تنمية مهارة الكلام من خلال تطبيق الطريقة السمعية الشفوية في المدرسة الإبتدائية الإسلامية "القسمي" جومبانج

The method of the research that is used by the writer is a qualitative approach in classroom action research method by researcher participant. The classroom action research is a method of finding out what works best in your own classroom so that you can improve students’ learning. The subject of the research is all of the students at SMK XYZ. This research uses one class. The researcher chooses the first class and concept of 20 students. The researcher teached English by Self-talk strategy to improve their speaking skill and the online learning research. In every cycle the researcher made lesson plans, actions, observations and reflecting to know how far the learning process can improve students’ speaking skill. From the researcher's result. The learning target of students in cycle one is 51%, then in cycle two the learning target increased to 69%. In the last cycle the learning target increased again, becoming 76%. Based on the result above, that self-talk strategy can improve the students’ speaking skill. It’s known from the learning target in each cycle that continuously increases. So, the researcher concludes that self-talk strategy can improve the students’ speaking in the teaching learning process.

AbstrakAt the Institute of Islamic religion of Bengkulu There is an Arabic Language Education faculty. In this faculty students are taught Arabic skills, be it listening skills, speaking skills, reading skills and writing skills. The material used to teach speech skills is teaching material written and composed by "Yeni fatriani" consisting of material of dialogue and grammar material, and this material in the form of printed book format, and the method used is direct method. So researchers see that the problem in teaching the speaking skills in this faculty is the teaching materials used, the teaching materials used are not in the form of a special book of speaking learning, and have not been prepared in accordance with the cognitive process. As it is known that the learning process is a cognitive process, so that researchers develop teaching materials speaking skills based on cognitive theory, And researchers see that this theory in accordance with the stages of the process of speaking, because the process of language lies in the brain.Based on the introduction above, the researcher presents the following research problem formulation: (1) How to develop teaching material of speech skill based on cognitive theory at institute of Islamic religion of Bengkulu. (2) What are the characteristics of speaking skills teaching materials developed based on cognitive theory in institute of Islamic religion of Bengkulu. (3) How is the effectiveness of teaching skill material developed based on cognitive theory at institute of Islamic religion Bengkulu. The purpose of this research are: 1) Creating teaching materials product speaking skill based on cognitive theory for students of institute of Islamic religion of Bengkulu 2) Knowing the characteristics of teaching materials for speaking skills on the basis of cognitive theory, 3) Knowing the effectiveness of the application of teaching materials that have been developed in improving the ability to speak the students of institute of Islamic religion of Bengkulu.This research was conducted by using qualitative and quantitative approaches to Borg and Galll's experimental and development methods (Research & Development) written by Sugiyono. This research produces a product. The results of this study are: (1) teaching material of speaking skill based on cognitive theory for student of institute of Islamic religion of Bengkulu. with the following development procedures: needs and problem analysis, data gathering, Product design, product validation, product improvement, product validity test, field test, and final improvements. (2) Characteristics of educational materials consist of cognitive processes, namely: attention, interpretation, arrangement of grammar and store it in memory, and repetition. (3) The results of this study indicate that the use of teaching materials developed is very effective in helping students improve their speaking and expression skills with Arabic. The effectiveness of the product can be seen from the results of pre test and post test of students tested through t test, then the value obtained from pre-test 2010 and post test 2345, with a success rate of t test 27.75% of the df level (32) is 1.711 and the score derived from mathematical calculations is 71, 06. This statistical calculation shows that the value of the independent test t is 4825 greater than the value (t table) 1.711 (1.711 <27.06). and supported by questionnaires of lecturers and students, each scored 82% and 84%, then with these values it can be concluded that the developed material is acceptable.

Speaking was a skill to give expretion, statetement, and convey thoughts, ideas, and feels by pronouncing articulation sounds or words. Speaking skills need to be trained from and early age, because speaking skills are very important for children so that they are easy to speak regularly and skillfully in the future, because speaking is one of the main communication tools. This research purpose to shown the planning, implementation, and evaluation of the teacher's role in developing children's speaking skills at Kindergarten Pembina 01 Air Haji, Linggo Sari Baganti District, Pesisir Selatan District. In the research used a method of qualitative with a approach in descriptive. This research uses techniques for data collection in shape of of observation, interviews, and documentation. The technique for data analysis was conducted by data collected, data reduced, data presented and make conclusions. According on the research result that has been conducted, it is said that the lesson plan in developing children's speaking skills is planned from the teacher in accordance with the RPPH and also the teacher uses the question and answer method, storytelling method, singing in developing children's speaking skills. The media used by the teacher is picture media, hand puppet media with fun learning strategies for children. And also the evaluation was conducted by the teacher to look development aspect in children regarding the level of children's speaking skills development.

This Classroom Action Research aims at developing students’ speaking skill through the application of oral report technique. This research is conducted collaboratively in three cycles in which researcher acts as a lecturer while his collaborator acts as an observer and each cycle consists of two meetings. Data of this research is attained from two main sources namely qualitative and quantitative data. The data shows that In preliminary study, 35.5% students could answer questions given by researcher through interview but the achievement score shows that 13.3% students could fulfill the minimum criteria of achievement. The minimum criterion of achievement is 60. At cycle I, 37% students could participate in oral report and 24.4% students could fulfill the minimum criteria of achievement. At cycle II, 51.1% students could participate in oral report and 42.2% students could fulfill the minimum criteria of achievement. The last is 75% students could fulfill the minimum criteria of achievement from 86.6% students who participated in oral report at cycle III from 45 students. Furthermore, the highest score obtained by student from each of cycles present that in preliminary study is 70 whereas 72.5 at cycle I, 85 at cycle II, and 90 at cycle III. Based on the findings of this research, it can be inferred that the application of oral report technique can develop students’ speaking skill in using English

This study aimed to improve students’ speaking skills using Sims Freeplay through action research based on the Kemmis and McTaggart model, which includes five steps: reconnaissance, planning, action, observation, and reflection. The participants were 29 students from class XI-1 of a senior high school in Yogyakarta, consisting of 12 females and 17 males. Qualitative data were collected through observations and interviews, while quantitative data were gathered using pre-tests and post-tests. Data analysis involved five steps: assembling, coding, comparing, interpreting, and reporting the outcomes. The validity of the data was measured using democratic, outcomes, process, catalytic, and dialogic validity, while reliability was ensured through time triangulation. The results showed improvements in students’ speaking skills, with mean scores increasing from the pre-test (12.28) to post-test cycle I (13.28) and post-test cycle II (14.31), reflecting an 8% increase in cycle I and 9% in cycle II. Reflection from cycle I revealed improvements in vocabulary, fluency, pronunciation, grammar, and sentence organization. Anxiety levels decreased from a mean score of 14.87 to 12.66, while motivation increased from 17.21 to 20.20. Sims Freeplay proved to be an effective and engaging tool for learning English, significantly enhancing students’ speaking skills and creating a positive learning experience.

The purpose of this study was to determine the efforts to improve speaking skills through hand puppets in children aged 5-6 years at the Santiaji Jaya Mertasari PAUD Institution. The type of research is classroom action research, data collection methods, observation and documents, then analyzed using quantitative and descriptive qualitative techniques. The results of this study showed a significant increase in speaking skills in children. Pre-cycle it was known that children's speaking skills had only reached 24%, or there were 6 children who developed. The results of the first cycle of action showed that children's speaking skills had developed 56%, or there were 14 children out of 25 who developed very well and developed according to expectations. The results of the second cycle of action showed that the development of children's speaking skills had developed 84% or as many as 21 children at the Santiaji Jaya Mertasari PAUD Institution developed very well and developed according to expectations, while the remaining 16% or as many as 4 began to develop and had not yet developed.

Speaking skills have a very important role, especially in the context of language education. Good speaking skills will have a positive impact on students' future. But in reality, some students' speaking skills are not good. Therefore, teachers need to create an environment that supports and facilitates the development of students' speaking skills. Teachers use outdoor learning methods to achieve learning objectives. The success of the learning process can be seen from the positive responses given by students. This study aims to explore students' perceptions of outdoor learning, particularly in the context of speaking skills and to provide useful information for teachers and further researchers. This research was conducted at Mubaroq English Course. To conduct this research, the researcher used a qualitative approach, in which students' responses were interpreted in depth. Data collection was conducted through interviews involving four students from basic class. The results of the study showed a positive impact on students' speaking skills, where they became more confident, brave, and able to interact with their surroundings. This also contributes to the development of their social interactions. Outdoor learning methods can be used as an effective and interesting learning alternative.

This research was intended to describe: (a) the process of teaching and learning speaking skill through active learning strategy type everyone is a teacher here, (b) to describe the lecturer’s effort to enhance the students’ speaking skill by using active learning strategy. This was a classroom action research and used Kemmis and Mc Taggart design. It took place at The Institute for Islamic Studies Yasni Bungo. The research participants were the students at the second Semester of Pendidikan Guru Madrasah Ibtidaiyah (PGMI/SD) department, Tarbiyah Faculty. The Institute for Islamic Studies Yasni Bungo academic year 2021/2022. The research was conducted in two cycles. Each cycle consisted of three meetings. In collecting the data, the researcher used observation, field note, interview and tasks. Finding of this research showed that the teaching and learning process through active learning strategy was fun, more interesting and challenging for students and also it made them participate actively in the class activities. There were enhancements on students’ skill after the students taught by using active learning, it could be seen from the enhancement of students’ score from the first cycle to the second cycle. In summary, it can be concluded that the active learning could be used in teaching vocabulary and speaking skill.

Speaking skills are one of the essential competencies in Indonesian language learning at elementary schools. However, initial observations in class V.B at SD Negeri 151/IV Jambi City showed that most students still experienced difficulties in expressing ideas orally, characterized by lack of confidence and limited vocabulary usage. This study aims to improve the speaking skills of Grade V.B students of SD Negeri 151/IV Jambi City by implementing the Project-Based Learning (PjBL) model combined with the Show and Tell method. Speaking skills are an important aspect in language learning that reflect students' ability to express ideas coherently and confidently. This research involved 25 fifth-grade students and was conducted over two cycles using the Classroom Action Research (CAR) method. Data collection techniques included observation, testing, and documentation. The study results showed that before the intervention, students' speaking skills were still low, marked by a soft voice, limited vocabulary, and anxiety when speaking in public. After the implementation of PjBL and Show and Tell, there was a significant increase in confidence, fluency, and the organization of ideas when speaking. In Cycle I, the class average score increased from 69 (pre-action) to 76, and in Cycle II it rose further to 83. The percentage of students meeting the minimum competency increased from 32% in the pre-action stage to 84% in Cycle I, and reached 92% in Cycle II. The application of this combined method had a positive impact on students' speaking skills by encouraging active participation, critical thinking, and collaboration. Therefore, the integration of Project-Based Learning and Show and Tell is recommended as an effective instructional strategy for enhancing speaking skills in elementary school students.

This research was motivated by the low speaking skills of students in thematic learning in class V UPT SD Negeri 009 Kebun Tinggi. One solution to overcome this problem is to use image media. This research aims to determine the improvement of students' speaking skills using image media in class V students at UPT SD Negeri 009 Kebun Tinggi. This research method is Classroom Action Research (PTK) which is carried out in two cycles. Each cycle consists of two meetings and four stages, namely planning, implementing, observing, reflecting, and when the research was carried out in January 2024. The research subjects were 5 class V students, with 2 males and 2 female students. totaling 3 students. Data collection techniques include documentation, observation and tests. The results of this research can be concluded that image media can improve students' speaking skills in class V UPT SD Negeri 009 Kebun Tinggi s. In cycle I, the results of students' speaking skills were classified as poor with a percentage of 40%. Next in cycle II with a percentage of 100% in the very good category. Of 5 students. Thus, it can be concluded that using image media can improve the speaking skills of class V students at UPT SD Negeri 009 Kebun Tinggi for the 2023/2024 academic year.

Artificial intelligence (AI) presents fresh and innovative learning options for students and learners in the field of English instruction. Artificial intelligence helps improve English language instruction by promoting dialogue and providing students with pertinent feedback. AI in education improves classroom management and boosts teacher efficiency. One kind of AI is Orai, a program that makes the claim that it may be used to enhance public speaking skills. This research aimed to show the improvement of students’ speaking skills by utilizing Orai application. The Classroom Action Research was used as the research method with fifty students of SMA Negeri 2 Binjai as the sample. The improvement was observed in 2 cycles. The finding results showed that from 19 to 38 students, more students received scores over the Minimum Completeness Criteria. Additionally, it went from 38% to 76% in percentage form. Students believe that the Orai app makes learning English less stressful and more enjoyable. After using the Orai application, it can be stated that the students' speaking skills have improved better.

Using practical vocabularies and phrases plays a prominent role in developing speaking skill. The current research was designed to analyze the effect of implementing panel discussion on speaking skill of Iranian intermediate EFL learners. It was carried out at Ghasedak language institute in Astara among 70 intermediate male learners with the age range of 16-24 through a quasi-experimental research. The participants were assigned into two groups. One experimental group and the other labeled as control group. First, the pretest was administered to each group. The test was taken from the book “American File”. At the end of 10 weeks, a posttest of speaking was given to both experimental and control group. Then learners’ accuracy in simple past, simple present and present perfect and their fluency in using practical vocabularies and phrases were assessed. Results showed that teaching speaking based on panel discussion through CLT had a significant effect on learners' speaking skill.

Abstract. This study examines the role of digital storytelling in enhancing speaking skills among English as a Foreign Language (EFL) learners in higher education. The research highlights digital storytelling as an innovative pedagogical tool integrating multimedia elements to foster personalized, interactive, and practical learning experiences. Based on existing literature and a case study at the Vinnytsia Institute of Trade and Economics, the study demonstrates significant improvements in students’ speaking abilities. Digital storytelling lets students personalize their learning, improve speaking skills, and develop essential soft skills. Pre- and post-test analyses confirm a marked improvement in speaking skills across multiple aspects, validating digital storytelling as an impactful educational technology. The findings underscore its potential to transform EFL classrooms, enhance students’ motivation, and create collaborative and independent learning opportunities. The study concludes with recommendations for integrating digital storytelling into language teaching to achieve optimal learning outcomes.

This study aims at finding out the effectiveness of sociodramatic play in improving students' speaking skills. This study is quantitative research with Classroom Action Research (CAR) design. Data sources of the study were the second grade students of SMAN 2 Mamuju. The participants were taken through purposive random sampling technique. Data were collected by using observation, test and questionnaire. In this study, post-test was conducted in three cycles. The results of the study show that students had made some progress during the learning process. In pre-test, most of the students were having poor speaking skills with as many as 53% participants were in this category. However, there were significant improvements toward students' speaking skills with no more students with both very poor and poor speaking skills in third cycle. From the result of the test, it can be concluded that sociodramatic play is useful to improve the students' speaking skills. In addition, most of students feel interested in and enjoy the learning process by having sociodramatic play in speaking class.

Speaking is a language skill that must be mastered. Students' English speaking skills at the National English Centre have not been seen to be active. Researchers applied cartoon movies “Omar & Hana” as a medium in speaking activities to improve students' speaking skills. This study aims to find out whether the teacher's strategy of teaching speaking skills with cartoon movies can improve students' speaking skills, especially in the aspects of self-confidence and fluency at the lower level. The research method used in this research is descriptive qualitative by using observation, interviews, and documentation as research instruments. The population of this study was lower level at the National English Centre Jakarta which amounted to 28 students. Data collection by conducting direct observations in class and interviews. The results showed that students lacked confidence in speaking English. The environment greatly affects students' English language skills. The way the teacher teaches speaking skills is also very influential. Thus, the researcher concluded that the use of cartoon movies in teaching English was able to improve students' speaking skills, especially in aspects of self- confidence and fluency.