PROMOTING LIVE WORKSHEETS TO RAISE SENIOR HIGH STUDENTS’ SPEAKING CONFIDENCE AND MOTIVATION

Authors

  • Amelia Teresa Universitas Internasional Batam
  • Desty Febria Universitas International Batam

DOI:

https://doi.org/10.51714/dlejpancasakti.v8i1.93.pp.11-20

Keywords:

speaking motivation and confidence, blended learning, technology, Live Worksheet

Abstract

Based on observations made in one of many existing senior high specialized government schools specifically in SMAN 20 Batam where English is a compulsory subject, the writer found that speaking motivation and confidence is still lacking, as well as a lack of technology exploration. By combining technology and face-to-face instruction, the method of blended learning (BL) used in this study utilizes Classroom Action Research (CAR) method. In addition to the pre-test and scoring rubric of the CAR cycle, Live Worksheet is provided as a breakthrough to solve the shortcoming by executing the online interactive platform as a post-test (final evaluation). As a result, of the Live Worksheet implementation of the blended learning CAR method, 90% of students of a representative 10th senior grade class have increased their speaking motivation and confidence, with 3 out of 5 speaking skill elements such as grammar structures, fluency, and pronunciation showing improvement skyrocketed to 80 points, contrast to the low pre-test result of 60 points for each element.

Downloads

Download data is not yet available.

References

Abugohar, M. A., Kamariah, Y., and Radzuwan Ab. R. (2019). Smartphone Applications as a Teaching Technique for Enhancing Tertiary Learners’ Speaking Skills: Perceptions and Practices. International Journal of Emerging Technologies in Learning 14(9):74–92. doi: 10.3991/ijet.v14i09.10375. DOI: https://doi.org/10.3991/ijet.v14i09.10375

Albiladi, W. S., and Khlood K. Alshareef. (2019). Blended Learning in English Teaching and Learning: A Review of the Current Literature. Journal of Language Teaching and Research 10(2):232. doi: 10.17507/jltr.1002.03. DOI: https://doi.org/10.17507/jltr.1002.03

Brookhart, S. M. (2018). Appropriate Criteria: Key to Effective Rubrics. Frontiers in Education 3(April). doi: 10.3389/feduc.2018.00022. DOI: https://doi.org/10.3389/feduc.2018.00022

Chernobilsky, E. and Mark D. G. (2012). The Effect of Technology on a Student’ s Motivation and Knowledge Retention Technology and Its Effect on Motivation and Retention 1 The Effect of Technology on a Student’s Motivation and Knowledge Retention. Conference Proceedings Northeastern Educational Research Association 17:1–22.

Degabg, M. (2010). Motivation Toward English Language Learning of the Second Year. (May).

Ferstephanie, J. and Theodesia L. P. (2022). The Effect of Tiktok Platform To Develop Students’ Motivation in Speaking Ability: A Classroom Action Research. Wiralodra English Journal 6(1):1–12. doi: 10.31943/wej.v6i1.147. DOI: https://doi.org/10.31943/wej.v6i1.147

Hassan, M., Hermawati, S., and Yetty Z. (2022). Blended Learning in English Department of STKIP AL MAKSUM Students?: A Plan for Students ’ Independent Curriculum. Proceeding of the 2nd International Conference on Language Pedagogy 233–40. DOI: https://doi.org/10.33122/ijase.v4i2.232

Horwitz, E. K., Michael B. H. and Joann C. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal 70(2):125–32. DOI: https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

Huang, C. (2010). Exploring Factors Affecting the Use of Oral Communication Strategies. Department of Applied Foreign Languages Lunghwa University of Science and Technology 85–104.

Hubackova, S. and Ilona S. (2016). Evaluation of Blended Learning. Procedia - Social and Behavioral Sciences 217:551–57. doi: 10.1016/j.sbspro.2016.02.044. DOI: https://doi.org/10.1016/j.sbspro.2016.02.044

Irwandi, Khairuddin, N. A., Alwi, and Helsa. (2019). Classroom Action Research for Improving Teacher’s Profesionalism. Journal of Physics: Conference Series 1321(2):3–6. doi: 10.1088/1742-6596/1321/2/022093. DOI: https://doi.org/10.1088/1742-6596/1321/2/022093

Janthon, Ua-aree, Noawanit S. and Prakob K. (2015). Work-Based Blended Learning and Technological Scaffolding System to Enhance Communication Skills for Caregivers Under Local Administrative Organization, Ministry of Interior, Thailand (Part I). Procedia - Social and Behavioral Sciences 174:984–91. doi: 10.1016/j.sbspro.2015.01.722. DOI: https://doi.org/10.1016/j.sbspro.2015.01.722

Kholifah, N., Putu S., Reza R., Muhammad N. and Suyitno. (2020). “The Effectiveness of Using Blended Learning Models Against Vocational Education Student Learning Motivation.” International Journal of Advanced Trends in Computer Science and Engineering 9(5):7964–68. doi: 10.30534/ijatcse/2020/151952020. DOI: https://doi.org/10.30534/ijatcse/2020/151952020

Lathifah, M. F., Baiq, N. H., and Zulandri. (2021). Efektifitas LKPD Elektronik Sebagai Media Pembelajaran Pada Masa Pandemi Covid-19 Untuk Guru Di YPI Bidayatul Hidayah Ampenan. Jurnal Pengabdian Magister Pendidikan IPA, 4(1) Article 4(1):25–30. doi: 10.36312/jupe.v4i4.995. DOI: https://doi.org/10.29303/jpmpi.v4i2.668

Macintyre, P. D. (2007). Willingness to Communicate in the Second Language?: Understanding the Decision to Speak as a Volitional Process Published by?: Wiley on Behalf of the National Federation of Modern Language Teachers Associations Stable URL?: Http://Www.Jstor.Org/Stable/462.” The Modern Language Journal 91(4):564–76. DOI: https://doi.org/10.1111/j.1540-4781.2007.00623.x

Made, I., I. Putu, and Dewa G. (2016). Development of Decision Support System to Selection of the Blended Learning Platforms for Mathematics and ICT Learning at SMK TI Udayana. International Journal of Advanced Research in Artificial Intelligence 5(12):15–18. doi: 10.14569/ijarai.2016.051203. DOI: https://doi.org/10.14569/IJARAI.2016.051203

Menggo, S. (2018). English Learning Motivation and Speaking Ability. Journal of Psychology and Instructions 2(2):70. doi: 10.23887/jpai.v2i2.15979. DOI: https://doi.org/10.23887/jpai.v2i2.15979

Mishra, P. and Matthew J. K. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education 108(6):1017–54. doi: 10.1177/016146810610800610. DOI: https://doi.org/10.1111/j.1467-9620.2006.00684.x

Muslem, A., Yunisrina, Q. Y. and Rena, J. (2018). Perceptions and Barriers to ICT Use among English Teachers in Indonesia. Teaching English with Technology 18(1):3–23.

Purohman, S. P. (2011). Classroom Action Research Alternative Research Activity for Teachers. Research Gate (June):1–9.

Puspita, S., Mega, I., Asri W., Insih, W., Siti F. A. and Desi, R. (2022). Effectiveness of SETS-Based Electronic Student Worksheet (E-LKPD) to Improve Student Learning Outcomes. Jurnal Pendidikan Sains (Jps) 10(1):9. doi: 10.26714/jps.10.1.2022.9-14. DOI: https://doi.org/10.26714/jps.10.1.2022.9-14

Reži?, T., Zrinka, L. L. and Jasenka, M. (2016). E-Learning of Foreign Languages at the University of Dubrovnik, Experiences and Attitudes of Users. European Journal of Social Sciences Education and Research 6(2):78. doi: 10.26417/ejser.v6i2.p78-87. DOI: https://doi.org/10.26417/ejser.v6i2.p78-87

Riasati, M. J. (2012). EFL Learners’ Perception of Factors Influencing Willingness to Speak English in Language Classrooms: A Qualitative Study. World Applied Sciences Journal 17(10):1287–97.

Setyowati, C. D. (2017). The Development of the Survey of Technology Use, Teaching, and Technology-Related Learning Experiences among Pre-Service English Language Teachers in Indonesia. Journal of Foreign Languange Teaching and Learning 2(2). doi: 10.18196/ftl.2220. DOI: https://doi.org/10.18196/ftl.2220

Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review 57(1):1–21. DOI: https://doi.org/10.17763/haer.57.1.j463w79r56455411

Sofendi., Rita, I. and Machdalena, V. (2021). Technology Use and Technology-Related Learning Experiences as Perceived by Indonesian Tertiary EFL Students. International Journal of Applied Linguistics and English Literature 10(3):33. doi: 10.7575/aiac.ijalel.v.10n.3p.33. DOI: https://doi.org/10.7575/aiac.ijalel.v.10n.3p.33

Suskie, L. (2009). What Is Good Assessment?. Assessing Student Learning: A Common Sense Guide 36–54.

Tanduklangi, Asrun, L. and Alberth. (2019). Classroom Action Research in Teaching English for Senior High School Students through Blended Learning in Kendari of Indonesia. Journal of E-Learning and Knowledge Society 15(1):169–82. doi: 10.20368/1971-8829/1579.

Vercellotti, M. L. and Dawn E. M. (2021). Constructing Analytic Rubrics for Assessing Open-Ended Tasks in the Language Classroom. Tesl-Ej 24(4):1–19.

Yaniafari, R. P., and Rihardini. (2020). Face-to-Face or Online Speaking Practice: A Comparison of Students’ Foreign Language Classroom Anxiety Level. 21(1):1–9.

Downloads

Published

06/26/2023

How to Cite

Teresa, A. ., & Febria, D. . (2023). PROMOTING LIVE WORKSHEETS TO RAISE SENIOR HIGH STUDENTS’ SPEAKING CONFIDENCE AND MOTIVATION . Dialectical Literature and Educational Journal, 8(1), 11-20. https://doi.org/10.51714/dlejpancasakti.v8i1.93.pp.11-20

Similar Articles

1-10 of 32

You may also start an advanced similarity search for this article.