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Through role-play and peer feedback, this research aims to improve students' English-speaking skills in Grade VIII of junior high school in Wangon, Central Java. It used Classroom Action Research (CAR) based on Kemmis and Mc Taggart's design to solve the students' problems with English Speaking. The researcher did two cycles: planning, acting, observing, and reflecting. Qualitative and quantitative data were gathered from interview and observation results and speaking scores. The finding of this study indicated that the implementation of the role-play and peer feedback technique was successful since the success criteria were achieved. The first criterion was that 50% of students could pass the target score ≥ 70 based on the KKM. The finding showed that 48.15% of students had already achieved the target score. Besides, the second criterion was the students who become more actively involved in the teaching-learning process. The result of observation and interview showed that by using role play and peer feedback techniques, students were actively involved in the classroom activity. Based on the previous finding, the writer suggests that the English teacher could implement Role play and peer feedback techniques in teaching speaking to improve students' English-speaking skills.

The purpose of this research is to dig deeper into information about three vocational high schools teachers who have applied the ecological approach in their English teaching process. The ecological approach from the perspective of education is a learning approach that emphasizes contextual learning and focuses on the relationship between teachers, students, and the delivery of teaching materials. Applying the ecological approach to learning English at vocational high school can facilitate teachers in teaching English, especially learning English speaking for students. Teachers have an important role in education because a good education is influenced by teacher competence and teacher readiness in teaching. Speaking skills are one of the skills taught by teachers in schools, speaking skills in Indonesia do not receive enough attention, this is because students have not been able to communicate even in simple English. Based on this, the teacher's readiness to find an appropriate approach to the environmental conditions of students is very influential in teaching English speaking skills and an ecological approach can be a solution in improving students' English speaking skills. This research uses a qualitative research approach, and phenomenological as the research design. The participants in this study were English teachers in tenth grade from the three vocational high schools in Bandung district. This research shows that the ecological approach can improve student English speaking skills in three vocational high schools in Bandung district. It is caused by the teacher's activity who has applied the ecology approach indicator, namely coordination, internalization, media, and development.

Purpose: The purpose of this study is to investigate the development of students' English language in terms of speaking, pronunciation and vocabulary while their participation in the “International Virtual Collaborative Learning” (IVCL) Module under the framework of the Erasmus+ programme European Union funded Project: ValeuX: Virtual Albanian European Universities Exchange. Students from 8 Albanian and European universities participated in the ValeuX incubator for 6 weeks. They had to work on a business start-up concerning eco-tourism in Albania. During these weeks, students had to talk in English and schedule meetings to discuss the tasks they had to prepare. During this experience, they developed their English language skills. Study design/methodology/approach: The methodology of this paper is focused on a questionnaire distributed to 43 students via Google Forms to gather the data concerning the impact that students had after joining the "International VCL" Module and their development of different aspects of the English Language. Findings: The findings showed that the student's English language development was noticeable. They perceived natural communication in English and expanded their vocabulary as well. Originality/value: This study is important because it brings into light an aspect of taking part in International Virtual Learning, which is the development of English Language skills. It was a Foreign Language for all the students, and they worked on designing a start-up business idea about eco-tourism in Albania.

Vocabulary learning is pivotal for language learning as it is a cross-sectional aspect related to both receptive and productive skills. L2 vocabulary learning has given way to a substantial body of research in which the role of implicit and explicit instruction has been central. Bearing in mind the importance of communicative tasks as sources for vocabulary learning, this study will explore how vocabulary presented with context and without context is retained. 39 undergraduate students were assigned to each of these conditions, and after performing a communicative task which included a warm-up activity with a set of 15 target words, they completed a word meaning test (post-test) and repeated the same test after two weeks. The data gathered was analyzed using a quantitative approach. Findings indicate that the type of vocabulary test with context-embedded words is more effective for vocabulary retention in the short term. Nevertheless, multi-word items were better identified with the no-context vocabulary test, a finding supported by previous research. The present study raises the possibility that different vocabulary strategies are used by EFL learners, and that warm-up activities may contribute to L2 vocabulary learning.

The research conducted was based on the development of digital-based learning media, where it was found that the majority of educators paid little attention to the application of media as a learning tool in the digital era. This study aims to analyze the improvement of students speaking skills when combining the application of digital story media. The research method used in this study is a quantitative method with one group pretest-posttest design. The population used in the study were students from grade V elementary school totaling 23 children. The assessment in the research process uses a speaking skill rubric that contains: pronunciation, grammar, vocabulary selection, speaking fluency, and overall content of the story delivered. From the results of the research, there are data results in the form of a significant value (2-Tailed) worth 0, 000 in the One Sample T- Test results. Where the significant value of 0, 000 is smaller than 0.05 so that H0 is rejected and Hα is accepted. Thus, it can be concluded that digital-based story media can improve students' speaking skills. The impact of the research conducted is that digital story media can help improve students' language skills. Thus, digital story media can be a learning innovation in schools and can be developed again according to the needs of students. So that later it can foster students' creative ideas.

Introduction: The current study aims to investigate the impact of online language exchanges on the speaking skills and willingness to communicate (WTC) of Chinese postgraduate students in an advanced English program. The study compares two intact classes: e-tandem, who communicate with foreign English speakers through the Tandem language exchange application, and conventional, who participate in collaborative speaking tasks inside the class. The study also examines the attitudes and perceptions of the EFL learners toward the online language exchanges. Methods: 58 Chinese postgraduate students were recruited from a second-year advanced English program and divided into two intact classes: e-tandem and conventional. The e-tandem group used the Tandem language exchange application to communicate with foreign English speakers online, while the conventional group participated in collaborative speaking tasks inside the class. The data were collected through the IELTS speaking module, WTC scale, and semi-structured interviews. The data were analyzed using descriptive and inferential statistics. Results: Both groups showed improvement in their speaking skills and WTC. However, the e-tandem group outperformed the conventional group. The findings indicate that online language exchanges have a positive impact on the speaking skills and WTC of EFL learners. The EFL learners also had positive attitudes and perceptions toward the online language exchanges, although some expressed reservations. Discussion: The study concludes that online language exchanges can be an effective tool for improving the speaking skills and WTC of EFL learners. The study also suggests that collaborative speaking courses in EFL settings should consider incorporating online language exchanges. However, the study also highlights the need to address the concerns and reservations expressed by some EFL learners regarding online language exchanges. Overall, the study has important pedagogical implications for EFL settings, suggesting that online language exchanges can enhance speaking skills and WTC. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this current era of globalization, there is a need for English instructors to improve their inactive learners' confidence so as they can be capable of participating actively in oral classroom activities. Based on this issue, the study aimed to identify the obstacles and causes faced by learners of English at the primary stage, and the most appropriate solutions to overcome these challenges. The research sample consisted of (65) fourthgrade students in (New Dohuk) and (Parlaman) schools. The researchers used a personal interview with the research sample students to demonstrate and measure the speaking challenges faced by learners of English. Each student will undergo such an interview to consider speaking problems and possible causes. The results showed and suggested that some students had difficulty communicating for various reasons. The researchers recommend conducting more research and studies on the speaking challenges faced by English language learners. The objective of the research is to describe the peaking barriers and analysis of student's barrier besides to the procedure of the Fishbowl strategy in teaching speaking English. "This research is the implementation of primary school in our schools". The instrument of the research is an observation sheet, filed note, documentation, and recording. The design of the research used in this study is descriptive qualitative research. The description of the research finding showed about Fishbowl strategy in teaching speaking that have been identified through observation sheet and field notes. The researcher gets the data through the teacher and student's activities in the teaching and learning process through tests and data. Outcomes seems to be good to use Fishbowl technique but there are a number of barriers if it will be used at normal classrooms of the governmental school but it could be more convenient for the private schools. [ABSTRACT FROM AUTHOR]

Academic performance is an essential component of assessing the success of educational programs. During the coronavirus lockdown, educational institutions worldwide changed their methods of teaching to suit the new online mode of teaching. Consequently, many students, particularly EFL learners' academic performance have been affected. This study reports the findings of online teaching's impact on learners' academic performance in the speaking course at the English Department, Najran University. This is mainly attempted through a comparison of students' academic performance in online teaching mode in speaking courses during the Coronavirus lockdown with that of on-campus teaching mode before the Covid-19 lockdown. Data for the study were collected from the scores of the students in speaking skills, which included grades for the final exams. The data were collected from the participants (N = 80 students), 40 males + 40 females, who received instructions via both the on-campus and online teaching modes. The results of the study revealed that the variability in both modes of teaching was very distinct. Students' grades in the on-campus mode of teaching did vary too much from grades in the online teaching mode. The scores of both modes of teaching similarly varied from A, B, C, D, and from failed, deprived, absentee, and withdrawn students. However, it has been found that the majority of the students performed better in the online teaching mode than on-campus. [ABSTRACT FROM AUTHOR]

The significance of speaking English has been emphasized in Malaysia education. However, speaking problems such as lack of enthusiasm and poor speaking performance emerge among ESL pupils. To resolve this, an online board game "Flippity" is implemented in online speaking lessons. This paper aims to explore the usefulness of the online board game "Flippity" to improve speaking skills among elementary pupils who are in Year 5 as well as to investigate pupils' perceptions towards the use of the online board game "Flippity". The study employed a quasi-experimental mixed method design to collect data from thirty Year 5 pupils from a Chinese primary school. Data was collected through speaking pre-test and post-test, semi-structured interview and questionnaire. The results indicated a significant improvement in pupils' speaking skills in terms of accuracy, fluency, range, interaction and coherence. Pupils also displayed preferences and positive attitude in learning to speak while playing "Flippity". Further studies are recommended to be done on how "Flippity" could be exploited when learning other language skills such as listening, reading, writing and grammar. [ABSTRACT FROM AUTHOR]

The effects of teaching speaking skills through the Flipped Classroom Model on English as a Foreign Language (EFL) students' autonomy, willingness to communicate, and anxiety while speaking English are examined in this study. With a quasi-experimental design, one control group (n = 27) and one experimental group (n = 28) were created for the quantitative phase of the study. The participants were pre-tested at the beginning of the term with three scales, including learner autonomy, willingness to communicate, and L2 speaking anxiety. After ten weeks of treatment in the experimental group, both groups were post-tested at the end of the term. In the qualitative phase, the students' ideas about their experience with flipped learning were gathered with four open-ended interview questions at the end of the intervention. Quantitative data were analyzed with SPSS 21.00. Paired sample t-tests and independent sample t-tests were run to test the effectiveness of the intervention. Qualitative data were analyzed manually through thematic analysis. The results of this study indicated that if implemented well in L2 speaking classes, the Flipped Classroom Model could significantly increase EFL students' autonomous learning and willingness to communicate. Moreover, it could considerably lower EFL students' speaking anxiety. Compared to the traditional classroom model, flipped learning provides various advantages to English language learners, especially those who aim to develop their speaking skills. Therefore, this model could be implemented in EFL-speaking classes to increase students' exposure to English both in and out of the classroom. [ABSTRACT FROM AUTHOR]

There are four basic skills in English, namely Listening, Speaking, Reading and Writing, speaking skills are still not maximally spared by students. [1]which states that speaking is an event of conveying one's intentions (ideas, thoughts, heart contents) to others using spoken language so that the meaning is understood by others. Not a few students of Universitas Muhammadiyah Palangkaraya still cannot understand well and do not understand the sentences spoken by the interlocutors who use English. Role playing is one of the strategies recently seen as very useful and effective in learning speaking because role playing can arouse enthusiasm and motivate students and provide an injection to speak in English. This study aims to determine student activities during training and to find out whether the use of role playing strategies can improve students' speaking skills. This Classroom Action Research was designed and implemented in the Study Program at the Faculty of Agriculture and Forestry, Farmacy and the Islamic Faculty of Universitas Muhammadiyah Palangkaraya. The research subjects were 30 students of the Universitas Muhammadiyah Palangkaraya S1 Program. who take English courses. The stages of this research consisted of planning, implementing the action, observing and reflecting. The results obtained from this activity based on the reflection stage were that the average score of students was 7.5 on the speaking ability test where in the initial test the average student score was below 70. Student activities in role playing activities also increased where they could speak using English with a predetermined theme although there are still some vocabulary and grammar that need to be improved. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Applied Linguistics is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to analyze the improvement of English speaking skills from the application of Open Educational Resource (OER). The research method uses Exploratory Mixed Method. Qualitative data was taken during the observation process, while quantitative data was taken from the results of the pre-test and post-test. The participants were 4th-semester students who took the Speaking 2 course. The number of students who participated was 60 people. Qualitative data were analyzed through the data reduction stage, then the data presentation, and the conclusion stage. Meanwhile, the data on the results of the practice and the English-speaking test were presented in the form of descriptive statistics and t-tests. The results showed that OER had a positive impact on improving English speaking skills. This can be understood from the diversity of OER types used during the learning process. The results of the study have implications for the understanding of educators related to the provision of learning resources that are to the needs of students and current technological developments so that learning activities are relevant to the changes and needs of 21st-century educational competencies.

The learning process is closely related to the elements that influence it, such as approaches, methods, and techniques. The purpose of this study is to describe objectively (a) the application of learning Arabic speaking skills using a project-based learning model in the maharah kalam course for students of the Jambi University Arabic Language Education Study Program, (b) the results of improving Arabic speaking skills by applying the project model. based PBA student at Jambi University. This research uses a classroom action design with three cycles. The study results indicate that the application of learning Arabic with a project-based learning model can improve speaking Arabic for students of the Jambi University Arabic Language Education Study Program.

The use of AR in education has garnered attention as an innovative method to enhance engagement and effectiveness of learning. This study focuses on integrating Augmented Reality (AR) into language improve student motivation, it can learning communication skills, and writing proficiency. The research aims to explore and analyze the impact of implementing AR technology using Assemblr Studio in language learning contexts. The research methodology employs a mixed methods approach, with data collected through surveys, language proficiency tests, interviews, and participatory observations. The study involves students at Muhadi Setiabudi University learning with AR-based educational media tailored for language learning. Results show that implementing Augmented Reality (AR) using Assemblr Studio produces innovative learning media, particularly in writing and speaking skills. Three-dimensional (3D) media using AR is found effective in learning, with students responding positively to its use. Furthermore, AR technology can enhance the quality of language learning by providing engaging, interactive, and personalized learning experiences, fostering better understanding and authentic language use in real-world contexts.

Halaqah is one of the language learning programs used by Daarul Lughoh Wadda'wah Boarding School to make the learning efficient and effective. In this article, researchers describe how the impact of management halaqah itself against increased speaking skills, which contains the classification of students, planning, organization, and implementation. The book was used in halaqah is muhawaroh and husnul isgho’. This research belongs to descriptive qualitative research with a case study. The subject of this research is 250 students with 2 teachers force 2020/2021 in halaqah Daarul Lughoh Wadda'wah Boarding School Bangil. The data collection technique is done by interview, observation, and documentation does—data analysis techniques using the descriptive analysis technique of Miles and Huberman. The results in this study are as follows: 1) the application of halaqah Arabic in Daarul Lughoh Wadda'wah Boarding School consists of 2 levels, which is categorized to the first level of the named class i'dadi/beginners, which covers the junior high school students from class 1 to class 3, While for level 2 is called Al-Mutawassith which includes students of Senior High School. 2) planning of halaqah that has been set by the cottage, which is taken from the results of the meeting of monthly and semester. 3) the Implementation of halaqah applicable directly using talaqqi Kitab husnul isgho’ wherein such activity directly organized by qismu al-lughoh as well as on the sidelines of the given motivation in learning that is packed with the form of advice 4) Evaluation is done periodically, semester and yearly with the provision of the matter orally or syafahi. As for the management of halaqah impacts educational institutions and is perceived by students as members of halaqah and teachers as musyrif; this is evidenced by the rising of new students and the public confidence about the quality of their lives the boarding school). Halaqoh merupakan salah satu program Pembelajaran Bahasa yang dipakai oleh pondok pesantren Daarul Lughoh Wadda’wah untuk menjadikan sebuah pembelajaran yang efesien dan efektif.dalam artikel ini Peneliti mendeskripsikan bagaimana dampak manajemen halaqoh itu sendiri terhadap peningkatan maharoh kalam, yang didalamnya memuat tentang kelasifikasi siswa, perencanaan, organisasi dan implementasi.kitab yg dipakai dihalaqoh ini adalah kitab muhawaroh dan husnul isgho’. Penelitian ini termasuk penelitian kualitatif deskriptif dengan studi kasus. Subjek penelitian ini adalah 250 siswa dengan 2 guru angkatan 2020/2021 dihalaqoh pondok pesantren Daarul Lughoh Wadda’wah bangil. teknik pengumpulan data dilakukan dengan wawancara, observasi dan dukumentasi. Teknik analisis data menggunakan teknik analisis deskriptif Miles dan Huberman. Adapun hasil dalam penelitian ini adalah sebagai berikut: 1) penerapan halaqoh bahasa arab di Pondok Pesantren Daarul Lughoh terdiri dari 2 jenjang, yg akan dikategorikan untuk jenjang pertama dinamakan kelas i’dadi/pemula yang meliputi siswa SMP dari kelas 1 s/d kelas 3, Sedangkan untuk jenjang ke 2 dinamakan Al-Mutawassith yg meliliputi santri SMA/MA. 2) perencanaan dari halaqoh yg sudah ditetapkan oleh pondok yang diambil dari hasil rapat bulanan dan semester. 3) Pelaksanaan halaqoh diterapakan langsung dg cara talaqqi kitab husnul isgho’ dimana dalam kegiatan tersebut langung di organisir oleh bagian qismu al-lughoh serta disela-sela tersebut diberikan motivasi dalam pembelajaran yg dikemas dengan bentuk nasihat 4) Evaluasi dilakukan secara berkala, semester dan tahunan dengan pemberian soal secara lisan atau syafahi. Adapun manajemen halaqoh tersendiri berdampak baik terhadap institusi pendidikan dan dirasakan oleh santri sebagai anggota halaqoh dan guru sebagai musyrif, hal ini dibuktikan dengan meningkatnya peserta didik baru dan kepercayaan masyarakat tentang kwalitas Pondok).

This speech Program is an activity that attracts, pleases, and motivates female students to practice speaking skills. As said by Thoriq Muhammad al-Suwaidan, speech is a speech that stretches, where a fluent speaker speaks to a group of people to convince them. The speech Program at the Modern Boarding School Tekung Lumajang in 2020 has a particular goal: female students write the khitobah text before the speech is given. The formulation of the problem of this thesis is how the process of implementing the speech program in training skills in female students at the Modern Boarding School Tekung Lumajang in 2020, the motivating and inhibiting factors of the speech program in training skills in female students at the Modern Boarding School Tekung Lumajang in 2020. The purpose of this thesis is to describe the process of implementing the speech program in training skills in female students at the Modern Boarding School Tekung Lumajang in 2020, to tell the motivating and inhibiting factors of the speech program in training skills in female students at the Modern Boarding School Tekung Lumajang in 2020. Researchers use qualitative research, and the type of research in this study is descriptive. The data collection methods are interview, observation/observation, and documentation. The results of this study showed that the implementation of khitobah activities on female students at Modern Boarding School Tekung Lumajang in training speaking skills is good. Female students use the method of memorizing the text. That is, female students make text then corrected by ustadzah. After the text is fixed, santri memorizes and then displays it. The material in the speech program is all from the Yellow Book. And the media used in speech programs are pulpit and microphone. And as the supporting factors in the speech program are knowing grammar in general (nahwu and sharraf), female students learn Arabic conversation and memorize mufrodat, madrasah diniyyah. And as the inhibiting factors in the speech program are the lack of ustadzah ability in speaking skills, boarding schools do not apply the language environment, the lack of knowledge of female students in vocabulary, and differences in the ability of female students in grammar, lack of time. هذا برنامج الخطابة هي أنشطة جذابة و فرحة و حثة على الطالبات في تدريب مهارة الكلام كما قال طارق محمد السويدان الخطابة في اللغة هي الكلام المنثور، يخاطب به متكلم فصيح جمعا من الناس لإقناعهم. وبرنامج الخطابة بمعهد الخلافية تكونج لوماجانج للسنة 2020 لها الهدف الفريد وهو تكتب الطالبات نسخة الخطابة قبل إلقائها. الأسئلة التي تقدمها الباحثة في هذا البحث العلمي هي كيف تنفيذ برنامج الخطابة في تدريب مهارة الكلام لدى الطالبات بمعهد الخلافية تكونج لوماجانج للسنة 2020م؟، مالعوامل الدافعة والعائقة في تنفيذ برنامج الخطابة في تدريب مهارة الكلام لدى الطالبات بمعهد الخلافية تكونج لوماجانج للسنة 2020م. ويهدف هذا البحث العلمي لوصف تنفيذ برنامج الخطابة في تدريب مهارة الكلام لدى الطالبات بمعهد الخلافية تكونج لوماجانج للسنة 2020م. ولوصف العوامل الدافعة والعائقة في تنفيذ برنامج الخطابة في تدريب مهارة الكلام لدى الطالبات بمعهد الخلافية تكونج لوماجانج للسنة 2020م. استخدمت الباحثة المدخل البحث الكيفي ونوع البحث في هذا بحث هو الوصفي. أما الطريقة التي قدمت الباحثة لجمع البيانات فهي طريقة الملاحظة و طريقة المقابلة و طريقة الوثائقية. ونتائج البحث تدل على أن تنفيذ برنامج الخطابة لدى الطالبات في معهد الخلافية تكونج لوماجانج لتدربات الطالبات في مهارة الكلام قد جيدة. تستخدم الطالبات بطريقة حفظ النسخة وهي تكتب الطالبات النسخة الخطابة وتصحيحها المعلمات ثم يحفظن النسخة قبل إلقاء الخطابة. وأما مواد فهي كل من الكتب السلفية. و أما الوسائل المستخدمة فهي منبر ومكبر الصوت.أما العوامل الدافعة فهي معرفة القواعد العامة (النحوية و الصرفية) و تتعلم طالبات المحادثة وحفظ المفردات و مدرسة الدينية. وأما العوامل العائقة فهي قلة قدرة المعلمات في مهارة الكلام ولا ينفذ معهد البيئة اللغة وقلة قدرة الطالبات في المفردات واختلافة قدرة الطالبات في القواعد وقلة الزمان.

Listening and speaking skills are two of the four Arabic language skills that are highly influential in developing the language. Both of these skills can be successful if students continue to practice and practice, but these two activities can be done if supported by adequate environmental facilities. Therefore, YouTube media tries to answer the limitations of the environment experienced by students. This study aims to describe the use of YouTube media to increase students’ listening and speaking skills. The method used is the qualitative research method with a descriptive approach. This study revealed that media YouTube delivered improvements to students’ listening and speaking skills. Although due to the limitations of the media, still have a record, including not all can use this media if you do not have internet access. As well as the unavailability of automatic translation. Maharah kalam dan maharah istima’ adalah dua dari empat keterambilan bahasa Arab yang sangat mempengaruhi dalam perkembangan berbahasa. Kedua keterampilan ini bisa dinggap berhasil jika siswa terus melakukan latihan dan praktek, tetapi dua kegiatan tersebut bisa dilakukan jika didukung dengan fasilitas lingkungan yang memadai. Karena itu, media YouTube berusaha menjawab keterbatasan lingkungan yang dialami siswa. Tujuan penelitian ini untuk mendeskripsikan pemanfaatan media YouTube untuk peningkatan maharah kalam dan maharah istima’ mahasiswa. Metode yang digunakan adalah metode penelitian kualitatif dengan pendekatan deskriptif. Penelitian ini mengungkap bahwa media YouTube pada dasarnya memberikan peningkatan terhadap maharah kalam dan maharah istima’ mahasiswa. Meskipun karena keterbatasan media tersebut, tetap memiliki catatan, di antaranya tidak semua bisa menggunakan media ini jika tidak memiliki akses internet. Serta tidak tersedianya translate otomatis.

Improvisational drama techniques (IDTs) can benefit foreign language (FL) learners by offering them an engaging way to practise speaking while hiding behind the safety of a character mask. This study aimed to glean perceptions toward and experiences with IDTs among FL student teachers, as well as training needs related to integrating IDTs as a pedagogical tool. Foreign language student teachers at a Dutch university who had not received IDT-training took part in a questionnaire (n = 197). Former student teachers who had taken such a course in drama were interviewed in depth (n = 9). Almost all student teachers - both those who had and had not received IDT-training-shared the belief that IDTs have added pedagogical value. The majority of student teachers who had not had drama training indicated that they did not often implement IDTs in their classes. Former student teachers who had IDT-training continued to integrate IDTs with some regularity. Both groups provided valuable input on the components that should be included in a future IDT-training module for both student teachers and in-service teachers. Our findings give rise to the hypothesis that training can play a key role in galvanizing teachers to implement IDTs, and allow us to formulate design criteria for an innovative training module.

Many studies have investigated the effectiveness of the flipped classroom method on students' speaking ability when compared to traditional learning methods. However, previous research has provided ambiguous results. This study aims to test the effectiveness of the flipped classroom method on students' speaking abilities compared to traditional methods, as well as investigate what factors can influence the effectiveness of using the flipped classroom method on students' speaking abilities. The design used in this study was group contrast meta-analysis by analyzing 15 primary studies that met the inclusion criteria. The results of the analysis using the random-effects approach obtained a combined effect size of (g = 1.25; p < 0.01). The effect size is in the "Large Effect" category. It can be concluded that the use of the flipped classroom method on students' speaking ability has a significant and more effective effect compared to traditional learning methods. Heterogeneity analysis found that the moderator variable educational level influenced the effectiveness of implementing the flipped classroom method on students' speaking abilities, but not the moderator variables educational level, experimental class capacity, and region. The findings of this meta-analysis provide more accurate results regarding inconsistent effect size variations and can enrich insight into knowledge about the effectiveness of using the flipped classroom method in improving students' speaking skills.

EFL is still interesting to be researched even in this digital age. There are new things that are found in any event or class. This study aimed to investigate the participant’s English speaking skills in storytelling competitions at MA Al-Ittihad. This qualitative study used observation, interviews, and documentation to collect primary data from six Indonesian EFL learners who were participants in storytelling and secondary data from two judges. The study revealed that there is a relationship between good speaking skills with fluency, correct pronunciation, vocabulary, and grammar. Meanwhile, a good speaker has a big chance to win the competition.

This study aim is to use role play as a means evaluation of speaking skills for Managerial Communication for graduates of a local Technical University in Karachi, Pakistan. English is the medium of instruction for Managerial Communication; however, many students do not have a solid linguistic spoken background, and English is their third or fourth language. The effectiveness of teaching spoken skills pedagogy was measured in two phases with (n=30) mixed-gender university of communication students. In phase I, students' basic skills, and proficiency, fluency and confidence were evaluated using a standardized rubric, scores were recorded. Feedback was given to the students and for next assignment the rules of role play were explained. In phase II role play was used as a means of measuring proficiency, fluency and confidence, along with problem solving skills in a task driven role play. A simple marks comparison projected the effectiveness of the method. Written responses from students were also counted and the responses showed positive feedback for role play and from the teacher as an evaluative tool. The findings of this study indicate a favorable response of university graduate students for the use of role play as a means of evaluation. This study adds to the literature on speaking skills in second language evaluation and its effectiveness. Future studies on a large scale can increase the generality of the results. It is recommended to explore particular methods and classroom practices of using role plays as a means of speaking skills, cognitive flexibility, and evaluations in second language classroom. [ABSTRACT FROM AUTHOR]

Learning an additional language has become very popular in different parts of the world due to the increasing use of English as a language of learning and teaching. This study Looks into the challenges Libyan secondary students face in developing speaking skills despite 12 years of English language education. These challenges lead to low proficiency in academic and speaking skills. The research aims to discover the factors affecting the speaking skills of secondary school students in Libya and identify the effects of each of these factors on mastering their speaking skills. A questionnaire adapted to collect data was distributed to 150 students in 10 schools to get their opinions regarding teaching and learning oral skills. The study revealed that school students lack the opportunity to speak in the classroom in the target language due to several factors, the most important of which were a lack of speaking activities in class, some teachers skipping conversation activities, a lack of vocabulary needed to practice conversation, notes, and corrections directed to students during learning English, the student’s personal motivation and participation in the classroom, and insufficient time to practice oral skills. [ABSTRACT FROM AUTHOR]

The ability to communicate in English language in the present era is more intense as English is used as a major link language throughout the world. Over the years several teaching methods and approaches have evolved for the effective teaching of English language skills but as each of the method has its own merits and demerits, the use of an Eclectic approach has become relevant. The present study investigates on how to improve speaking skills of undergraduate learners by the development of vocabulary and pronunciation using an Experimental Method. The method is implemented among two groups of learners, the control group and experimental group. Among the two groups a pretest and a posttest were conducted and the results were analyzed quantitatively to compare and measure the effectiveness of the approach. After the implementation of the approach, a quantitative and qualitative analysis in the form of questionnaire and a focus group interview was conducted to understand learners' perspective of the approach utilized. [ABSTRACT FROM AUTHOR]

In a traditional learning style where the teacher assumes an authoritative position, students may be receiving input rather than producing output. Contrary to this, a flipped classroom model emphasizes more output; furthermore, input is generated by students’ own preparation for learning activities that are done in class. With an interest in the flipped classroom model, this paper investigates the perceptions of university EFL students in relation to the development of their speaking skills. A questionnaire was distributed to 12 students enrolled in a General English 4 class at a university in Indonesia. This questionnaire aimed to describe students’ satisfaction and experience in learning English through a flipped classroom model. Students’ responses from the questionnaire indicated that the flipped classroom model is a viable approach that can have a positive influence on students’ learning satisfaction and experience. The study also indicated that students particularly enjoyed speaking activities which were done in a collaborative manner. Based on this finding, a recommendation for practice is offered. [ABSTRACT FROM AUTHOR]

The purpose of this research was to develop teaching and learning management using vocabulary learning strategies. This study mainly uses the vocabulary expansion method to improve 37 freshmen in the course of Thai Language speaking in majoring in Chinese Language International Education. The researcher created a vocabulary table and lessons related to the students' daily lives to help them practice speaking Thai. A rubric scoring was used as a research tool to measure their Thai speaking skills, and it was divided into 2 parts: 1) vocabulary knowledge and 2) the ability to apply vocabulary. A total of five assessments were conducted over 12 weeks. The statistical method used to analyze the data was repeated measurement ANOVA with a covariate, using the scores of speaking skills in the previous semester as the covariate variable. The results showed that the Thai speaking skills of these Chinese students had effectively been improved according to their vocabulary knowledge development after the experiment using the vocabulary expansion strategies. [ABSTRACT FROM AUTHOR]

Copyright of Eesti Rakenduslingvistika Ühingu Aastaraamat is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to examine the role of the visual arts in promoting language competence in adult learners of the German language. The first part of this article explains why the use of fine arts in foreign language teaching is recommended. The second part shows how language and artistic images can be combined as two interdisciplinary poles and effectively improves speaking skills. The practical part of this post included a preliminary study as well as a pretest-posttest design with a control group. The study takes place in four 90-minute sessions. In the first session, the pre-test is carried out with the help of oral questions from the test “German for Immigrants”. The data is analyzed and the results are included. Furthermore, based on a didactic concept with the help of a artwork by the Austrian artist Albert Paris Gutersloh will be shown how art can be used specifically in language teaching to improve the language skills. At the end of the two sessions there is a 90-minute post-test. The data analysis is carried out according to the test criteria "German for immigrants". The results indicated the effectiveness of arts in improving language learners' language skills, particularly in the effective use of vocabulary and grammar skills. It can therefore be concluded that the visual arts can be used well as an effective visual medium to promote educational goals, particularly language skills. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the speaking needs and effective learning strategies of first-year Master's students at the Faculty of Science, Dhar El-Mahraz, Fez, Morocco. With a lack of focus on speaking skills in the Moroccan formal education system, the research goal is to address the gap in oral vocabulary proficiency. 30 students participated in the experimental study. The objectives of the paper were to: (1) identify the speaking needs of the Master's students, (2) determine the effectiveness of current learning strategies for improving oral vocabulary use and pronunciation, and (3) suggest strategies for improving intercultural competence. To achieve these objectives, research questions were formulated, and a methodology was designed to collect and analyze data from the participants. The findings of the study revealed that speaking skills are often neglected in Moroccan formal education, especially in the teaching and learning process leading to difficulties in using relevant oral vocabulary and accurate pronunciation. The results suggest the need for specific communication courses to adopt amplified strategies and improve students' ability to communicate effectively and proficiently with English speakers from different cultures. Based on these findings, some strategies will be suggested for teachers in similar contexts to implement for successful results and enhance students' speaking competencies. [ABSTRACT FROM AUTHOR]

English language teachers and educators everywhere try to find better language approaches, methods, theories, techniques, and strategies. One way to do that is by implementing the approaches or practices in their classrooms to see which one works, serves more for their students, or has more impact. These communicative language education techniques have been used for many years in many nations. The main goal of the learners is to reach communicative competence; thus, they continuously search for a method or approach that can significantly impact their communicative competence. Hence, teachers and learners try to use different language approaches and techniques to improve the student's language skills, especially their speaking skills. The main aim of this review article is to investigate the impact of communicative language teaching (CLT) by reviewing five reports and some literature reviews. Kasumi's first article, ' Communicative Language Teaching and Its Impact on Students' Performance," was conducted in 2015. The second article is entitled "The effect of using Communicative Language Teaching on Speaking Ability," which Ratih and Hanafi undertook in 2016. The third article is entitled "The Effect of Using Communicative Language Teaching on Developing English Speaking and Listening Skills of Iranian Secondary School Students," which Aalaei conducted in 2017. The fourth article, "The Effect of Communicative Activities on Libyan Secondary School Students' Speaking Performance in Malaysia," was conducted by Owen & Razali in 2018. The fifth article, "The Impact of the Implementation of CLT On Students' Speaking Skills," was led by Mangaleswaran and Aziz in 2019. The findings of these articles indicated that CLT impacts students' communicative competence, especially speaking and other skills such as listening, reading, and writing. The results show that the sub-skills such as vocabulary, grammar, pronunciation, comprehension, and fluency improve. [ABSTRACT FROM AUTHOR]

This study presents findings from an online collaborative project involving students learning English at the University of Paris Nanterre (France) and students learning French at Cornell University (USA). Our main goal was to determine the impact of e-tandems on language learner motivation. During the COVID-19 pandemic, nearly all courses at these two institutions were offered online, a move that greatly complicated the use of interactive group activities. This change represented a major threat to learner motivation and the development of communication skills in the target language. To counteract these effects, language teachers from the two universities organized an online e-tandem program; pairs of students composed of one American learner of French and one French learner of English had three virtual meetings to complete activities relevant to their studies. During these meetings, they were to alternate between speaking English and French. Following each exchange, students completed journal entries about their experience using the target language. Results indicated that the e-tandem program was a positive experience for students, with many reporting higher levels of intended learning effort and being able to see themselves as competent language users. These findings highlight the didactic potential of virtual exchanges. [ABSTRACT FROM AUTHOR]

The current study aimed at developing English speaking skills for third year English major students at faculty of education, Beni-Suef University through using a program based on SCAMPER strategy. The pre-post control group design was used in the current study. The study participants consisted of (60) third year English major students at faculty of education, Beni-Suef University. Then they were divided into the control (n=30) and the experimental group (n=30). The students of the experimental group received English speaking instruction through a program based on SCAMPER strategy which was designed by the researcher for the purpose of the study, while the students of the control group received regular instruction. The instruments of the study include: speaking skills checklist and a pre/post speaking test. The result showed that there was a statistically significant difference at the level of 0.01 between the mean scores of the control and the experimental group in overall speaking skills as well as in each speaking skill which means that the program based on SCAMPER strategy used in the current study is effective in developing third year English major students at faculty of education English speaking skills. [ABSTRACT FROM AUTHOR]

This research article primarily focuses on how speaking competence can be enhanced by Socratic Questioning Approach. There are several methods and approaches formulated and applied at different levels to enhance speaking skills, but critical thinking and questioning attitude is still lacking at undergraduate levels. 32 heterogeneous professional undergraduate students (Creswell, 2018, p.157) have participated in a five months twenty-one days intervention study (Yin, 2009 & Stake, 1995, p.123) to know the desired outcomes. The pre and post-tests results have considerably and possibly been recorded during the study. CEFR (Common European Framework of References) CAN DO descriptors (Council of Europe, 2018 p.171), are adopted to assess the speaking competence. The pre and post-tests have been assessed based on CAN DO Descriptors. After employing Qualitative Research Methodology (Creswell, 2018) to analyze the data obtained through both succeeding and preceding tests, significant results have possibly been founded and observed that professiona l unde rgradua te student s have considerably enhanced their speaking abilities and competences. CEFR levels of individual performance and variations have scrupulously been observed. This research article ontologically asserts that professional undergraduate engineering students can enhance speaking skills by thinking critically and applying Socratics Questioning Approach (Paul, 2006) implicitly and explicitly. [ABSTRACT FROM AUTHOR]

Copyright of Miscelánea: A Journal of English & American Studies is the property of Miscelanea: A Journal of English & American Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Peer learning, also known as collaborative learning, is based on social constructivism and contends that learning takes place more actively when students interact socially with their peers. This study sought to examine the effects of scaffolded peer assessment in group-oriented classrooms on developing speaking skills and enlarging the vocabulary size of language learners. To accomplish this objective, through cluster sampling, the researchers selected 37 lower-intermediate and 5 intermediate learners of English. Then, 20 lower-intermediate subjects were randomly assigned as the experimental group along with the 5 more proficient learners. In groups of 5, the intermediate learner was assigned the role of the mediator and was responsible for giving feedback to their peers. The rest of the subjects were assigned as the control group and there was no mediator in their group. Four instructional sessions were allocated to scaffolded peer assessment of speaking and four sessions were devoted to scaffolded peer assessment of vocabulary learning. In this randomized pre-test–post-test-delayed post-test trial, an independent sample t test, and a one-way repeated measures ANOVA were carried out. The results of the statistical analyses demonstrated the impact of scaffolded peer assessment on developing both speaking skills and enlarging learners' vocabulary size with a large effect size. That is, by implementing scaffolded peer assessment in a group-oriented context both speaking skills and vocabulary knowledge can be developed. The pedagogical implication of this study is that language teacher can implement the notions of social constructivism and socio-cultural theory proposed by Vygotsky (Readings on the Development of Children 23:34-41, 1978) to expand and develop learners' zone of proximal development. [ABSTRACT FROM AUTHOR]

Decision to analyze speaking skills was based on our observation of commonly occurring defiance of speaking skills and certain difficulties in verbal expression of students, as well as of people in variety of professions. Taking it that speaking skills should be developed from early age, we based our study on elementary school students. Research took place in six elementary schools in Mostar. A paper covers the results of the questionnaire conducted with elementary school teachers and teachers of bosnian language and literature. Interviewees were asked on their opinion on, both, student's and their own speaking skills but and the need for introducing subject Speaking skills into the Curriculum of the Federation of Bosnia and Herzegovina. Teachers/ interviewees were given to state most common challenges they are facing while working on developing speaking skills with students. Research showed that students speaking skills, based on the teachers gradings, are average and most of the teachers think that subject Speaking skills, should be introduced into the Curriculum of the Federation of Bosnia and Herzegovina. Also, by this research we came to conclusion that some of the teachers are in need of additional education, in order to be a teacher of subject Speaking skills. [ABSTRACT FROM AUTHOR]

Language learning is a part of the psychological process as it is based on the individual differences of various learners. Speaking skills are classified as the abilities that allow us to speak meaningfully with one another. It provides us with the ability to express information verbally. Affective factors such as self-esteem, self-confidence, anxiety, fear of failure, shyness, motivation, attitude, empathy, and so on influence the development of speaking skills. These affective factors are crucial in second language acquisition. Negative affective factors hinder English speaking skills, whereas positive affective factors facilitate English speaking skills. According to Stephen Krashen, learners will only learn a language when they want to learn it. As a result, it is the language teacher's prime objective to deal with both the positive and negative affective factors of the learners. This study gives a detailed look at the negative affective factors and also talks about how important positive affective factors are for learning a second language. [ABSTRACT FROM AUTHOR]

This study investigates the correlation between Foreign language anxiety and speaking fluency among IELTS test-takers at an X English Language centre in Morocco. The main objective of this paper was to examine whether there is a link between Foreign Language Anxiety (the independent variable) and English-Speaking fluency (the dependent variable). To verify whether there is an association between the two variables under investigation, to test the hypothesis, and answer the research question, two tests were used as research instruments. Students were asked to fill in a Foreign language anxiety questionnaire to estimate the frequency of anxiety and take an IELTS Speaking mock exam to measure the smoothness of their oral delivery. The data was collected in the X language centre during the academic year (2020-2021). The participants were 30 male and female students divided into three classes. In order to analyse the scores and frequency of responses that students obtained in the two tests, a Pearson correlation was used as a statistical procedure. The study results indicate a nonsignificant correlation between Anxiety and Fluency in the context under study. Therefore, the study concluded that other factors, such as fear of negative evaluation, are intervening and causing a decline in fluency among IELTS test takers, broadening the spectrum of research within language testing research. [ABSTRACT FROM AUTHOR]

Teaching English as a Second Language undergraduates are English teachers in training. Recently, a concern arose when it was found that these undergraduates in Indonesia perceived their speaking skills as the lowest in terms of their mastery. Many studies have been conducted on the use of social media. Still, there is a literature gap in using social media among TESL undergraduates in the Malaysian context. Thus, this study aimed to explore TESL undergraduates' perceptions of their speaking skill mastery and their perceptions of utilizing social media to enhance their speaking skills. It was significant to investigate how those undergraduates feel about their speaking skill mastery to create self-awareness. By being aware of their belief, they can find ways to keep improving themselves. The main question for the study was to discover respondents' belief in their speaking mastery level and respondents' self-confidence in speaking performance. A total of 132 respondents from the National University of Malaysia participated in this research through an online questionnaire conducted on Google Forms. The results showed that the students recorded unsatisfactory perceptions of their speaking skill mastery. The data revealed that social media does help in elevating their speaking skills. The students chose 'WhatsApp,' 'YouTube,' and 'TikTok' as their preferred social media that help their oral communication skills. In addition, limitations and recommendations were explained to better future works in the equivalent or relevant studies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to investigate how the students in Elementary school have an impact after the teacher doing an alternative assessment in the classroom of the English language on speaking skills. The author conducts this research about alternative assessment at Elementary school. The participant in this study was an English teacher. Elementary school students are a very basic student in learning English. A close look at speaking that also basic learning in English learning. That is why an English teacher should use alternative assessments in teaching. For this reason, the author chose the elementary school as the subject of this study. The author wants to know how the impact of alternative assessment in the classroom of the English language. To do so, the author gained the data in-depth interview by giving questionnaires using a structured questionnaire technique. Further, the analysis reveals that the English teacher adds an alternative assessment because the students do not feel bored with the assessment given by the teacher. Moreover, if the student gets a different assessment, the teacher can see the talent that the students have. The result found that the students' experience after the English teacher uses alternative assessments are that the students are more appealing and more interested. It also motivates almost all of the students and gives an important learning style. In addition, this report shows that students demonstrate a willingness to perform well in the classroom particularly, preparing a lesson, especially in perform their speaking skills. [ABSTRACT FROM AUTHOR]

Having proficiency in English macro skills has been of foremost importance among English language learners to have a sustainable education. Evidently, knowing English corresponds with being able to articulate the language. However, many language learners still struggle to successfully master speaking skills. Previous studies advocated mobile-assisted language learning (MALL) as an innovative pedagogical practice that has the potential to be utilized in the acquisition of the speaking skills. Nevertheless, current studies that specify the usage of MALL in the readiness of speaking English are still limited. Therefore, this paper plans to fill in the gap by propounding a systematic review of published studies from the year 2013 to 2022 that are relevant to the implementation of MALL in the readiness to speak English. The findings of this review indicated that the usage of MALL fosters affective variables such as motivation, self-confidence, less anxiety, and learners' control in the readiness of speaking skills, but most of the reviewed studies' focal point were on older or adult learners, which created a gap in the literature. Hence, this requires the study of the usage of MALL in primary and secondary levels of education for the benefits of English language learners of all ages in the acquisition of speaking English. [ABSTRACT FROM AUTHOR]

Students’ disfluency in speaking is caused by limited practice, incorrect pronunciation, and inappropriate learning methods. That of the last point drove this research in finding out the effectiveness of using Project-based Learning (PBL) to improve students’ speaking skills. The study participants were 59 students of the seventh graders of SMP Muhammadiyah 1 Kudus, divided into the experimental and the control classes using a quasi-experimental research design. The data were obtained from the pre-test and the post-test. The results showed that the students’ speaking ability mean scores in both classes were higher in the post-test than in the pre-test. In addition, the independent sample t-test supported the result in the hypothesis testing. It means that project-based learning applied had a significant difference or effective to improve young-learner students’ speaking skills. To conclude, using this method created more fun, active, and interactive speaking class atmosphere for young learners.

Abstract The learner’s syntactical error analyses have long been interested in the second and foreign language researchers. This study aimed at investigating the syntactical error types, the form of error, and the frequencies of these errors that occurred in the sixth-semester student presentation on the conversation class at the English Literature Study Program in Universitas Teknokrat Indonesia. To achieve the objectives, the data were collected from the learner’s transcribed speech. The sampling of non-probability was used to select the classroom and participant’s characteristics. These data were collected by video recording, non- participant observation techniques, and documents. To classify the learner’s syntactical errors, Politzer Ramirez’s (1973) syntactical errors taxonomy was adopted. Further, the qualitative method was applied in this study. Based on the result of the analysis, there were 64 syntactical errors uttered by the learner. The results of the analysis were then categorized into three forms: phrases, clauses, and sentences. The results of this study showed that the learner often made the syntactical error in the form of sentences. That was 32 errors (50%). Furthermore, the study found that the amount of confusion was the most commonly uttered as the type of error (26,56%). The learner often got confused to make the right use between the number and the subject mentioned. Thus, the findings indicated that even though the learner considered as the best; yet the learner still possibly made some errors. Therefore, lecturers or instructors should raise the students’ syntactical error awareness. So that it could improve the student’ speaking skills in their level of English. Keywords: error analysis, syntactical error, conversation class, speaking skills Abstrak Analisis kesalahan sintaksis siswa telah lama menjadi hal yang menarik bagi peneliti bahasa kedua dan asing. Penelitian ini bertujuan untuk menyelidiki jenis kesalahan sintaksis, bentuk kesalahan, dan frekuensi kesalahan tersebut pada presentasi siswa semester enam pada kelas percakapan di Program Studi Sastra Inggris, Universitas Teknokrat Indonesia. Untuk mencapai tujuannya, data dikumpulkan dari presentasi siswa yang telah ditranskripsikan. Sampling non-probabilitas diterapkan untuk memilih karakteristik kelas dan partisipan. Data tersebut dikumpulkan dengan menggunakan teknik perekaman video, pengamatan non-partisipan, dan dokumen. Untuk mengklasifikasikan kesalahan sintaksis mahasiswa, taksonomi kesalahan sintaksis Politzer dan Ramirez (1973) diadopsi. Lebih lanjut, metode kualitatif diterapkan dalam penelitian ini. Berdasarkan hasil analisis, terdapat 64 kesalahan sintaksis yang ditemukan pada presentasi siswa. Hasil analisis kemudian dikategorikan dalam tiga bentuk, yakni frase, klausa, dan kalimat. Hasil penelitian ini menunjukkan bahwa siswa sering membuat kesalahan sintaksis dalam bentuk kalimat, yakni 32 kesalahan (50%). Lebih jauh, penelitian ini menemukan bahwa ‘number of confusion’ merupakan jenis kesalahan yang sering diujarkan, yakni 26,56%. Pembelajar sering mengalami kebingungan dalam menggunakan antara nomor dan subjek yang disebutkan. Dengan demikian, temuan menunjukkan bahwa meskipun mahasiswa dianggap yang terbaik masih membuat beberapa kesalahan. Oleh karena itu, dosen atau instruktur harus meningkatkan kesadaran kesalahan sintaksis mahasiswa sehingga hal ini dapat meningkatkan keterampilan berbicara siswa di tingkat bahasa Inggris mereka. Kata kunci: analisis kesalahan, kesalahan sintaksis, kelas percakapan, keterampilan berbicara

ÖZ: Göçle gelen mültecilerin birçok sorunları olmaktadır. Bunlardan en önemlisi de iletişim, yani dil sorunudur. Göç ettikleri ülkenin dilini bilmek, mülteciler için iş bulabilmek, eğitimlerine devam edebilmek, hayatlarını daha düzenli bir şekilde sürdürmek demektir. Son yıllarda Türkiye’ye göç etmek zorunda kalan Suriyelilerin ülkemizdeki hayata uyum sağlamaları için pek çok çalışma yürütülmektedir. Zorunlu eğitim çağındaki Suriyeli çocuklara eğitim öğretim fırsatlarının sağlanması, her yaştan Türkçe öğrenmek isteyenlere yönelik Türkçe kurslarının açılması bu çalışmalardan bazılarıdır. İzmir’deki Suriyeli çocukların Türkçe ifade edici dil becerilerini ölçmek ve değerlendirmek amacıyla yaptığımız çalışma, Buca ilçesinde milli eğitim bakanlığına bağlı resmi ortaokullarda eğitim görmekte olan 8. sınıf düzeyindeki 14 Suriyeli çocuğu kapsamaktadır. Çalışma nitel bir yöntem olan derinlemesine görüşme yöntemiyle gerçekleştirilmiş ve elde edilen konuşmalar yanlış çözümlemesi yaklaşımına göre dil bilimsel olarak analiz edilmiştir. Katılımcıların, konuşma sırasında yaptıkları sesbilimsel, biçimbilimsel, anlambilimsel ve sözdizimsel yanlışlar tespit edilip yorumlanmıştır. Buna göre en çok tespit edilen yanlış %76, 78 ile ses bilimsel yanlışlardır. Onu %17, 36 ile biçim bilimsel yanlışlar, %4, 03 ile söz dizimsel yanlışlar ve %1, 81 ile anlam bilimsel yanlışlar takip etmiştir. Bu çalışmayla Suriyeli mülteci çocukların Türkçe konuşma becerilerinin yanlış çözümlemesi yaklaşımıyla değerlendirilmesi bakımından önemli bir boşluğun doldurulması ve Türkçe öğreticilerinin öğretim süreçlerine ışık tutulması hedeflenmiştir. ABSTRACT: Refugees who come through immigration have many problems. The most important of these is the problem of communication, namely language. Knowing the language of the country they migrated to means to find a job for refugees, to continue their education and to continue their lives in a more orderly manner. In recent years our country to adapt to the life of the remaining Syrians forced to migrate to Turkey many studies are conducted. Providing educational opportunities for Syrian children at the age of compulsory education and opening Turkish courses for those who want to learn Turkish from all ages are some of these activities. Our study, which we conducted to measure and evaluate the Turkish expressive language skills of Syrian children in Izmir, includes 14 Syrian children at the 8th grade who are studying in official secondary schools affiliated to the Ministry of National Education in Buca district. The study was carried out with the in-depth interview method, which is a qualitative method, and the speeches obtained were analyzed linguistically according to the error analysis approach. Phonological, morphological, semantic and syntactic mistakes made by the participants during the speech were identified and interpreted. Accordingly, the most common mistakes with 76, 78% are phonetic errors. It was followed by morphological errors with 17,36%, syntactic errors with 4, 03% and semantic errors with 1, 81%. With this study, it is aimed to fill an important gap in terms of evaluating the Turkish speaking skills of Syrian refugee children with the error analysis approach and to shed light on the teaching processes of Turkish teachers.