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Journal : Indonesian Journal of Learning and Instruction

Analysis of students’ inhibitions in speaking skill Disa Afifah; Nani Ronsani Thamrin; Endang Darsih
Indonesian Journal of Learning and Instruction Vol 3 No 2 (2020)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v3i2.3679

Abstract

This paper discusses the phenomenon of students’ inhibitions in speaking skill in Senior High School 2 Kuningan and the solutions. The data which were collected from observation, and interview were analyzed qualitatively. The research participants were 35 students of XI IPS 3 of Senior High School 2 Kuningan. It was found that 5 of 35 students (14.29%) had high score of inhibitions signs (> 60%). As a result, it was found that students’ inhibitions in speaking skill were influenced by internal (low cognitive aspects, and psychological aspects) and external factors (teacher’s role in speaking classroom, classroom atmosphere, and English as foreign language). In order to reduce the inhibitions, the teacher should speak more slowly, create a friendly atmosphere, improve speaking practices, and give appropriate feedback, while the students can explore vocabulary, and ask to a friend whose speaking is better. It is suggested for further researchers to investigate other inhibitions of students speaking skill and the solutions or conduct similar research with different framework.
ENHANCING STUDENTS' SPEAKING SKILLS THROUGH THE ESA METHOD: A STUDY OF TENTH GRADERS Febrianti, Sarwendah; Darsih, Endang; Fadhly, Fahrus Zaman
Indonesian Journal of Learning and Instruction Vol. 6 No. 2 (2023)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v6i2.11138

Abstract

This research investigates the effectiveness of the Engage, Study, Activate (ESA) method in enhancing the speaking skills of tenth-grade students at SMA Negeri 1 Ciawigebang during the 2023/2024 academic year. Employing a pre-experimental design with one group pre-test and post-test, the study involved 30 purposively selected students from a total population of 124. Speaking tests served as instruments for data collection, conducted before and after the treatment. The findings indicate a significant improvement in students’ speaking abilities post-treatment, as evidenced by the increase in mean scores from 68.1 in the pre-test to 73.3 in the post-test. Statistical analysis confirmed that the ESA method positively impacts students’ speaking skills, particularly in terms of accuracy and fluency, as shown by a significant value (p = 0.000 < 0.05). These results suggest that the ESA method is an effective pedagogical tool for fostering speaking competence in high school learners.Keywords: ESA method; teaching speaking; speaking skills; accuracy; fluency; high school students