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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Language and Education Indonesian Journal of English Language Teaching and Applied Linguistics
Adhelia, Shafira
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Education Languange, Linguistic, Communication & Media Other

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Online Communicative Speaking Tasks to Enhance Students' Speaking Skills Adhelia, Shafira; Triastuti, Anita
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1365

Abstract

This study aimed to know whether the use of online communicative speaking tasks can enhance the speaking skills of the ninth graders of a private junior high school in Mungkid, the Province of Central Java, and how well their speaking skills improved. This research was action research that was divided into four stages. Those were reconnaissance, plan, action and observation, and reflection. The research involved 24 students in 9A class of a private junior high school in the academic year of 2022/ 2023. The research was done in two cycles, consisting of eight meetings. The data of the research were collected through quantitative and qualitative data. The quantitative data were from speaking tests and questionnaires. Meanwhile, the qualitative data were obtained from interviews and observation. The quantitative data were analyzed by comparing students' mean scores that were gained from students' speaking performance pre-test and post-test. The qualitative data analysis employed Miles, Huberman & Saldana's (2014) interactive model that consists of data condensation, data display, and drawing and verifying conclusions. The research findings showed that using online communicative speaking tasks effectively enhanced students’ speaking skills and engagement. The result of the post-test showed that there were consistent improvements in students' mean scores in pre-cycle (10.48), cycle I (13.69), and cycle II (18.50). The total improvement from pre-cycle to cycle II was 8.02 points. It indicated that the students had improved in some aspects of speaking skills.
Online Communicative Speaking Tasks to Enhance Students' Speaking Skills Adhelia, Shafira; Triastuti, Anita
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1365

Abstract

This study aimed to know whether the use of online communicative speaking tasks can enhance the speaking skills of the ninth graders of a private junior high school in Mungkid, the Province of Central Java, and how well their speaking skills improved. This research was action research that was divided into four stages. Those were reconnaissance, plan, action and observation, and reflection. The research involved 24 students in 9A class of a private junior high school in the academic year of 2022/ 2023. The research was done in two cycles, consisting of eight meetings. The data of the research were collected through quantitative and qualitative data. The quantitative data were from speaking tests and questionnaires. Meanwhile, the qualitative data were obtained from interviews and observation. The quantitative data were analyzed by comparing students' mean scores that were gained from students' speaking performance pre-test and post-test. The qualitative data analysis employed Miles, Huberman & Saldana's (2014) interactive model that consists of data condensation, data display, and drawing and verifying conclusions. The research findings showed that using online communicative speaking tasks effectively enhanced students’ speaking skills and engagement. The result of the post-test showed that there were consistent improvements in students' mean scores in pre-cycle (10.48), cycle I (13.69), and cycle II (18.50). The total improvement from pre-cycle to cycle II was 8.02 points. It indicated that the students had improved in some aspects of speaking skills.
Enhancing Professional Fluency: Leveraging Discourse Markers and Fluencemes in Vocational English Presentations Aprillianti, Linda; Wulandari, Astri; Alif, Wening Nur Habibah; Adhelia, Shafira; Wardati, Rifka Uzma
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2033

Abstract

Oral fluency is a vital competency for Business Administration students in global settings. However, the synergy between discourse markers (DMs) and fluencemes in vocational assessments remains under-researched. This qualitative study explicitly addresses: (1) what types of DMs and fluencemes appear in students' presentations; (2) what functional purposes these markers serve; and (3) how they influence message clarity and coherence. Analyzing nine speech transcripts from Semarang State Polytechnic via Crible’s (2018) DisFrEn framework , findings reveal that DMs and fluencemes act as strategic cognitive resources rather than mere errors. Students employ tactics like "Structural Anchoring" to maintain coherence under high cognitive load. Most participants fall into the "Effortful but Communicative" category. Consequently, vocational curricula should prioritize oral discourse management strategies over native-like accuracy to foster professional pragmatic competence in workplace communication
Co-Authors Alif, Wening Nur Habibah Anita Triastuti Aprillianti, Linda Astri Wulandari Wardati, Rifka Uzma