The Effectiveness of Learning Media and Discourse Markers Mastery on Students’ Speaking Skill
DOI:
https://doi.org/10.59175/pijed.v2i2.147Keywords:
Discourse Markers, Flashcards, Scrabble Word, Speaking SkillAbstract
Teachers must consider the most efficient use of speaking learning media in order to produce students with enhanced speaking skills through mastery of various discourse markers. This study examines the effectiveness of two speaking learning media, Scrabble Word (SW) and flashcards, among students with varying levels of discourse marker mastery. This quasi-experimental study employed a 2x2 factorial design. During the learning period, 100 students were divided into two groups and given SW or flashcards as instructional media. sampling technique using random sampling. Data was collected using tests of speaking ability and familiarity with various discourse markers. The results demonstrate that the speaking skills of students with varying degrees of DM mastery who use SW learning media are superior to those of students who use flashcard learning media. Students with a high level of discourse mastery and access to SW learning media demonstrated an improvement in their speaking abilities. This is evidenced by the values of Fo = 7.911 and Sig. 0.005<0.05; consequently, SW can be an effective and enjoyable tool for teaching speaking.
References
Alawiyah, T. (2018). Speaking Self- Efficacy and EFL Student Teachers ’ Speaking Achievement. Edukasi: Jurnal Pendidikan dan Pengajaran, 5(1), 87–96. https://doi. org/10.19109/ejpp.v5i1.2052
Arya, T. (2020). Exploring Discourse Marker Use in Thai University Students’ Conversations. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 247–267.
Burns, A. (2019). Concepts for Teaching Speaking in the English Language Classroom. LEARN Journal: Language Education and Acquisition Research Network Journal, 12(1), 1–11.
Chairani, S. (2021). Using Scrabble for Learning English Vocabulary At Man 2 Kuantan Singingi. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 5(1), 205–212. https://doi.org/10.30743/ll.v5i1.3858
Chou, M. H. (2018). Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English-Medium Instruction Contexts. TESOL Quarterly, 52(3), 611–633. https://doi.org/10.1002/tesq.455
Crible, L., & Cuenca, M.-J. (2017). Discourse Markers in Speech: Distinctive Features and Corpus Annotation. Dialogue & Discourse, 8(2), 149–166. https://doi.org/ 10.5087/dad.2017.207
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Pearson Education,Inc.
Gilakjani, A. P. (2016). English Pronunciation Instruction: A Literature Review. Ijree, 1(1), 1–6.
Hasyim, A. R., Syarif, S., Ahmad, M., Niswar, M., Stang, & Nasrudin, A. M. (2021). Enhance Midwifery Student Skills about Active Management Third Stage Labor via Learning Media. Gaceta Sanitaria, 35, S284–S287. https://doi.org/10. 1016/j.gaceta.2021.10.035
Kamil, D., & Mukminin, A. (2015). Indonesian Students’ Multicultural Awareness in Homogeneously and Heterogeneously Populated Schools and Multicultural Education Policy. Asia-Pacific Collaborative Education Journal, 11(1).
Khaira, M., Ritonga, M., & Halim, S. (2021). The Effectiveness of Scrabble Game Media in Improving Learning Outcomes. Journal of Physics: Conference Series, 1933(1). https://doi.org/10.1088/1742-6596/1933/1/012128
Klimova, B. F. (2015). Games in the Teaching of English. Procedia - Social and Behavioral Sciences, 191, 1157–1160. https://doi.org/10.1016/j.sbspro.2015.04. 312
Kobzeva, N. (2015). Scrabble as a Tool for Engineering Students’ Critical Thinking Skills Development. Procedia-Social and Behavioral Sciences, 182, 369–374. https: //doi.org/10.1016/j.sbspro.2015.04.791
Leong, L.-M., & Ahmadi, M. S. (2017). An Analysis of Factors Influencing Learners’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34
Lumettu, A., & Runtuwene, T. L. (2018). Developing the Students’ English Speaking Ability through Impromptu Speaking Method. Journal of Physics: Conference Series, 953(1). https://doi.org/10.1088/1742-6596/953/1/012035
Manan, N. A. A., & Raslee, N. N. (2018). Explicit Discourse Marker Instruction to Improve Coherence and Cohesion in Academic Writing. International Journal of Academic Research in Business and Social Sciences, 8(1), 457–476. https://doi.org/ 10.6007/ijarbss/v8-i1/3820
Mukminin, A., Muazza, M., Hustarna, H., & Sari, S. R. (2015). Stories from the Frontlines: in-Service Teachers’ Demotivating Factors and Policy Recommendations. International Journal of Academic Research in Education, 1(2). https://doi.org/10.17985/ijare.56085
Ramdhani, I. S. (2022). Benefits of Flashcard Media in Speaking Skills of Students With Specific Learning Difficulties. Jurnal Visi Ilmu Pendidikan, 14(2), 147. https://doi.org/10.26418/jvip.v14i2.54832
Ridwan, R., & Nurhaeni, N. (2021). The Influence of Flashcards Media in Improving Students’ Speaking Skill on the First Grade of Junior High School. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(2), 473–489. https://doi.org/10.24256/ideas.v9i2.2331
Syafrizal, S., Gailea, N., & Hardianti, S. (2020). Enhancing EFL Students’ Writing Skills on English through Facebook and Classroom Collaborative Activities. Journal for the Education of Gifted Young Scientists, 8(3), 1163–1172. https://doi.org/10.17478/JEGYS.658401
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Suryadi Suryadi, Asep Muhyidin, Syafrizal Syafrizal, Fajar Erlangga
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
