Review Theoretical theories of journal( Developing the Students journal 'English Speaking Ability Through Impromptu Speaking Method by A Lumettu and T L Runtuwene).

Today, I want to review Theoretical Review from the Developing the Students journal 'English Speaking Ability Through Impromptu Speaking Method by A Lumettu and T L Runtuwene. In Theoretical Review, explain the theory of experts relating to the title of the Journal that is :

1.     Language teaching which provides a description of the theory of Tan says (3): "communication means the sending and receiving of a speaker and a hearer in the oral communication or between the writer and the reader in written form". Because of teaching and learning as a means of communication. That is, language learning is communication. How students understand and interact with each other. while teaching is given by Brown (5) as follows: "This definition shows three kinds of activities or purposes that teach can offer: ( 1) showing or helping someone how to do something, (2) providing with knowledge, and (3) causing to know or understand. So, teaching a language is an activity to help with language functions and think in language.

2.    Speaking skill development

In the section Speaking skill development according to Gritter'sstatement (9) "Speaking of skills that require almost instantaneously the precise sound, from, word-order, arrangement and vocabulary content which will express what he wants to say in unanticipated situations. "So, soccer happens naturally is not a process of remembering like remembering poems

3. Integration of speaking and listening

 These two skills are not be separated from that of listening. Tarigan (12) says that sound or voice is an important factor in increasing the learner's vocabulary. Therefore, the learners will have the advantage of listening to teachers, qualified recordings, and qualified stories, etc. In oral communication, a hearer will receive various forms or words or sentences that can be delivered from different sources such as dialogs, stories, and songs. Adequate practices will contribute to the building of speaking skills. Hence the teaching of speaking should also be involved in listening activities as suggested by Tarigan (12).

4. Impromptu speaking

Merriam Webster (13) defines impromptu as:

1. Made, done or on the spur of the moment, improvised. 2. Composed or uttered without previous preparation. Collins English Dictionary (14) defines: "Impromptu is applied to that which is spoken, made or done in the spur of the occasion and stressed spontaneity." So, impromptu speaking is speaking with little preparation or even no preparation. at all and depends on the knowledge they have.

5. Structure of impromptu speaking Like other kinds of speaking, impromptu speaking is the introduction, main points and conclusion (chodounsky (15). Further, the whole structure of speech is suggested as follows:

I. Introduction

a. Open the speech.

b. State the thesis.

c. Preview the main points.

 II. Transition to main points

III. The main point I

a. State it.

b. Explain it.

c. Prove it.

d. Conclude it

 IV. Transition to main point II

 V. Main point II

a. State it

b. Explain it.

c. Prove it.

d. Conclude it

VI. Transition to the conclusion

VII. Conclusion

a. Restate thesis and main points

b. Conclude the speech

6. Impromptu speaking delivery tips

1. Go Slowly

2. Take your time to begin to Look around and smile.

3. Stand tall.

4. Use your notes as reminders.

5. Talk conversationally.

 6. Watch the words Do not use vocabulary or jargons which are not familiar to your audience.

7. Keep it short and to the point.

8. Personalize your speech It is good to use examples from your experience.

7. Possibilities of applying an impromptu speaking method in preparing other kinds of speaking. Based on the definitions given by Merriam Webster Dictionary and Collins English Dictionary, impromptu speaking refers to wider activities than just speech. It can include many kinds of speaking activities such as presentation, debating, interview, and event conversations.

Review International journal English "Speaking Ability Through Impromptu Speaking Method" by A Lumettu and T L Runtuwene

 

Hello guys, long time no see J . How are you ? I hope you’re in good situation. Today  I want to tell you about the component in journal “ Developing the Students’ English Speaking Ability Through Impromptu Speaking Method”. This journal written by A Lumettu and T L Runtuwene . A lumettu is a lecture in Manado State Polytechnic, Department of Tourism, Manado , Indonesia (email : .agus.lumettu@gmail.com) . 

T L Runtuwene is a lecture in Manado State Poytechnic , Department of Accounting, Manado, Indonesia ( email : treesje.runtuwene@gmail.com) . This Journal consist of :
1. Abstract

2..    Introduction that gives us the background why they arrange this journal.

3.    Theoretical review : Gives theories or information about language teaching, speaking skill development, intergration of speaking and listening , Impromptu speaking, Structure of impromptu speaking , Impromptu speaking delivery tips.

4.    Research methodology : The method used in this research is qualitative method. Location of research is Tourism department . The researchers collect data based on the natural observation of situation. The research instruments are the researchers as the planners, executors, data collectors,data analysis and interpreters and become the discussers and the reporters of the research result. The researchers use some techniques of collecting data : Observation, interview, documentation). Data analysis techniques: data reduction,data presentation, and conclution.

The stages of research :

1. Pretest (speech, interview and storytelling) is conducted for the whole class

2. The class is divided into two smaller groups : one experimental group and one control group

3. Treatment is done for both groups using different methods. Impromptu speaking method is used for the experimental group and full text memorization method is used by the control group.

4. Post test is done using the same test for both groups.

5. Analysis is done to compare the data of the two groups.

6. Finally the conclusion is drawn from the various data obtained.

7. Research results are reported. 

5.   Discussion and results

In this section, researcers give the result of research . The object of this research was semester VB considering that the students have learnt English for 4 semesters which means that they have got enough background to participate in impromptu speaking. With this practice, it is expected that the students are able to speak English Fluently and naturally when they do their job training at hotels in North Sulawesi or in other cities or in foreign countries. All the students were included in the pre – test and then the class was randomly divided into two consisting of 10 students in each smaller group. The first group was the experimental group applying impromptu speaking method and the other group was the control group using full text memorization. The following are the names of students who were the members of experimental group and control group. The kinds of speaking material taught to both groups were speech, interview and storytelling. The difference lies on method in preparing them. The experimental group did the preparation with very little preparation. They practiced speech, interview and storytelling with only points or keywords, while the control group practiced using full text. The students in the experimental group with only important points, developed the speech, interview and storytelling creatively using their own sentences. The students in control group prepared their speaking by memorizing the text. After 5 weeks of practice, the post tests for the two groups were conducted with the following results.

he students who practiced using impromptu speaking method (experimental group) were more successful than those who practiced with conventional method (control group) as can be seen from the experimental class mean score which was 96 points while that of the control group was only 71.7 points. There was a difference of 24.3 points. From the data in table 3 above, we can calculate the correlation between the correct and natural speaking ability and the impromptu speaking method in English teaching. The score of correlation obtained is 0.80 which shows that the relation between speaking ability and impromptu speaking method is very strong and significant.

6.    Conclusion

The first group of students who applied impromptu speaking method was better in speaking more fluently and naturally because they have learnt to use their own sentences and their creativity to develop their speaking.  The second group of students who applied full text memorization mostly failed because of feeling nervous when they forget one sentence or even one word that made them forget the whole text.

7.   Suggestion

It is suggested that impromptu speaking method be applied in developing the students’ speaking ability, because by using this method the students are taught to use their creativity in developing the ideas and arranging sentences based on main points or keywords.  Impromptu speaking motivates the students to expand their vocabulary, improves their pronunciation and develop their ideas that is closely related to speaking skills.

8.    Acknowledgments

9.   References

In Introduction

Researchers think that learning English is inseparable from 4 skills, namely, listening, reading, writing, and speaking. All of these skills are related to each other. When learning speaking, listening skills are involved, in order to understand the conversation of others, it requires listening skills. But not all skills can be taught efficiently considering the lack of time allocation when studying. There are so many ways to teach speaking. But the author raises impromptu as one way to improve speaking skill because with this method, the speaker can improvise and speak naturally because impromptu skills occur spontaneously and without preparation and only rely on existing knowledge.

If you want to read full of this research go to :

 https://iopscience.iop.org/article/10.1088/1742-6596/953/1/012035

 

Review book motivation and learning strategies for college students last chapter.

HELLOO GUYS!! THIS IS THE LAST REVIEW FROM BOOK MOTIVATION AND LEARNING STRATEGIES FOR COLLEGE SUCCESS. DON’T MISSED IT. J

Chapter 10 : Preparing For Exams

a six-step procedure for how you can develop a study plan for each of your scheduled exams:

Step 1: Determine the Content Coverage and Question Format of the Exam Exam questions come from many different sources. Omitting any of the following sources can result in incomplete information for exam preparation:

Course Syllabus. A review of the course syllabus will help you determine the exact content covered on the exam.

Textbook Chapters. After checking the textbook chapters covered on an exam, make sure the instructor did not announce any changes during the term. If the instructor failed to emphasize certain chapters or paperback books, do not assume they will not be covered on the exam. If you have questions, ask the instructor whether he or she will emphasize certain material in the course. Finally, assess how well you understand the material in each chapter and determine which chapters need more extensive study.

Lecture Notes. Review your notes to determine whether you have all the lecture notes. When notes are dated, it is easy to determine whether any notes are missing. If notes are missing or incomplete, borrow them from another student. Finally, ask your instructor or classmates questions about confusing aspects of your notes.

Previous Exams and Quizzes. Some instructors hand out copies of past exams, place them on reserve in the library, or allow students to review them in his or her office.The purpose of reviewing past exams is to identify possible topics or issues that are likely to appear on future exams.

Instructor’s Handouts. Do not limit your review to lecture notes and textbook reading. Many instructors pass out summaries, outlines, lists of terms, sample problems, maps, or charts that provide information for exams.

Information From Other Students. Did you miss any lectures during the term? Is there information you do not understand? Do not hesitate to ask students in your class questions about the course content. In addition, consider whether you could benefit from participating in group study sessions.

Information From the Last Class Before the Exam. Review the content covered for the exam before class so you will be better prepared to ask questions in class and understand the instructor’s reply to other students’ questions.

Step 2: Organize and Separate the Content Into Parts Many students open their textbooks and notes and proceed sequentially through the content. They focus on dates, facts, formulae, or definitions found in textbooks or lecture notes. Often, studying textbooks and studying lecture notes are viewed as separate activities. The problem in this approach is that it is easy to lose sight of the important ideas and issues in the course. An alternative approach is to use thematic study, which involves organizing all relevant content, no matter where it is found, around specific topics or themes. For example, a unit covering different wars in history might be organized as follows: causes, major battles, military leaders, and political and economic consequences (repeatable categories in a matrix). All the factual information could be studied within each of the repeatable categories. The advantage of thematic study is that it forces students to determine which topics are most important and to integrate the information from lectures and chapters in the textbook. Here are some suggestions for using this approach (McWhorter, 1996): First, review the course syllabus, introductory chapter, and lecture notes to determine whether the instructor or textbook author identified themes or topics for the course. A review of the table of contents in a textbook can be helpful in identifying themes. Second, identify how the lectures relate to the material in the textbook. Finally, try to integrate related material from the textbook and lectures. As illustrated in the earlier example of the study of wars in history, one useful way to determine major topics and themes is to use representations for as much of the material as possible. Such representations can be helpful in organizing the material and provide help in generating possible exam questions.

Step 3: Identify Specific Study Strategies

If you follow the procedures for reading texts and taking lectures notes, respectively, you already have been generating and answering questions related to the content in your courses. Therefore, you do not have to start from scratch. Your mirror and summary questions for each lecture will be useful for study. The questions in your textbook or the self-generated questions from the headings are another useful source. Finally, the representations developed after reading or note taking can help you generate questions.

Step 4. Identify the Amount of Time Needed for Each Strategy

 Different study strategies involve different amounts of time. For example, making study cards to review definitions of terms often requires less time than developing a representation of content in a chapter or summarizing a short story.

Step 5: Allocate Time for Each Study Strategy

Think about the examinations on which you used massed practice. How much of the content did you remember a few days after the examination? For each exam you take, consider how much time each of the study strategies you plan to use will take and then identify time in your weekly schedule for each of the strategies. For example, in some cases you may need 1 or 2 days to prepare for short quizzes or exams, whereas for more detailed exams, you may need a week or more to prepare.

Step 6: Modify the Plan as Necessary

 The fact that you developed a study plan does not mean you always will follow it as planned. Students constantly make changes in their initial plans, because of an underestimation or overestimation of time needed to study different content. Many different factors influence the need for change, such as: the unavailability of certain study material, the inability to study because of interruptions and distractions, or the realization that you need to review certain material that you do not understand or cannot recall.

Chapter 11 : Taking Exams

Now that you have learned how to prepare for exams, you are ready to improve your test-taking strategies. Although you will learn a number of strategies to help you succeed on exams, it is important to remember that these strategies are most effective when you prepare properly for an exam.

WHAT STRATEGIES CAN I USE TO ANSWER OBJECTIVE TEST QUESTIONS?

How Should You Manage Your Time? To properly manage your time, adhere to the following guidelines:

•Always know how much time you have for the test.

•During the test, check the clock once in a while so that you will know how much time is left

•When you begin the test:

a.Answer questions you know first.

b.Do not spend too much time on hard questions. Try not to get upset when you cannot answer a hard question.

c.Skip hard questions and go back to them at the end of the test.

•When you have answered all the questions, go back and check your work.

How Should You Approach Each Question? Use the following guidelines to approach each questions:

•If you do not know the answer to a question, read the question again.

•Read each of the answers

•Mark the best answer only after you have read all of the answers.

•If you cannot figure out the answer to a question, guess.

•Be sure you mark one answer for each question. Do not leave a question blank.

When Should You Change an Answer? You should change an answer:

•When you make a mistake.

 •When you think another answer is better. A few minutes after you start taking a test, you sometimes get into the swing of the test and see things in the questions that you did not notice at first. After you finish the test and start going back over the questions, if a different answer seems better, you should change your answer.

Strategies for True–False Questions

The following are strategies for answering true–false questions:

•Carefully read key words such as all, most, some, always, little,

none, completely, better, and more. A key word is a single word

that can determine the overall meaning of the statement.

•Do not read too much into the statement. Base your response

on the information provided in the statement, not additional

knowledge you may know about the topic.

•Carefully read questions that have two-part statements.

Remember that both parts of a statement must be true for you

to correctly mark it “True.”

Strategies for Fill-in-the-Blank Questions

The following are strategies for responding to fill-in-the-blank test items:

•Read the questions carefully and look for clue words (e.g., as,

an, the, and, these), especially just before the blanks. Make your

response grammatically correct.

•Be sure the answer makes sense.

•Do not leave any blanks. If you cannot think of the exact word,

write a synonym for the word or phrase. You might receive

partial credit for your response.

Strategies for Multiple-Choice Questions

The following are strategies for answering multiple-choice test questions:

•Follow the directions to determine if there is any special information for answering the questions, such as a choice in the number of questions to be answered.

•Determine how much time you will allot for answering the questions. Use the rule: Percentage of total points = percentage of total time. This means that a question worth 20% of the exam would be allotted 20% of your test time.

•Read the stem and all of the choices before determining the best answer. Many students quickly select an answer without reading all the alternatives. In most multiple-choice tests, you are often asked to select the best answer. Therefore, you may conclude that there is more than one correct answer, but that one choice is the best answer.

•Skip difficult questions at the beginning of the exam.

•Review choices that are very similar. Many students complain that multiple-choice questions are “tricky,” because two items appear to be similar. Try the following strategy: Translate the similar choices into your own words and then analyze how the choices differ.

•Use caution when “all of the above” and “none of the above” are included as choices. Look carefully at each choice. If you can eliminate one choice, you can eliminate “all of the above” as a response. Likewise, if you are certain that one choice is correct, you can eliminate “none of the above” as a response.

•Review difficult questions before you hand in the exam.

•When in doubt, guess. If there is a penalty for guessing, still guess if you can omit at least two of the alternatives.

•Whenever possible, review exam results.

THE END~.
I hope this review useful for us :) thank you for visiting my blog :)

The benefits of reading a blog

Helloooo, welcome back! , For the readers of my blog, I want to tell you about the benefits of reading a blog.

  Reading is a good thing. Especially when reading becomes a hobby. Books are a window to the world, but now in the digital age, reading is not only in books but everywhere. For example on the blog. Reading other people's blogs certainly has its own advantages:

1. Knowing new knowledge: By reading other people's blogs, of course we will find things that we have never known or things that have just happened and certainly are useful things.

2. Can copy writing style: the way each person is writing is different, by reading other people's blogs, we can learn how to write so that the reader can be carried away.

3. Add critical thinking skills and analysis: in reading other people's blogs sometimes we often find things that are slightly contrary to our opinions so we have to be critical about the things written in the blog.

4. Add vocabulary: the more we read, the more vocabulary we have.

5. Add writing skills: By looking at other people's blogs and trying to imitate their writing style, our writing skills will increase.

6. Entertainment: Reading articles that are interesting and in accordance with our interests will provide entertainment to us.

Therefore, don't forget to read guys❤❤❤