Team Games-Language Learning Model in Improving Students’ Speaking and Listening Skills Viewed from Creativity

Authors

  • Kenza Tacarraoucht University of Algiers 2, Algeria
  • Kufakunesu Zano Department of Basic Education, South Africa
  • Alex Zamorano University of UC Leuven-Limburg

DOI:

https://doi.org/10.36312/jolls.v2i1.711

Keywords:

Team Games-Language Learning Model , Speaking Skills, Listening Skills, Creativity

Abstract

Speaking and listening are language skills that are supporting each other. Students who have good speaking competence will have good listening skills as well. Unfortunately, students who have good listening skills do not indicate that they have good speaking skills. To help students in improving speaking and listening, this study applied team games-based language learning (TG-BLL) model. This model was designed with appropriate learning materials and activities, and English experts validated the quality of learning materials. Therefore, this current study was aimed at investigating the use of the TG-BLL model to improve students’ speaking and listening skills viewed from their creativity at secondary schools at Algeria. To attain the research goal, this study employed quasi experimental research with using pre-test post-test control group design. 69 students were involved in this study as research samples. The samples were divided into two groups which are experimental and control groups. The samples were selected using cluster random sampling. The variable of creativity in this study was pointed as a helping variable to see whether the level of students’ creativity come to affect students’ speaking and listening skills. To see the significant effect of team games-based language learning on speaking and listening skills, the researcher applied t-test statistical analysis. Meanwhile, ANOVA statistical analysis was applied to see the interaction between the TG-BLL model and students’ creativity level on speaking and listening skills at the secondary level. The result showed that the TG-BLL model had good effect on speaking and listening skills in the experimental group. It was proven that the score of the t-test was higher than t-table with 0.05 significant level. Moreover, there was good interaction between the GBLL model and students’ creativity level to affect students’ speaking and listening skills at secondary schools. The implementation of the TG-BLL model was useful in improving students’ pronunciation, grammar, and knowledge of how sounds get reduced.

Downloads

Download data is not yet available.

Author Biography

Kenza Tacarraoucht, University of Algiers 2, Algeria

University of Algiers 2, Algeria

References

Abobaker, R. (2017). Improving ELLs’ Listening Competence Through Written Scaffolds. TESOL Journal, 8(4), 831–849. https://doi.org/10.1002/tesj.339

Anugrah, N. J., Sumardi, S., & Supriyadi, S. (2019). Integrating “Daily Learn English Application” to Teach Speaking Skill in EFL Classroom. Indonesian Journal of EFL and Linguistics, 4(2), 181. https://doi.org/10.21462/ijefl.v4i2.163

Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning and Technology, 22(3), 124–142.

Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents Burston.

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.

Dodson S (2002) The educational potential of drama for ESL. In: Brauer G (ed) Body and Language: Intercultural Learning through Drama. Westport, CT: Ablex, 161–80.

Fay, A. D. A., & Matias, J. (2019). Teaching English Through Youtube: Grammar Video Analysis of Three Brazilian Youtube Channels Dedicated To Efl Teaching. English Review: Journal of English Education, 8(1), 1. https://doi.org/10.25134/erjee.v8i1.2351

Galante, A. (2018). Drama for L2 Speaking and Language Anxiety: Evidence from Brazilian EFL Learners. RELC Journal, 49(3), 273–289. https://doi.org/10.1177/0033688217746205

Gargesh, R., & Sharma, A. (2019). Indian English in political discussions. World Englishes, 38(1–2), 90–104. https://doi.org/10.1111/weng.12394

Ghadirian, H., Salehi, K., & Ayub, A. F. M. (2018). Analyzing the Social Networks of High- and Low-Performing Students in Online Discussion Forums. American Journal of Distance Education, 32(1), 27–42. https://doi.org/10.1080/08923647.2018.1412570

Gl?veanu, V. P. (2010). "Principles for a cultural psychology of creativity, Culture & Psychology, vol. 16, pp. 147-163, 2010.

Haerazi, H., Irawan, L. A., Suadiyatno, T., & Hidayatullah, H. (2020). Triggering Preservice Teachers ’ Writing Skills through Genre-Based Instructional Model Viewed from Creativity. International Journal of Evaluation and Research in Education, 9(1), 234–244. https://doi.org/10.11591/ijere.v9i1.203945

Hanan, A., & Budiarti, H. A. (2019). Improving Students’ Motivation and Speaking Competence By Using Think-Pair-Share Strategy. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 6(1), 41. https://doi.org/10.33394/jo-elt.v6i1.2349

Hasan, M. M., & Hoon, T. B. (2013). Podcast applications in language learning: A review of recent studies. English Language Teaching, 6(2), 128-135. Kim.

Herna, T. A. (2010). Promoting Speaking Proficiency through Motivation and Interaction: The Study Abroad and Classroom Learning Contexts. Foreign Language Annals, 43(4), 650–670.

Hennessey, B. A. & Amabile, T. M. (2010). "Creativity," Annual Review of Psychology, vol. 61, pp. 569-598, 2010.

Kupers, E., Lehmann-Wermser, A., McPherson, G., & van Geert, P. (2019). Children’s Creativity: A Theoretical Framework and Systematic Review. In Review of Educational Research (Vol. 89, Issue 1). https://doi.org/10.3102/0034654318815707

LeLoup, J. W. & Ponterio, R. (2007). Listening: you’ve got to be carefully taught. Language Learning & Technology, 11(1), 4-15.

Lubart, T. I. & Sternberg, R, J. (1995). "An investment approach to creativity. In S. M. Smith, T. B. & Finke (Eds.)," The creative cognition approach, pp. 269-302, Cambridge, MA: MIT Press, 1995.

Maryani, M., & Aguskin, L. (2019). Incorporating Youtube Clips in the Classroom to Develop Students’ Cultural Understanding of American Culture. Lingua Cultura, 13(4), 265. https://doi.org/10.21512/lc.v13i4.5889

Makiabadi, H., & Square, A. (2019). Learning English Listening and Speaking Through Bbc Voa Podcasts: Teaching English with Technology, 19(2), 101–108. http://www.tewtjournal.orghttp//www.tewtjournal.org

Masalimova, A. R., Porchesku, G. V., & Liakhnovitch, T. L. (2016). Linguistic foundation of foreign language listening comprehension. International Electronic Journal of Mathematics Education, 11(1), 123-131.

Miccoli L (2003) English through drama for oral skills development. ELT Journal 57(2): 122–29

Miller, S. (2005). Experimental Design and Statistics. New York: Routledge.

Nation, I.S.P. (2000). Learning Vocabulary in another Language. Cambridge: Cambridge Applied Linguistics.

Nation, I. (2006). How Large a Vocabulary is Needed For Reading and Listening? The Canadian Modern Language Review, 63(1), 59–82. https://doi.org/10.3138/cmlr.63.1.59

Nunan, A. (2017). Giving learners a multicultural voice: An English speaking university context. Language Learning in Higher Education, 7(2), 435–449. https://doi.org/10.1515/cercles-2017-0018

Passiatore, Y., Pirchio, S., Oliva, C., Panno, A., & Carrus, G. (2019). Self-efficacy and anxiety in learning English as a Foreign language: Singing in class helps speaking performance. Journal of Educational, Cultural and Psychological Studies, 2019(20), 121–138. https://doi.org/10.7358/ecps-2019-020-passi

Rangarajan, K., Begg, K., & Somani, B. (2019). Online Digital Media: The Uptake of YouTube-based Digital Clinical Education (DCE). American Journal of Distance Education, 33(2), 142–150. https://doi.org/10.1080/08923647.2019.1582308

Richard, J.C & Renandya, W.A. (2002). Methodology In Language Teaching. Cambridge: Cambridge University Press.

Soerjowardhana, A., & Nugroho, R. A. (2017). Developing English Job Interview Skill by Self-Access Language Learning through Audio Podcast-Based Learning Media. Celt: A Journal of Culture, English Language Teaching & Literature, 17(2), 179. https://doi.org/10.24167/celt.v17i2.1115

Sumarsono, D., Muliani, M., & Bagis, A. K. (2020). The Forcasting Power of Task-Based Language Teaching and Self-Efficacy on Students’ Speaking Performance. Journal of Languages and Language Teaching, 8(4), 412. https://doi.org/10.33394/jollt.v8i4.2848

Thornburry, S. (2002). How to Teach Vocabulary. England: Pearson.

Tragant, E., & Vallbona, A. (2018). Reading while listening to learn: Young EFL learners’ perceptions. ELT Journal, 72(4), 395–404. https://doi.org/10.1093/elt/ccy009

Yeh, C. C. (2017). An investigation of a podcast learning project for extensive listening. Asian-Focused ELT Research and Practice: Voices from the Far Edge, 87.

Wang, W. (2016). Learning to Listen: The Impact of a Metacognitive Approach to Listening Instruction. Asia-Pacific Education Researcher, 25(1), 79–88. https://doi.org/10.1007/s40299-015-0235-4

Downloads

Published

2022-05-25

How to Cite

Kenza Tacarraoucht, Zano, K., & Zamorano, A. (2022). Team Games-Language Learning Model in Improving Students’ Speaking and Listening Skills Viewed from Creativity. Journal of Language and Literature Studies, 2(1), 53–61. https://doi.org/10.36312/jolls.v2i1.711

Issue

Section

Articles