. DR. HAMKA
Education

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Pengaruh dari Metode Instruksional dalam Mengajar Berbicara untuk Anak-anak Nita Kaniadewi; Widi Sriyanto
Jurnal Inovasi Pendidikan Dasar Vol. 4 No. 1 (2018): The Journal of Innovation in Elementary Education
Publisher : Universitas Muhammadiyah Prof. Dr. HAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (469.147 KB) | DOI: 10.22236/jipd.v4i1.76

Abstract

This study searched for empirical evidence of which instructional method, either Presentation-Practice-Production (PPP) or Task-based Learning (TBL), was more effective in teaching speaking to real beginners of young learners. The selected samples were taken by non-random sampling from Foundation II level with ten students for each class. This study, whose data was collected through an oral test, was an experimental research by using T-test at 0.05 significance level. The findings revealed that t-computation was higher than t-table (+2,11 > +2,10). It implied that the mean of PPP class was significantly higher than TBL class. The findings above led to a conclusion that the use of PPP was more effective than TBL in teaching speaking to young learners. It was also discovered that drilling activities, which occurred intensively in PPP, yet not in TBL, gave a great contribution in supporting the effectiveness of PPP in teaching speaking. Drillings were beneficial and met the characteristics of the students who belonged to the population of this study. Therefore, PPP, rather than TBL, was more recommended in teaching speaking to real beginners of young learners whose characteristics met the ones mentioned in the discussion below. However, since drillings can be very mechanical and meaningless, in order not to cause boredom, the length of time allocated for the activities should be considered carefully. Moreover, for an optimum result, drillings must always be accompanied by communicative activities.
Students' Perceptions in The Utilization of Zoom Video Conferencing on Speaking Ability in Distance Learning Nita Kaniadewi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i3.891

Abstract

This research examined students’ perception of the use of Zoom Video Conferencing in successful speaking ability during the COVID-19 outbreak. This research aimed to obtain valid evidence about EFL college students’ own decent or wicked perception of the utilization of Zoom Video Conferencing for sharpening their speaking competencies. The researcher used mix methods approach convergent design with a combination between a quantitative approach and a qualitative approach. In assembling the data, the researcher involved university students in some different majors with 102 participants gathered by sharing the close-ended and open-ended questionnaires in the form of Google Forms in the research. The researcher analyzed the data from close-ended questionnaire results and open-ended questionnaire responses. The results showed that the close-ended questionnaire discovered good perceptions and positive attitudes of students in increasing speaking skills towards Zoom Video Conferencing. Therefore, Zoom Video Conferencing can be a medium in teaching activity during distance learning applications especially in improving speaking ability as it can raise students’ positive attitude and speaking ability in EFL classrooms.
The Contribution of Teacher Support to Students’ Willingness to Communicate (WTC) in English Classes Suci Maharani; Nita Kaniadewi
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 2 (2026): May - August 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.2.2026.8765

Abstract

Students’ willingness to communicate (WTC) is considered an important factor in English as a Foreign Language (EFL) learning because it reflects students’ readiness to participate in communication activities. However, many vocational high school students still show low participation and lack confidence in communicating in English. One factor assumed to contribute to this issue is teacher support. Therefore, this study aimed to investigate the contribution of teacher support to students’ willingness to communicate in English classes at a vocational high school. This study employed a quantitative correlational design involving 140 tenth-grade students at SMKN 41 Jakarta. The data were collected through Likert-scale questionnaires measuring teacher support and students’ willingness to communicate. The Teacher Support instrument consisted of 20 valid items with a Cronbach’s Alpha value of 0.930, while the WTC instrument consisted of 18 valid items with a Cronbach’s Alpha value of 0.899 after two invalid items were removed through validity testing. The data were analyzed using descriptive statistics, normality testing, Spearman Rank Correlation, and simple linear regression in IBM SPSS Statistics. The findings revealed that the data were not normally distributed; therefore, Spearman Rank Correlation was used. The correlation analysis showed a significant positive relationship between teacher support and students’ willingness to communicate with a correlation coefficient of 0.310 and a significance value of 0.000. In addition, the simple linear regression analysis indicated that teacher support contributed positively and significantly to students’ willingness to communicate with an R Square value of 0.160, meaning that teacher support contributed 16% to students’ willingness to communicate. These findings imply that supportive teacher behavior may help students become more confident, motivated, and willing to communicate in English classes. The study also suggests that teachers should create more supportive and interactive classroom environments to improve vocational students’ participation in English communication activities.
Co-Authors Suci Maharani Widi Sriyanto