I am a student/Administrator researching how to improve students speaking skills. I an inviting your child to come and participate. The research study involves asking the student what they will do to improve speaking skills, and the object will be elaborated to your child in a manner that they will be able to understand. The consent of the child will be sought before allowing him/her to participate. I will be the only person to access information from your child, and once the research survey is complete, the conclusion will be reported collectively as a group result.
In this research, there is voluntary participation and the decision to allow or reject our request will not affect learning sessions of your child. All the information received concerning this study will be treated as confidential and will be disclosed after seeking your consent. If there is any question concerning your rights, it is essential to contact the University either through the email or phone.
Kindly show if you will allow your child to participate in this research by confirming one of the sentences indicated below.
...........................I allow my child to participate in your research study
...........................I reject the invitation of my child from participating in the research study
Signature of Parent/AdministratorPrinted Parent/Administrators Name
Printed Name of Child Date
2.ABSTRACTING RESEARCH ARTICLES
Nopiani, K., A. (2014). Teaching Speaking Skill Through Role Play to The Seventh Grade Students of SMP Negeri 1 Payangan in Academic Year 2013/2014. The First Advisor Drs. I Nengah Astawa, M.Hum. and the second advisor Drs. I Nyoman Winata, M.Hum.
This article is concerned with the study of learning speaking skills through the use of role play. The current study is influenced by the fact that the topic of the study is still facing the problem in speaking skills. It is necessary to find a solution to the problem instantaneously. The practice of role play is an essential way of enhancing speaking skills of different students. The learning was subdivided into two distinct parts, and each section has two successive sessions. The data for this study was collected through administering pre-test, posttest, and questionnaires and finally examined descriptively. It began by conducting initial reflection which was designed with the aim of finding pre-existing the subjects' accomplishment in speaking skill. Immediately after finalizing the pre-test, post-test was done producing mean reflection figure of 72.58 for cycle1 while 79.67 for cycle two. The result showed that role play could significantly improve speaking skills and this was shown by a positive change in attitudes and increase in student's morale while learning speaking skills through the use of role play.
Abdul, N. B. (2013). The implementation of information gap activities to improve students' speaking and reading skills. Exposure: journal Pendidikan Bahasa dan Sastra Inggris, 2(1), 68. doi:10.26618/ejpbi.v2i1.783
The purpose of this study is to provide a description of the process followed when teaching /speaking through the application of multidirectional information gap with jigsaw activities, designating its effectiveness as observed in the achievement of different students and their responsibility towards the learning style. In this research, classroom actions were used as the main type of research. In this research field notes, interview scripts and pre-test scores were used as data for analysis. Observations and interviews were used to collect the data. The data were examined through reducing, displaying and verification process. All the actions were carried out in three cycles, and the results indicated that the use of multidirectional information gap with jigsaw activities is capable of enhancing learning speaking skills thus increase the ability of students to speak. The response of most students was positive, and all these were reflected in the questionnaires. Therefore, the students developed confidence while speaking in the classroom.
Reitmeier, C., Svendsen, L., & Vrchota, D. (2006). Improving Oral Communication Skills of Students in Food Science Courses. Journal of Food Science Education, 3(2), 15-20. doi:10.1111/j.1541-4329.2004.tb00036.x
In this article, the main focus was on how to improve oral communication of students in Public school in Pakistan. It mainly aimed at the students who did not have the chance to learn English. Because teachers are more concerned about reading and writing skills, the students do not have the opportunity to learn how to speak English thus students are silent, lack confidence and develop a profound fear of making grammatical mistakes when speaking. It is, therefore, necessary to create initiatives that can improve accuracy and fluency of students speaking English. Data was collected through the use of questionnaires and observations, and they were analyzed through the use of descriptive statistics. The findings of the analysis showed that oral communication skills improved oral communication in students that have a good learning environment. It also reflects that code-switching, peer, and self-error correction also enhances speaking skills of different students.
Hussein, E. T. (2016). The Effectiveness of Using Blackboard in Improving the English Listening and Speaking Skills of the Female Students at the University of Hail. Advances in Social Sciences Research Journal, 3(12). doi:10.14738/assrj.312.2379
Teaching speaking is a challenging task as it provides various contradictions in life. This study is aimed at investigating the necessary skills required by the student to speak fluently. The students who have acquired these skills can speak fluently than other students who are not exposed to English lessons. To effectively conduct the research, data was collected through the use of questionnaires and observation of students while speaking English. The data were also examined using descriptive statistics to determine the number of students who were able to speak English fluently by changing their passivity to active users of the language. The findings of the research showed that listening skills, communication skills, and interpersonal skills improve speaking ability. The result of the analysis showed that 75% of the respondents agreed that listening contributes significantly towards developing the ability to speak fluently. The only 25% had a conflicting opinion from the rest.
3. PARTICIPANT OBSERVATION
Description: one hundred students are given the opportunity to participate in the interview. They were required to answer only fifteen questions and at the same time expected to record audio files. Twenty-five students executed the activity through the collaboration of another person while the rest were capable of answering the questions without the assistance of others. Ten of the interviewers were able to create their own questions and provide their personal opinion about learning English.
Interpretation: Some students were attempting to practice oral communication when executing role play through collaboration with other students. The other group refused to practice oral communication with other students.
Reflection: It is vital to illustrate to students under the training of role play and what it is anticipated to be achieved through the use of role play.
4. DESIGN A SURVEY TO EXPLORE YOUR PARTICIPANTS' VIEWS OF THE EFL LEARNING PROCESS
STUDY ON ENGLISH IN FINLAND 2018
You are required to answer the following questions. The questions are divided into two parts whereby part A is composed of demographic questions while Part B is associated with the survey questions...
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