Teaching English Using Two Stay Two Stray in Improving Students' English Speaking Skills Integrated with Foreign Language Anxiety
DOI:
https://doi.org/10.36312/jolls.v2i1.719Keywords:
two stay two stray, speaking skill, Foreign language anxietyAbstract
This research investigated the teaching of English by using Two Stay Two Stray to improve the students’ speaking skill in the 10th-grade students of vocational schools, West Nusa Tenggara Province, Indonesia. The participants of this research were 28 students. The research utilized a classroom action research. The research covered two cycles and each cycle consisted of four steps they were; planning, acting, observing, and reflecting. The research consisted of two cycles, and each cycle applied three parts, such as; pre-test, treatment, and post-test. The data collected were qualitative and quantitative data. The qualitative data were gained through observation and documentation. Meanwhile, the quantitative data was collected from the test. The researcher used SPSS 16.00 to analyze the quantitative data. The researcher found a significant improvement in students’ speaking skills after giving treatment using Two Stay Two Stray in cycle I and II. The improvement of using Two Stay Two Stray in improving the students’ speaking skill was significant. It can be seen from cycle I up to the cycle II. The result of the cycle I showed that the mean of post-test is higher than the the pre-test. The mean of the post-test was 66.14 and pre-test are 60.50. In cycle II, the mean of the post-test is higher than the mean of the pre-test. The mean score of post-test was 76.28 and pre-test are 66.14. The researcher concluded that using Two Stay Two Stray improved the 10th grade students’ speaking skill at vocational schools, West Nusa Tenggara Province.
Downloads
References
Afifah, N., & Devana, T. (2020). Speaking Skill through Task Based Learning in English Foreign Language Classroom. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 135. https://doi.org/10.33394/jo-elt.v7i2.3109
Amory, A. (2007). Game object model version II: A theoretical framework for educational game development. Educational Technology Research and Development, 55(1), 55–77.
Angelini, M. L., & García-Carbonell, A. (2019). Developing English speaking skills through simulation-based instruction. Teaching English with Technology, 19(2), 3–20.
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
Aprianoto, & Haerazi. (2019). Development and assessment of an interculture-based instrument model in the teaching of speaking skills. Universal Journal of Educational Research, 7(12), 2796–2805. https://doi.org/10.13189/ujer.2019.071230
Ayu, P. D. S., Hidayatullah, H., & Ariani, S. (2020). Applying Circle Game to Enhance Students’ Speaking Skill. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 119. https://doi.org/10.33394/jo-elt.v7i2.3187
Aziz, I. N., & Dewi, Y. A. S. (2020). The use of power point as media of language teaching on students’ speaking skill. Humanities and Social Sciences Reviews, 8(1), 344–358. https://doi.org/10.18510/hssr.2020.8145
Bai, B., & Yuan, R. (2019). EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal, 73(2), 134–143. https://doi.org/10.1093/elt/ccy040
Chan, J. Y. H. (2019). The choice of English pronunciation goals: different views, experiences and concerns of students, teachers and professionals. Asian Englishes, 21(3), 264–284. https://doi.org/10.1080/13488678.2018.1482436
Chotari, C. R. (2004). Research Methodology: Method and Techniques Second Revised Edition. New Delhi: New Age International (P) Limited.
DeKanter. (2005). Gaming Redefines Interactivity for Learning. Association of Educational communication& Technology, 49(3).
Dempsey, J., Casey, M. (2002). Forty simple computer games and what they could mean to educators. Simulation and Gaming, 33(2), 157-168.
Fernández, S. S., & Pozzo, M. I. (2017). Intercultural competence in synchronous communication between native & non-native speakers of Spanish. Language Learning in Higher Education, 7(1), 109–135. https://doi.org/10.1515/cercles-2017-0003
Fitri, A., Hermansyah, H., Pratiwi, E., & Aswadijaya, A. (2021). Teacher’s Strategies In Teaching Speaking During Covid-19 Pandemic. Journal of English Education and Teaching, 5(3), 349–367. https://doi.org/10.33369/jeet.5.3.349-367
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
Goldberg, A., Russell, M., & Cook, A. (2003). The effects of computers on student Writing: A meta-analysis of studies from 1992-2002. The Journal of Technology Learning, and Assessment, 2(1), 1-51.
Green, M., McNeese, N. (2007) Using Edutainment software to enhance online learning.International Journal of E-Learning, 6(1), 5–16.
Hadiyansah, D. N. (2020). Using Puppet Media in Improving the Speaking Ability of Junior High School Students 4 Waru Sidoarjo. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 74. https://doi.org/10.33394/jo-elt.v7i2.3146
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
Hayati, A. (2020). The Use of Digital Guessing Game to Improve Students’ Speaking Ability. Journal of English Education and Teaching, 4(1), 115–126. https://doi.org/10.33369/jeet.4.1.115-126
Ibrahim, M. K., & Ibrahim, Y. A. (2017). Communicative English language teaching in Egypt: Classroom practice and challenges. Issues in Educational Research, 27(2), 285–313.
Khodabandeh, F. (2018). The impact of storytelling techniques through virtual instruction on english students’ speaking ability. Teaching English with Technology, 18(1), 24–36.
Moneypenny, D. B., & Aldrich, R. S. (2016). Online and face-to-face language learning: A comparative analysis of oral proficiency in introductory Spanish. Journal of Educators Online, 13(2), 105–134. https://doi.org/10.9743/jeo.2016.2.2
Muliani, M., & Sumarsono, D. (2019). Contextual Teaching Learning (CTL) Approach in Speaking Materials for Students’ 21st Century Skill: Does it have any effect? Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 6(2), 99. https://doi.org/10.33394/jo-elt.v6i2.2362
Mulyono, H. (2019). An Investigation of Factors Contributing to Foreign Language Speaking Anxiety among International Students in Indonesian Universities. Register Journal, 12(1), 13. https://doi.org/10.18326/rgt.v12i1.13-27
Muslem, A., Zulfikar, T., Ibrahim, I. H., Syamaun, A., Saiful, & Usman, B. (2019). The impact of immersive strategy with enlish video clips on efl students’ speaking performance: An empirical study at senior high school. Teaching English with Technology, 19(4), 90–103.
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
Pae, T. Il. (2017). Effects of the differences between native and non-native English-speaking teachers on students’ attitudes and motivation toward learning English. Asia Pacific Journal of Education, 37(2), 163–178. https://doi.org/10.1080/02188791.2016.1235012
Pour, M. (2006). Emerging trends and challenges in information technology management. Idea group inc.
Pranoto, B. E., & Suprayogi, S. (2020). Incorporating 9GAG memes to develop EFL learners’ speaking ability and willingness to communicate. IJEE Indonesian Journal of English Education, 7(2), 130–144. https://doi.org/https://doi.org/10.15408/ijee.v7i2.17496
Prensky, M. (2002). The motivation of gameplay or, the real 21st century learning revolution. On The Horizon.10(1).5-11.
Richards, J. C. & Renandya, W. A. (2002). Methodology in language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
Road, B., & Samutprakarn, B. (2019). Influences of Teacher Power and the Use of Phonetics Website Over EFL Undergraduate Students’ Attitudes toward Speaking English Intelligibly. 19(4), 27–36.
Saito, K. (2019). Individual differences in second language speech learning in classroom settings: Roles of awareness in the longitudinal development of Japanese learners’ English /?/ pronunciation. Second Language Research, 35(2). https://doi.org/10.1177/0267658318768342
Seow, A. (2002). The Writing Process and Process Writing. In Richards, J. C. and Renandya, W. A. (Eds). (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
Steed, W., & Delicado Cantero, M. (2018). First things first: exploring Spanish students’ attitudes towards learning pronunciation in Australia. Language Learning Journal, 46(2), 103–113. https://doi.org/10.1080/09571736.2014.963644
Sudarmaji, I., Amaliyah Anwar, A. A., & Mulyana, A. (2021). Developing Students’ Speaking Skills through Flipped Classroom Model. Journal of English Education and Teaching, 5(2), 188–200. https://doi.org/10.33369/jeet.5.2.188-200
Uchihara, T., & Saito, K. (2019). Exploring the relationship between productive vocabulary knowledge and second language oral ability. Language Learning Journal, 47(1), 64–75. https://doi.org/10.1080/09571736.2016.1191527
Wong, S. W. L., Mok, P. P. K., Chung, K. K. H., Leung, V. W. H., Bishop, D. V. M., & Chow, B. W. Y. (2017). Perception of Native English Reduced Forms in Chinese Learners: Its Role in Listening Comprehension and Its Phonological Correlates. TESOL Quarterly, 51(1), 7–31. https://doi.org/10.1002/tesq.273
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Jupri Jupri, Mismardiana, Muslim, Haerazi Haerazi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
