The Effectiveness of Student-Initiated Media in Developing the Speaking Performance of Junior-High-School Students

Authors

  • Khotim Maslikah English Education Department, Faculty of Letters, Universitas Negeri Malang, Jl. Semarang No. 5 Malang, 65145, Indonesia [email protected]
  • Utami Widiati English Education Department, Faculty of Letters, Universitas Negeri Malang, Jl. Semarang No. 5 Malang, 65145, Indonesia
Published
2021-03-23
Issue
Vol. 5 No. 1 (2021): March
Pages
46-55
Section
Original Research Article

Abstract

This article reports the effectiveness of student-initiated media in teaching speaking to ninth graders of a junior high school. Using a pre-experimental design, this study involved 85 students, being given an experimental treatment in the form of a freedom to choose and use their own media to present an English advertisement, one of the basic competences the students had to master in the semester when the data were being collected. A pre-test in the form of oral interview was given at the beginning of the study, followed by the implementation of the research treatment. At the end of the study, the students took a post-test of a similar format. In other words, the data in this study were in the form of the students’ speaking performance. With the help of SPSS, a test was employed to check the effectiveness of the media. Besides, informal interview with the students show that they felt more relaxed and less anxious when using the media while speaking. It is recommended that teachers make use of such media in the classroom for designing democratic classroom atmosphere so that students experience joyful learning and tend to speak more.

Keywords

How to Cite

Khotim Maslikah, Utami Widiati. (2021). The Effectiveness of Student-Initiated Media in Developing the Speaking Performance of Junior-High-School Students. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 5(1), 46-55. https://journal-center.litpam.com/index.php/e-Saintika/article/view/361

References

Arifiah, D., & Binawan, H. (2019). Digital storytelling: An interactive media for teaching speaking. KoPeN: Konferensi Pendidikan Nasional, 1(1), 81–90.

Baidawi, A. (2016). Using visual media in teaching speaking. Okara Journal of Languages and Literature, 1, 54–65.

Bustari, A., Samad, I. A., & Achmad, D. (2017). The use of podcasts in improving students’ speaking skill. JELE (Journal of English Language and Education), 3(2), 97–111. https://doi.org/10.26486/jele.v3i2.256

Cahyani, H., & Cahyono, B. Y. (2012). Teachers’ attitudes and technology use in Indonesian EFL classrooms. TEFLIN Journal, 23(2), 130–148.

Ciampa, K., & Gallagher, T. (2013). Getting in touch: Use of mobile devices in the elementary classroom. Computers in the Schools, 30(4), 309–328.

Fakhruddin, A. (2020). Using Google Meet in teaching speaking. Journal of English Language Learning, 2(2), Article 2. http://jurnal.unma.ac.id/index.php/JELL/article/view/2220

Galti, A. (2017). Awareness of students’ on the use of affective strategy and their level of speaking anxiety. International Journal of Multidisciplinary Research and Dedvelopment, 3, 2349–4182.

Hadi, N. S., Indahyati, I., & Pratama, F. A. (2019). Efforts to Improve Children’s Speaking Skills through the Use of Hand Puppet Media in TK Nurul Amal Perumnas Cirebon. ARJI : Action Research Journal Indonesia, 1(3), 135–146.

Hwang, W. Y., Shadiev, R., Hsu, J.-L., Huang, Y.-M., Hsu, G.-L., & Lin, Y.-C. (2016). Effects of storytelling to facilitate EFL speaking using web-based ultimedia system. Computer Assisted Language Learning, 29, 2.

Ibrahim, W. K. W., Aziz, N., Zakaria, N., & Yunus, M. M. (2018). Enhancing Speaking Skill among Students in ESL Lesson through Instagram. The International Journal of Humanities & Social Studies, 6(12), Article 12. https://doi.org/10.24940/theijhss/2018/v6/i12/HS1812-063

Johnson, L., Adams, S., & Cummins, M. (2012). Horizon report: 2012 higher education edition. Austin, TX: The New Media Consortium.

Johnson, L., Adams, S., & Cummins, M. (2013). Horizon report: 2013 Higher Education Edition. Austin, TX: The New Media Consortium.

Khotimah, K., Widiati, U., Mustofa, M., & Ubaidillah, M. F. (2019). Autonomous English learning: Teachers’ and students’ perceptions. INDONESIAN JOURNAL OF APPLIED LINGUISTICS, 9(2), 371–381.

Mei, L. L., & Masoumeh, A. S. (2017). An analysis of factors influencing learners’ English speaking skill. 2(1), 34–41.

Mifsud, L., M@rch, A., & Lieberg, S. (2013). An analysis of teacher-defined activities with mobile technologies: Predecessor and sucessor tool use in the classroom. Learning, Media and Technology, 38(1), 41–56.

Parson, D., & Adhikar, J. (2016). Bring your own device to secondary school: The perceptions of teachers, students and parents. Electronic Journal of E-Learning, 14(1), 66–80.

Qamar, M. B. (2016). The Impact of Learner’s Autonomy on Teaching Oral Skills (Speaking Skills) in an EFL Classroom. Journal of Language Teaching and Research, 7(2), 293–298. https://doi.org/10.17507/jltr.0702.07

Rao, P. S. (2018). The role of teachers in developing speaking skills in english language classrooms. ACADEMICIA: An International Multidisciplinary Research Journal, 8(12), 5. https://doi.org/10.5958/2249-7137.2018.00068.X

Renandya, W. A., & M. Jacobs, G. (2016). Student-centered learning in ELT. In English Language Teaching Today (Vol. 5, pp. 13–23). Springer Nature.

Salehi, H., Ebrahimi, M., Sattar, S., & Shojaee, M. (2015). Relationship between EFL Learners’ Autonomy and Speaking Strategies They Use in Conversation Classes. Advances in Language and Literary Studies, 6(2), 37–43.

Simona, C. E. (2015). Developing presentation skills in the English language courses for the engineering students of the 21st century knowledge society: A methodological approach. Procedia - Social and Behavioral Sciences, 203, 69–74.

Suryana, I., Hidantikarnillah, V., & Oktavianti, I. N. (2020). Enhancing Students’ English Speaking Skills through Web-Based Teaching. EDUVELOP, 3(2), 90–104. https://doi.org/10.31605/eduvelop.v3i2.601

Susanti, A., Widiati, U., & Cahyono, B. Y. (2020). The effect of proficiency pairings on EFL students’ writing ability in genre-based approach context. International Journal of Evaluation and Research in Education (IJERE), 9(1), 245–251.

Wiklund, M., & Andersson, A. (2018). Student-initiated use of technology—Friend and foe. E-Learning and Digital Media, 15(1), 3–16.

Zakaria, N., Hashim, H., & Yunus, M. M. (2019). A Review of Affective Strategy and Social Strategy in Developing Students’ Speaking Skills. Creative Education, 10(12), 3082–3090. https://doi.org/10.4236/ce.2019.1012232

How to Cite

Maslikah, K., & Widiati, U. (2021). The Effectiveness of Student-Initiated Media in Developing the Speaking Performance of Junior-High-School Students. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(1), 46-55. https://doi.org/10.36312/e-saintika.v5i1.361