speaking-skill
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- PaperDOAJ — ELT & TESOL1 Jun 2022
A Correlation between Students’ Self-Esteem and Speaking Skill
Tiara Tripudiyana, Dewi Sartika, Ratna Nery
A correlational study of 103 eleventh graders at SMAN 5 Ogan Komering Ilir found a significant positive relationship between self-esteem and speaking skills (r=0.644, p<0.05), suggesting higher self-esteem is associated with better speaking ability.
Original abstract
The aim of learning English was to develop students’ competence in oral and written communication to research the functional literacy stated in the 2013 Curriculum. This study investigated the link between students' self-esteem and their speaking skills. It employed correlational study. A questionnaire and an oral test were employed to collect data. A questionnaire was utilized to assess the students' self-esteem, and an oral test was employed to assess their speaking abilities. The eleventh graders at SMAN 5 Ogan Komering Ilir were the focus of this study. 103 students selected as a sample from a population of 172. A Pearson Product Moment Correlation method was used to examine the data. The study's findings revealed that r-obtained (0.644) was greater than r-table (0.194) when the p-value (0.000) was less than 0.05. It meant that the null hypothesis (Ho) had been rejected and that the alternative hypothesis (Ho) had been accepted. In other words, there was a link between students' self-esteem and their ability to communicate. It is possible that learners' self-esteem influenced their speaking abilities. As a result, the higher the learners' self-esteem, the better their speaking abilities.
- PaperDOAJ — ELT & TESOL1 Oct 2019
Conversation Analysis as a Discourse Approach to Teaching Speaking Skill
Dinar Dipta
This paper explores conversation analysis (CA) as a discourse approach for teaching speaking skills, examining its theoretical basis and practical techniques for classroom application.
Original abstract
Conversation comes as two ways communication used in daily activities. The large numbers of conversations lead some researchers to analyze it. Conversation has been the primary interest to language researchers since natural, unplanned, everyday conversation is the most commonly occurring and universal language genre (Riggenbach, 1999). Conversation is a speech activity in which all members of a community routinely participate. Among other approaches to discourse analysis used in teaching speaking, conversation analysis (CA) is one of the convenient practical devices in teaching oral English in the classroom. This paper aims to explore the theoretical basis for conversational analysis and examine the techniques applying a discourse approach to teaching speaking in the classroom.