The document discusses using Asian parliamentary debate simulation to improve English speaking ability in an EFL classroom. It provides background on the challenges of teaching speaking skills and benefits of debate. The study employed a quasi-experimental design with 79 students, finding debate significantly improved experimental group speaking scores. Asian parliamentary debate follows set speech orders and assessments, with the goal of enhancing critical thinking, communication skills, and language development.
This document discusses language of instruction and developing listening and speaking skills in a second language. It addresses several key points:
1) The language of instruction is crucial for delivering quality education as it is the medium through which knowledge is transmitted between teachers and students.
2) Listening and speaking skills are important to develop in a second language and are closely intertwined. Proficiency is judged by how well one can communicate orally.
3) Developing listening skills is important for proper interaction, but listening involves more than just receiving audio - it requires cognitive and affective processing. The importance of listening in language learning cannot be overestimated.
The aims of this study were to investigate the employment of Other-Initiated Repair Strategies (OIR Strategies) in solving understanding problem in EFL learners’ conversation and to examine the kinds of trouble sources that prompt the employment of OIR Strategies. The participants were nine EFL learners participating in a speaking class in small university in Indonesia. To elicit the learners’ conversations two communicative tasks, Spot the Difference and Desert Island were used. The learners’ conversations during task performance were video-recorded, then, transcribed using the conventions proposed by Markee (2000) and analyzed qualitatively using Conversation Analysis method. The results showed that EFL learners managed to employ eight types of OIR Strategies comprising of 62 instances in total. The strategies are unspecified repair, interrogative repair, partial repeat plus a question word repair, partial repeat repair, understanding check repair, request for repetition, request for definition, and correction repair. Three different types of trouble sources triggered the use of OIR Strategies, namely linguistic-related problem, interactional-related problem, and meaning-related problem. The study demonstrated that by employing different OIR Strategies, even EFL learners with limited proficiency in English managed to take initiatives to overcome the understanding problem in conversations as part of their learning process. Therefore, the EFL teachers need to consider incorporating the teaching of OIR Strategies as part of their speaking class to improve the students’ fluency.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
This document provides background information on a study aimed at improving students' English speaking skills using an information gap technique at a junior high school in Karanganyar, Indonesia. It discusses the problems with traditional teaching methods, including students' lack of vocabulary, confidence and interest. The study will examine how an information gap technique is implemented to teach speaking, its impact on students' skills, and their response to the new method. It reviews theories on teaching speaking and information gap activities. The research will be conducted at a local junior high school with second year students and aims to provide benefits for teachers and students.
The document discusses teaching speaking skills and the Communicative Language Teaching (CLT) method. It states that traditionally, speaking skills have been undervalued and taught through passive methods, negatively impacting students' English competence and enjoyment. The CLT method aims to address these issues by creating meaningful, interactive activities to develop students' communicative abilities. Role-play is identified as an effective technique within the CLT method by allowing students to use English in realistic scenarios. The study aims to determine if using the CLT method, specifically role-play, improves the speaking skills of eighth grade students.
This document provides an introduction and background to a study on teaching English speaking skills using the Numbered Heads Together technique. It discusses that speaking is an important English skill that students need to master. It also notes that students at SMP Negeri 2 Gatak face difficulties with pronunciation, vocabulary, and confidence in speaking English. The researcher aims to describe how Numbered Heads Together is implemented in speaking classes, identify problems students face, and analyze the strengths and weaknesses of this cooperative learning technique. The study intends to help students learn English speaking more actively and help teachers teach speaking more effectively.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This document summarizes a study on the struggles that education students face with speaking anxiety in oral discussions. The researchers interviewed 12 education students to identify themes. They found students struggle with negative behaviors, fear of speaking, inability to express thoughts and feelings, and low self-esteem during oral discussions. To cope, students reported preparing, developing speaking strategies, accepting their ability level, talking minimally, and seeking to improve. The researchers concluded education students experience anxiety due to lack of confidence, preparation, fear of judgment, and language skills, affecting their performance. However, students worked to overcome struggles by preparing, thinking before speaking, and accepting weaknesses.
This document discusses language of instruction and developing listening and speaking skills in a second language. It addresses several key points:
1) The language of instruction is crucial for delivering quality education as it is the medium through which knowledge is transmitted between teachers and students.
2) Listening and speaking skills are important to develop in a second language and are closely intertwined. Proficiency is judged by how well one can communicate orally.
3) Developing listening skills is important for proper interaction, but listening involves more than just receiving audio - it requires cognitive and affective processing. The importance of listening in language learning cannot be overestimated.
The aims of this study were to investigate the employment of Other-Initiated Repair Strategies (OIR Strategies) in solving understanding problem in EFL learners’ conversation and to examine the kinds of trouble sources that prompt the employment of OIR Strategies. The participants were nine EFL learners participating in a speaking class in small university in Indonesia. To elicit the learners’ conversations two communicative tasks, Spot the Difference and Desert Island were used. The learners’ conversations during task performance were video-recorded, then, transcribed using the conventions proposed by Markee (2000) and analyzed qualitatively using Conversation Analysis method. The results showed that EFL learners managed to employ eight types of OIR Strategies comprising of 62 instances in total. The strategies are unspecified repair, interrogative repair, partial repeat plus a question word repair, partial repeat repair, understanding check repair, request for repetition, request for definition, and correction repair. Three different types of trouble sources triggered the use of OIR Strategies, namely linguistic-related problem, interactional-related problem, and meaning-related problem. The study demonstrated that by employing different OIR Strategies, even EFL learners with limited proficiency in English managed to take initiatives to overcome the understanding problem in conversations as part of their learning process. Therefore, the EFL teachers need to consider incorporating the teaching of OIR Strategies as part of their speaking class to improve the students’ fluency.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
This document provides background information on a study aimed at improving students' English speaking skills using an information gap technique at a junior high school in Karanganyar, Indonesia. It discusses the problems with traditional teaching methods, including students' lack of vocabulary, confidence and interest. The study will examine how an information gap technique is implemented to teach speaking, its impact on students' skills, and their response to the new method. It reviews theories on teaching speaking and information gap activities. The research will be conducted at a local junior high school with second year students and aims to provide benefits for teachers and students.
The document discusses teaching speaking skills and the Communicative Language Teaching (CLT) method. It states that traditionally, speaking skills have been undervalued and taught through passive methods, negatively impacting students' English competence and enjoyment. The CLT method aims to address these issues by creating meaningful, interactive activities to develop students' communicative abilities. Role-play is identified as an effective technique within the CLT method by allowing students to use English in realistic scenarios. The study aims to determine if using the CLT method, specifically role-play, improves the speaking skills of eighth grade students.
This document provides an introduction and background to a study on teaching English speaking skills using the Numbered Heads Together technique. It discusses that speaking is an important English skill that students need to master. It also notes that students at SMP Negeri 2 Gatak face difficulties with pronunciation, vocabulary, and confidence in speaking English. The researcher aims to describe how Numbered Heads Together is implemented in speaking classes, identify problems students face, and analyze the strengths and weaknesses of this cooperative learning technique. The study intends to help students learn English speaking more actively and help teachers teach speaking more effectively.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This document summarizes a study on the struggles that education students face with speaking anxiety in oral discussions. The researchers interviewed 12 education students to identify themes. They found students struggle with negative behaviors, fear of speaking, inability to express thoughts and feelings, and low self-esteem during oral discussions. To cope, students reported preparing, developing speaking strategies, accepting their ability level, talking minimally, and seeking to improve. The researchers concluded education students experience anxiety due to lack of confidence, preparation, fear of judgment, and language skills, affecting their performance. However, students worked to overcome struggles by preparing, thinking before speaking, and accepting weaknesses.
A CLASSROOM ACTION RESEARCH IMPROVING SPEAKING SKILLS THROUGH INFORMATION GA...Justin Knight
The document summarizes a classroom action research project that aimed to improve students' English speaking skills through using information gap activities. Over three cycles, the researcher implemented information gap techniques in their lessons, observed students, administered tests and questionnaires. They found that using these activities was effective, as seen by rising test scores after each cycle and positive student feedback. Students' speaking abilities and engagement improved as they had to discuss topics where their partner had different information.
The document discusses the objectives, features, and components of the English curriculum for Grade 5 in the Philippines. It aims to develop students' communicative competence, understanding of language concepts, and appreciation for English. The curriculum is learner-centered, integrative, and focuses on developing 21st century skills. It teaches language domains like reading, writing, and vocabulary through spiralling content across grade levels based on learning standards defining what students should know and be able to do.
This document provides an introduction to a research study on using advertisement video to teach speaking skills to 11th grade students. It discusses the importance of language and communication, and defines key terms like effectiveness, medium, audio-visual media, speaking, and advertisement. The study aims to determine the effectiveness of using advertisement video to help students practice speaking as advertisers. It is being conducted with 11th grade students at SMA N 1 Pegandon Kendal school during the 2011-2012 academic year. The document outlines the background of the study, research question, objectives, limitations, and significance. It also provides a literature review of concepts relevant to the research.
This field report summarizes Adeeba Rao's project on fostering comprehension among 2nd standard students in Mount Litera Zee School in Saharanpur, UP, India. The report includes an acknowledgement, introduction discussing the importance of comprehension, a literature review on relevant theories and strategies, methodology, results from classroom observations, limitations, and conclusions. The project aimed to develop students' comprehension skills through discussion-based lessons using storybooks and modeling strategies like prediction, summarization, and making connections.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.
This document discusses competencies, standards, benchmarks and student learning outcomes for language skills. It outlines 5 competencies and 8 standards for language, including reading skills, writing skills, oral communication skills, formal and lexical aspects of language, and appropriate ethical and social development. It then discusses teaching of specific language skills like listening, speaking, reading and writing. It provides details on how to teach these skills separately or integrated, with a focus on oral skills, reading skills and writing skills. Finally, it outlines several instructional strategies that can be used, such as input, discussion, role-play, look-say-cover-write-check, concept mapping, think-pair-share, jigsaw reading and inquiry/invest
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
M RIZQI ARFANDA THESIS BAB I improving students.dociswatulamaliah794
The document discusses improving students' speaking skills through the Think Pair Share strategy in a classroom action research project. It begins by explaining the importance of teaching speaking skills in English and some common problems students face, such as lack of vocabulary and confidence. It then introduces the Think Pair Share strategy, noting that it allows students to think individually, discuss in pairs, and then share with the class. This encourages participation and compares understanding with others. Research suggests Think Pair Share improves collaboration, communication, engagement, and develops critical thinking and problem-solving skills. The strategy gives students a chance to learn from each other. The document concludes that Think Pair Share has benefits for teaching speaking and could help address low speaking abilities among some students.
Integrated skills and groupwork pairwork presentationUNY Pasca PBI-B
The document discusses integrated skills and their use in the classroom. It begins by defining integrated skills as teaching the language skills of reading, writing, listening and speaking together. It then provides examples of classroom activities and materials that incorporate multiple skills, such as task-based activities, role plays, presentations and projects. The document emphasizes the benefits of an integrated approach, such as exposing learners to authentic language use and allowing them to practice real communication. It also addresses considerations for using group and pair work to support an integrated skills approach.
1. The study aimed to investigate the effect of feedback on improving the speaking skills of 72 grade 5 female students in Oman.
2. Students did a pre-task speaking activity without feedback, then received feedback, and did a post-task speaking activity.
3. The results showed that feedback had a significant positive effect on student speaking skills, as they gained more confidence when speaking after receiving feedback.
This document provides an overview of strategies and principles for teaching reading. It discusses several key aspects of reading instruction including vocabulary development, comprehension, activating prior knowledge, and content-based instruction. Some specific strategies described are structural analysis, context clues, intensive/extensive reading, pleasure reading, prereading plans, previewing, anticipation guides, Question-Answer Relationships (QARs), Reciprocal Questioning (ReQuest), and K-W-L charts. The document also outlines the general objectives of a second language reading program and principles for designing effective reading lessons.
The document discusses analyzing rapport-building discourse functions in language advising sessions. It provides background on studies related to learner autonomy and language advising. The purpose is to examine how language advisors build rapport and identify strategies used. Research questions ask how rapport is built and what strategies are applied. The significance is that it provides information on language used to establish rapport.
The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
“Listening and Speaking: Way of Improving the English Speaking Ability of Stu...MJ Green Gomez Malacapay
In Partial Fulfillment
Of the Requirements of the Advance Academic Writing
Master of Arts in Education-English Language Teaching
By
Mary Jane G. Malacapay
December, 2017
This document discusses classroom dialogues and the dialogue method of teaching. It defines a classroom dialogue as a facilitated conversation where students share perspectives and experiences to develop a deeper understanding of issues. The dialogue method involves collective, reciprocal and supportive discussion where students build on each other's ideas. It is facilitated by a teacher who guides discussion rather than lectures. Benefits include engaged learning through exploring different viewpoints. Preparing for a dialogue involves identifying a topic and questions with a facilitator. Evaluation is done through observation, student work and projects. The significance is that dialogue promotes understanding between diverse views and helps resolve issues.
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
A View From The Bridge Essay ConclusionFelicia Clark
The document discusses the steps involved in requesting writing assistance from HelpWriting.net. It outlines 5 steps: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
The document outlines a 5-step process for requesting and receiving writing assistance from the HelpWriting.net website. Students must first create an account, then submit a request form providing instructions and deadlines. Writers will bid on the request and students can choose a writer, make a deposit, and receive a completed paper to review and pay for upon approval.
More Related Content
Similar to Asian Parliamentary Debate Simulation In EFL Classroom
A CLASSROOM ACTION RESEARCH IMPROVING SPEAKING SKILLS THROUGH INFORMATION GA...Justin Knight
The document summarizes a classroom action research project that aimed to improve students' English speaking skills through using information gap activities. Over three cycles, the researcher implemented information gap techniques in their lessons, observed students, administered tests and questionnaires. They found that using these activities was effective, as seen by rising test scores after each cycle and positive student feedback. Students' speaking abilities and engagement improved as they had to discuss topics where their partner had different information.
The document discusses the objectives, features, and components of the English curriculum for Grade 5 in the Philippines. It aims to develop students' communicative competence, understanding of language concepts, and appreciation for English. The curriculum is learner-centered, integrative, and focuses on developing 21st century skills. It teaches language domains like reading, writing, and vocabulary through spiralling content across grade levels based on learning standards defining what students should know and be able to do.
This document provides an introduction to a research study on using advertisement video to teach speaking skills to 11th grade students. It discusses the importance of language and communication, and defines key terms like effectiveness, medium, audio-visual media, speaking, and advertisement. The study aims to determine the effectiveness of using advertisement video to help students practice speaking as advertisers. It is being conducted with 11th grade students at SMA N 1 Pegandon Kendal school during the 2011-2012 academic year. The document outlines the background of the study, research question, objectives, limitations, and significance. It also provides a literature review of concepts relevant to the research.
This field report summarizes Adeeba Rao's project on fostering comprehension among 2nd standard students in Mount Litera Zee School in Saharanpur, UP, India. The report includes an acknowledgement, introduction discussing the importance of comprehension, a literature review on relevant theories and strategies, methodology, results from classroom observations, limitations, and conclusions. The project aimed to develop students' comprehension skills through discussion-based lessons using storybooks and modeling strategies like prediction, summarization, and making connections.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.
This document discusses competencies, standards, benchmarks and student learning outcomes for language skills. It outlines 5 competencies and 8 standards for language, including reading skills, writing skills, oral communication skills, formal and lexical aspects of language, and appropriate ethical and social development. It then discusses teaching of specific language skills like listening, speaking, reading and writing. It provides details on how to teach these skills separately or integrated, with a focus on oral skills, reading skills and writing skills. Finally, it outlines several instructional strategies that can be used, such as input, discussion, role-play, look-say-cover-write-check, concept mapping, think-pair-share, jigsaw reading and inquiry/invest
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
M RIZQI ARFANDA THESIS BAB I improving students.dociswatulamaliah794
The document discusses improving students' speaking skills through the Think Pair Share strategy in a classroom action research project. It begins by explaining the importance of teaching speaking skills in English and some common problems students face, such as lack of vocabulary and confidence. It then introduces the Think Pair Share strategy, noting that it allows students to think individually, discuss in pairs, and then share with the class. This encourages participation and compares understanding with others. Research suggests Think Pair Share improves collaboration, communication, engagement, and develops critical thinking and problem-solving skills. The strategy gives students a chance to learn from each other. The document concludes that Think Pair Share has benefits for teaching speaking and could help address low speaking abilities among some students.
Integrated skills and groupwork pairwork presentationUNY Pasca PBI-B
The document discusses integrated skills and their use in the classroom. It begins by defining integrated skills as teaching the language skills of reading, writing, listening and speaking together. It then provides examples of classroom activities and materials that incorporate multiple skills, such as task-based activities, role plays, presentations and projects. The document emphasizes the benefits of an integrated approach, such as exposing learners to authentic language use and allowing them to practice real communication. It also addresses considerations for using group and pair work to support an integrated skills approach.
1. The study aimed to investigate the effect of feedback on improving the speaking skills of 72 grade 5 female students in Oman.
2. Students did a pre-task speaking activity without feedback, then received feedback, and did a post-task speaking activity.
3. The results showed that feedback had a significant positive effect on student speaking skills, as they gained more confidence when speaking after receiving feedback.
This document provides an overview of strategies and principles for teaching reading. It discusses several key aspects of reading instruction including vocabulary development, comprehension, activating prior knowledge, and content-based instruction. Some specific strategies described are structural analysis, context clues, intensive/extensive reading, pleasure reading, prereading plans, previewing, anticipation guides, Question-Answer Relationships (QARs), Reciprocal Questioning (ReQuest), and K-W-L charts. The document also outlines the general objectives of a second language reading program and principles for designing effective reading lessons.
The document discusses analyzing rapport-building discourse functions in language advising sessions. It provides background on studies related to learner autonomy and language advising. The purpose is to examine how language advisors build rapport and identify strategies used. Research questions ask how rapport is built and what strategies are applied. The significance is that it provides information on language used to establish rapport.
The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
“Listening and Speaking: Way of Improving the English Speaking Ability of Stu...MJ Green Gomez Malacapay
In Partial Fulfillment
Of the Requirements of the Advance Academic Writing
Master of Arts in Education-English Language Teaching
By
Mary Jane G. Malacapay
December, 2017
This document discusses classroom dialogues and the dialogue method of teaching. It defines a classroom dialogue as a facilitated conversation where students share perspectives and experiences to develop a deeper understanding of issues. The dialogue method involves collective, reciprocal and supportive discussion where students build on each other's ideas. It is facilitated by a teacher who guides discussion rather than lectures. Benefits include engaged learning through exploring different viewpoints. Preparing for a dialogue involves identifying a topic and questions with a facilitator. Evaluation is done through observation, student work and projects. The significance is that dialogue promotes understanding between diverse views and helps resolve issues.
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
Similar to Asian Parliamentary Debate Simulation In EFL Classroom (20)
A View From The Bridge Essay ConclusionFelicia Clark
The document discusses the steps involved in requesting writing assistance from HelpWriting.net. It outlines 5 steps: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
The document outlines a 5-step process for requesting and receiving writing assistance from the HelpWriting.net website. Students must first create an account, then submit a request form providing instructions and deadlines. Writers will bid on the request and students can choose a writer, make a deposit, and receive a completed paper to review and pay for upon approval.
The document provides instructions for submitting an assignment request to the writing service HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work. The service aims to provide original, high-quality content through a bidding system and revision process.
This document outlines the steps to request writing assistance from HelpWriting.net. It explains that users must first create an account, then complete a 10-minute order form providing instructions, sources, and deadline. Writers will bid on the request, and the user can choose a writer based on qualifications. The writer will complete the paper and the user can request revisions until satisfied before authorizing final payment. HelpWriting.net promises original, high-quality work or a full refund.
The document provides instructions for creating an account and submitting an assignment request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the work. The purpose is to guide users through obtaining writing help by outlining the basic steps on the platform.
The document provides instructions for creating an account and submitting an assignment request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions if needed, and the site guarantees original, high-quality work or a refund.
This document provides instructions for requesting essay writing help from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample for style imitation.
3. Writers will bid on the request and the client can choose based on qualifications. Place a deposit to start.
4. Review the paper and authorize full payment or request free revisions if needed.
5. HelpWriting.net allows multiple revisions for satisfaction and refunds plagiarized work.
The document discusses the steps to request a paper writing service through the website HelpWriting.net. It outlines 5 steps: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, and the company offers refunds for plagiarized work.
1St Independent Thought National Legal Essay Competition 2012Felicia Clark
The passage discusses the dysfunctional family dynamics experienced by the Walls siblings during their childhood in Welch, Virginia. It argues that while the abusive and unstable home environment fostered loss of identity and embarrassment, it also forced the children to rapidly develop survival skills and resilience. Moving to Welch compounded their poverty, isolation, and exposure to racism. While traumatic, these challenging experiences resulted in the siblings gaining independence and strength as adults.
This document summarizes how technology affects society in the novel Fahrenheit 451 and in the real world. In both contexts, technology diminishes social contact as TV becomes a habitual distraction. It also changes communication styles, with people relying more on technology than face-to-face interaction. However, technology has differing impacts on social structure - in Fahrenheit 451, it leads to a weaker structure, while in reality social structures are evolving alongside technological advances.
The document discusses the steps involved in requesting writing assistance from HelpWriting.net. It outlines 5 steps: 1) Create an account with valid email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and ensure it meets expectations before authorizing payment. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work. The process aims to match clients with qualified writers and provide original, high-quality content through revisions.
The document discusses a study on young children's color preferences in interior environments. The study aimed to highlight color preferences for child development centers, as their designs are often based on adult preferences rather than considering the children. The study found that children preferred brighter, more saturated colors over neutral or pale colors. They particularly favored red, orange, and yellow. This suggests interior designs should consider children's natural attraction to brighter colors for enhanced engagement and learning.
This document provides a marketing strategy analysis and recommendations for Panadol, an over-the-counter pain reliever. It begins with background on Panadol's history launching in Australia in 1956. It then analyzes Panadol's current marketing strategies, including its use of television, print, outdoor and internet advertising. The analysis finds that Panadol is one of Australia's most trusted brands but has lost the number one spot in the analgesic market. The document concludes by recommending new marketing strategy options to help Panadol regain market share leadership.
The document provides steps for requesting writing assistance from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample for style imitation.
3. Writers will bid on the request and the client can choose based on qualifications. Place a deposit to start.
4. Review the paper and authorize payment or request free revisions if needed. Multiple revisions are allowed.
The document provides instructions for submitting an assignment request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work.
This document discusses the pathophysiological framework of dilated cardiomyopathy through the case of a 7-year-old girl from Chetwynd who was recently diagnosed with the condition. She previously underwent a heart transplant at 10 months old for hypoplastic left heart syndrome. Dilated cardiomyopathy causes the heart muscles to deteriorate and the heart to become enlarged and less able to contract properly, which can lead to arrhythmias or heart failure. The case is used to explore the causes and progression of dilated cardiomyopathy on the physiological level.
5 Paragraph Essay On A Lesson Before DyingFelicia Clark
The document discusses the historical landmarks and evolution of Jerusalem over time. It began as a minor city state in ancient times but grew in social and economic status through a process of evolution recorded in the Hebrew Bible. Key events included King David designating Jerusalem as the capital of the United Monarchy and Solomon's construction of the First Temple, as well as the fall of Jerusalem to the Babylonians. These biblical references help trace the early development of the Israelite kingdom and the religious significance Jerusalem took on.
College students experience high levels of stress due to the transitions and challenges of emerging adulthood. Stress in college students has been linked to attending higher education, which presents both opportunities and risks. Too much stress can be harmful, as it affects students both mentally and physically through its impacts on the brain and body. Understanding the sources and effects of stress experienced by college students is important.
Cultural relativism is the view that a culture should only be understood on its own terms and not by the standards of another. The film The Emerald Forest shows how the Waorani people's culture clashes with outsiders who do not understand their traditions and values. In the end, the film suggests that cultural relativism is important for respecting differences between groups.
5 Paragraph Narrative Essay Graphic OrganizerFelicia Clark
The document describes the process for applying for an immigrant visa abroad at a US consulate or embassy after a family-based immigrant visa petition has been approved. It proposes benchmarking current processes and implementing innovations to reduce duplicate efforts and cycle times. This would help reduce the time family members have to wait outside the US during processing and adjudication of visa applications and waivers. The proposed process aims to further national security goals and facilitate family reunification through efficiency gains.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. Rasyid & Namrullah | 13
and European Universities Debating Championship [8]. Asian Parliamentary Debate is an academic debate event
on Asian parliamentary system. In this research, the debate system is simulated to assist students in communicate
their ideas, feeling, emotion, and thoughts in spoken language at an EFL classroom at secondary school level in one
regency in south Sulawesi province of Indonesia.
Theoretical Reviews
Deőnition Of Speaking
Speaking is not only having amount of vocabularies and knowing the grammatical structures, but also mastering
all elements of speaking above [2]. All messages we deliver will be acceptable by all communicants if we master
those elements. Besides, [9] speaking is a crucial part of second language learning and teaching, it’s an art of
communications and one of 4 productive skills, that must mastered in learning foreign language. Good speaking
skills are the act of generating words that can be understood by the listeners. It is a process to building and sharing
meaning which is uses of verbal and non-verbal symbol. It is also about express mind, feeling, receiving and
processing information.
The Difőculties of Speaking
There are many factors that cause difőculties in speaking, including:
• Students are worried about making mistakes fearful of criticism, or simply shy.
• Students have no motivation to express themselves, only one participant can talk at a time because of large classes
and the tendency of some learners to dominate while others speak very little or not at all.
• Learners who share the same mother tongue tend to use it because it is easier and because they feel less exposed if
they speak their mother tongue [10].
Furthermore, there are three major speaking difőculties namely linguistic difőculties, mother tongue use, and
inhibition [10]
Components of Speaking
We could suggest that the basic components of speech are:
1. Grammatical competence is using and conceiving grammatical structures accurately and promptly relative to
ŕuency.
2. Sociolinguistic competence consists of speech acts such as apologies and compliments.
3. Discourse competence concerns effective negotiation of ideas within a given discourse.
4. And strategic competence is when speakers have mastered language strategies, allowing them to spread their
ability to communicate effectifely in their new language [6].
Moreover, in general the elements of speaking skills classiőes into the ‘accuracy’, ‘fluency’ and ‘comprehensibility’.
The accuracy is concerned with the ‘grammar, vocabulary, and pronunciation’ [1][11]. If someone speaks English,
the understanding of the English grammar should be paid attention in order that the utterances produced are
grammatically correct, so that the listener understands those utterances. Similarly, the vocabulary is also important
in speaking skills. large vocabulary should be improved in order that the words might be used appropriately. One
cannot communicate effectively or express their ideas both oral and written form if they do not have sufőcient
vocabulary, without vocabulary nothing can be conveyed. Another element of speaking skills is ‘pronunciation’. It is
the way for students to produce clearer language when they speak.
Deőnition of Debate
Debate is an activity in which students take up positions on issue and defend their position. It has also been pointed
out that debating is a formal method of interactive and representational argument aimed at persuading judges and
audience [2],[12] . It is a rhetoric practice in which different strategies of logic building as well as delivery are used
to pull in the target audience to a conclusion on a controversial issue. Debate is an excellent activity for language
learning because it engages students in a variety of cognitive and linguistic ways [13]. In addition to providing
meaningful listening, speaking and writing practice, debate is also highly effective for developing argumentation
skills for persuasive speech.
3. 14 | SCIENTIA: SOCIAL SCIENCES & HUMANITIES, 2022
Beneőts of Debate
Debate is one of technique which has many beneőts for students:
1. Improve students’ critical thinking. In debating, every student is proposed to analyze a problem critically.
2. Develop students’ communication skill. Debaters spend many hours assembling and practicing hundreds of public
speeches on topics of national importance.
3. Questioning skill developed in and struggle-often in the face of disappointment and defeat.
4. They are capable of making and defending informed choices about complex issues outside of their own area of
interest because they do so on a daily basis.
5. Debate is thus not only a way to connect students with academic subjects in meaningful ways; it is also a way to
re-connect students to public life if they have been overcome by feelings of alienation. Policy debate speciőcally
teaches students to adopt multiple perspectives which describe as one of the most important problemsolving
skills [14].
Basics of Asian Parliamentary Debate
In the basics of the debating , the őrst principle of the debate is the model of the debate. In the debate, there are the
afőrmative/government and negative/opposition team led by a chairperson and no interruption is allowed during the
debate [15]. The speech duration order is:
Figure 1. Speech Order in Asian Parliamentary Debate
Based on the previous explanation about speech duration, the researcher concluded that every members of debate
has 7 minutes to used except reply speaker where only has 5 minutes. All the speech duration it used to explain
the argument or case of every team whether they are afőrmative or negative team.The implementation of Asian
parliamentary debate simulation make the students’ became more active in the teaching and learning process
[16]. It also makes the students’ tended to be communicative, following the learning well, being creative, being
cooperative and so forth. In aspect of bravery to deliver the argument and also ask the question to the teacher. Thus,
by implementing the simulation, the researcher had encouraged students to be accustomed to speaking up and
deliver their arguments [17].
Motion
Motion is topic that will talk in inside of debate by afőrmative team and opposition team. There must be a motion
or topic for each debate. The motion is announced before the debate begins and after the topic or motion is given,
those two teams of debaters are given 10 up to 30 minutes to prepare for their case (sets of arguments supported by
evidence). Teams are assigned to positions in the debate randomly. The teams prepare during these őfteen minutes
using their own knowledge and experience to create their case.
Case
After the topic is choosen, the debaters should gather some ideas that related to the topic. The debaters should
determine the thesis argument, and set of arguments supported by evidences with the elements:
4. Rasyid & Namrullah | 15
• Deőnition (clariőcation of motion)
A deőnition clariőes the motion and gives the clear boundaries to the motion, limiting what the debate will be
about into a focus area of discussion. Deőnition should cover the whole motion and present the debatable and
reasonable to the link of the motion in order to avoid the confusing among the two teams. A deőnition is simply
to clarify the motion [18]. The Government/Afőrmative team must give a deőnition that gives room for the
Opposition/Negative team to oppose it.
• Theme line (core argument or basic idea)
Theme line consists of logic arguments that will be presented as the idea to strengthen the team. The team line in
the team must heavily imbue each speech of every team members. It is the main idea that link together the őrst,
second and third speakers, ensuring consistency among all speeches.
• Team split (distribution of arguments to each speaker)
Argument should have A-R-E-L, where A as Assertion; statement of the argument, R as Reasoning; explanation of
the arguments, E as Evidence; facts, statistics, L as Link back. The distribution is given to the őrst and the second
speaker. The second speaker usually gets more split than the őrst speaker because the őrst speaker has motion,
the theme line and the team split.
• Rebuttal
Rebuttal is the way on how the opposing team shows the irrelevant topic with the proof that is given by the speaker.
Rebuttal is usually done by the opposing team when they determinate the illogical idea from the opponent.
• Point of Information
Points of information (or POIs) are a feature of parliamentary debate, where allowing an opposing team member to
voice out the quesition and offer a brief point during the current speech. They often may not be offered in the őrst
or last minute of any speech or during reply speeches. Points of information may never be offered to a member of
the same team.
The Assessment of Asian Parliamantary Debats
In adjudicating the debate, the adjudicator uses three criteria. They are matter (content 40%), manner (delivery
40%), method (structure 20%). The three criteria of the debate assessment are explained:
• Matter
Matter is the content of the speech. It can be contrasted with the presentation style of the speech (manner) and
the structure of the speech (method). Matter includes arguments, evidence presented to support those arguments,
examples and analysis. Matter includes substantive matter, rebuttal and points of information [19].
• Manner
There are several elements in adjudicating a manner in debate. They are deőned:
ś Body language
The body language of a speaker is a very important element of their speaking style. As the expression indicates,
body language is a language of its own [1]. It can have a signiőcant impact on an audience and can create
powerful impressions such as conődence, trust and credibility.especially for adjudicator.
ś Vocal style
The second element of manner is the vocal style of the speaker. All speakers must have their message heard
and understood. Vocal style is central to this goal. Some of the elements of vocal style are volume and pace,
tone, clarity and the use of language [19].
• Method
Method is the response to the dynamics of the debate, and the observance of the rules of debate. It is about how
the structure of the speaker in delivery their idea in debate. Furthermore, Each speaker is required to speak based
on the rules of the debate. They must deliver their cases based on their duties. When they are accustomed to
implementing this, the students are eventually skillful at structuring good arguments [17].
Methodology
This research employed classroom experimental research by using control group and experimental group. The sample
of this research was the second-year students of SMA Negeri 2 Parepare. The class of XI.IPA.2 consists of 39 students
that treated as experimental group and class XI.IPA.3 consists of 40 students as control group. The instruments
used were interview test that consist of several topics. The students will choose one topic to be explained. The data
collected after giving pre-test and post-test through quantitative analysis. The data analyzed by employing the
scoring classiőcation of Heaton.
5. 16 | SCIENTIA: SOCIAL SCIENCES & HUMANITIES, 2022
Findings and Discussion
In obtaining the rate score of students’ speaking ability, the researcher gave interview test for the students after
the treatment. Based on the data result, it shows that the students’ post-test score students 18 (46.1%) were in fair
classiőcation, 21 (53.8%) students were in good classiőcation and none of them got very good and poor classiőcation.
In control class, 36 (90%) students were in fair classiőcation, 2 (5%) students were in good classiőcation, 2 (5%)
students in poor classiőcation and none of them got very good classiőcation. This indicates that after giving treatment,
the rate precentage of the students’ speaking ability in experimental and control had improved. The rate of frequency
and percentage score in experimental group and control group can indicated in the following table
Table 1. The Frequency and Precentage Score of The Students in Experimental and Control Class
Experimental Group Control Group
Prestest Posttest Prestest Posttest
Interval Predicate of Knowledge
and Skill Competence
Classiőcation of
Attitude
F % F % F % F %
94-100 A Very Good 0 0 0 0 0 0 0 0
86-93 A-
78-85 B+ 0 0 21 53.8 0 0 2 5
70-75 B Good
62-69 B-
56-61 C+ 13 33.3 18 46.1 0 0 36 90
47-55 C Fair
38-46 C-
29-37 D+ Poor 26 66.6 0 0 40 0 2 5
0-28 D
Total 39 100 39 100 40 100 40 100
In order to őnd out the mean score of the students’ speaking ability both in the experimental and control group,
the data then analyzed by using SPSS version 21. Based on result of the students’ mean score and standard deviation
in pre-test and post-test were presented in the following table.
Table 2. Gender research patterns in Indonesian folktales
Pretest Posttest
Group N Mean Std.Deviation Mean Std.Deviation
Experimental 39 34.43 7.64 63.10 6.43
Control 40 23.46 5.83 46.79 8.04
Based on the data above, the mean score of the experimental group in the pretest and posttest was higher than in
control group, namely 34.43≥23.46 in the pretest, and 63.10≥46.79 in the posttest. Furthermore, the data collected
from the students’ mean score of the pretest and posttest can be analyzed to őnd out their standard deviation both in
the control and experimental group.
After őnding out the mean score and their standard deviation of both groups, the data then analyzed by using
independent test at the level of signiőcance with α = 0.05. independent test at the level of signiőcance with α = 0.05.
The result shows that the probability value (0.000) is lower than the signiőcance value α = (0.05). The analysis shown
that the alternative hypothesis (H1) is accepted. It means that the second-year students’ speaking ability at SMA
Negeri 2 Parepare of academic year 2016/2017 for experimental class and control class was signiőcantly different.
Conclusion
Based on the őndings and discussion of the study, it can be concluded that the Implementation of Asian Parliamen-
tary Debate Simulation was able to improve the students’ speaking ability in EFL Classroom. It is proved by the
improvement of the students’ mean score from 34.43 up to 63.10. on the other hand, by the signiőcant difference of
independent test result between experimental and control class. It is also supported by the signiőcant of gain score
result for both classes.
6. Rasyid & Namrullah | 17
References
[1] A. A. Indramawan, łImproving the Students ’ English Speaking Competence through Storytelling ( Study in
Pangeran Diponegoro Islamic College ( STAI ) of Nganjuk , East Java , Indonesia ),ž Int. J. Lang. Lit., vol. 1, no. 2,
pp. 18ś24, 2013.
[2] F. Arung, U. Sembilanbelas, N. Kolaka, D. S. View, and F. Arung, łImproving the Students ’ Speaking Skill
through Debate Technique,ž no. April, 2016.
[3] S. Nazara, łStudents ’ Perception on EFL Speaking Skill Development,ž vol. 1, no. 1, pp. 28ś43, 2011.
[4] L. Leong and S. M. Ahmadi, łAn Analysis of Factors Inŕuencing Learners ’ English Speaking Skill,ž pp. 34ś41,
2000.
[5] F. M. Nanlohy, łCase Study: The Use of British Parliamentary Debate System and Critical Thinking,ž Matai Int. J.
Lang. Educ., vol. 1, no. 1, pp. 37ś49, 2020, [Online]. Available: https://ojs3.unpatti.ac.id/index.php/matail/
article/view/2771.
[6] S. Somjai and A. Jansem, łTHE USE OF DEBATE TECHNIQUE TO DEVELOP SPEAKING ABILITY OF GRADE TEN
STUDENTS AT BODINDECHA ( SING SINGHASENI ) SCHOOL,ž vol. 13, no. 13, pp. 27ś31, 2015.
[7] U. Fauzan, łEnhancing Speaking Ability of EFL Students through Debate and Peer Assessment,ž EFL J., vol. 1,
no. 1, p. 49, 2016, doi: 10.21462/eflj.v1i1.8.
[8] H. Yulia, łThe Implementation of British Parliamentary Debate Style Training to Improve Second Semes ter
Student ’ s Speaking Ability at English Education Study Program of Baturaja University,ž vol. 1, no. 1, pp. 1ś7,
2017.
[9] M. Bahadorfar and R. Omidvar, łTechnology in teaching speaking skill,ž Acme Int. J. Multidiscip. Res., vol. 2, no.
4, pp. 9ś13, 2014, [Online]. Available: http://www.aijmr.net.
[10] S. Al Hosni, łSpeaking Difőculties Encountered by Young EFL Learners,ž Ijsell, vol. 2, no. 6, pp. 22ś30, 2014.
[11] R. Richa, łEnglish language teaching department faculty of tarbiyah walisongo state institute for islamic
studies 2010,ž Improv. Students’ Speak. Ski. Through Debate Tech., pp. 1ś47, 2010, [Online]. Available: http:
//library.walisongo.ac.id.
[12] A. Alasmari and S. S. Ahmed, łUsing debate in EFL classes,ž tEnglish Lang. Teach., vol. 6, no. 1, pp. 147ś152,
2013, doi: 10.5539/elt.v6n1p147.
[13] B. O. Gudu, łTeaching Speaking Skills in English Language Using Classroom Activities in Secondary School
Level in Eldoret Municipality, Kenya,ž J. Educ. Pract., vol. 6, no. 35, pp. 55ś63, 2015.
[14] J. Bellon, ła Research-Based Justiőcation for Debate Across the Curriculum, Argumentation and advocacy, vol.
36, no. 3, pp. 161ś175, 2000.
[15] Birshan, Michael. łDebating Handbookž. Monash: Monash University Press. 2010. Retrieved from http://www.
monashdebaters.com/downloads/MAD%20Training%20Handbook%202010.pdf
[16] Sanjaya., et. al. “The Implementation of Asian-Parliamentary Debate in Teaching Speaking at Senior High School”.
Lampung: Universitas Lampung. 2014.
[17] U. A. D. Teŕ and I. Conference, łUAD TEFL International Conference 2014,ž 2014.
[18] Pramanasari, et.al. “Monash Association of Debaters Member Training Handbook,” Time, pp. 1ś79, 2010.
[19] D’cruz, Ray. “The Australia-Asia Debating Guide”. North Melbourne: The Australian Debating Federation. Avail-
able: https://debate.uvm.edu/dcpdf/D’Cruz_Full%20Guide%20to%20Australs%20Debating.pdf.