discussion and result ( Developing student's speaking Ability Through Impromptu Speaking Method by A Lumettu and T L Runtuwene).

Hello!!! Welcome back to my blog ^_^. Now I'll review about journal by A Lumettu and T L Runtuwene : Developing developing speaking ability through impromptu speaking.

The results of this research are the research located in Manado State Polytechnic Tourism Department which consists of several program studies. From the several program studies, the research object was taken, namely the 5th semester students who were considered to have sufficient English language skills because they had studied in the previous 4 semesters. This research was carried out in the Department of Tourism as a way to make it easier for students to practice and also so that students were not late to enter class. Students are randomized and divided into 2 groups consisting of 10 people per group. 

		No	NAMA	NIM
		1	Riandy Wantalangi
				15064002
		2	Jeinnancy Kakomole	15064004
		3	Maurend O M Mende	15064006
		4	Astriani Luntungan	15064010
		5	Andrew N Datangmanis	15064013
		6	Eirene pua	15064016
		7	Yosua Yefta Manembu	15064019
		8	Desiana Grace Mamole	15064021
		9	Frisico A Sumampouw	15064026
		10	Reymon Prince Gosal	15064027
		11	Yulia Filia Garing	15064031
		12	Yustiro R O.Malaghanda	15064033
		13	Juanly Glend Lendeng	15064035
		14	Jemris Marinu		15064040
		15	Marlina Rumengan		15064045
		16	Aline Suciati Awaeh		15064051
		17	Drevi Tamedia		15064001
		18	Yandri Rondonuwu		15064015
		19	Rocky Rumagit		15064056
		20	ng		15064040

 

The first group is the group that uses the impromptu method and the second group uses the method of memorizing the text. The material taught is speech, interview, and storytelling. The experimental group using the impromptu method only has little preparation and only uses keywords and important points in the text while the other groups memorize the text given.

the impromptu method group is coded with the letter A while the memorization method group is coded by the letter b.

No	Experimental group
1	Riandy Wantalangi (A1)
2	Juanly Glend Lendeng (A2)
3	Maurend O M Mende(A3)
4	Astriani Luntungan (A4)
5.	Andrew N Datangmanis (A5)
6	Eirene Pua (A6)
7	Yosua Yefta Manembu(A7)
8	Yustira R Malaghanda (A8)
9	Frisico A Sumampouw (A9)
10	Reymon P Gosal (A10)
11	Yulia Filia Garing (B1)
12	Gesiana G Mamole (B2)
13	Jeinnancy Kakomole (B3)
14	Jemris Marinu (B4)
15	Marlina Rumengan (B5)
16	Aline Suciati Awaeh (B6)
17	Drevi Tamedia (B7)
18	Yandri Rondonuwu (B8)
19	Rocky Rumagit (B9)
20	Fatria K. Solang (B10)

 After being given a time of 5 weeks, a test is then carried out which shows that speaking with the impromptu method has significant results.

	No		NAME
	1	A9		Pre - Test		Post - Test
				72	95
	2	B1	75			97
	3	A2	55			93
	4	B2	75			96
	5	B3	75			96
	6	B4	80			100
	7	B5	80			98
	8	A3	55			90
	9	A10	75			98
	10	B6	80			96
	11	B7	80			96
	12	B8	85			100
	13	B9	85			100
	14	A5	65			95
	15	A8	65			93
	16	A7	60			89
	17	A1	55			96
	18	A6	67			96
	19	A4	65			96
	20	B 10	85			100

 so that it can be said that the impromptu method is better than the memorization method. So, it is best to apply the impromptu method to improve speaking skills.

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

Good day all !! ^_^ After reviewing theoretical in last week , so today I'll review about research methodology in journal that I've already read.
The method used in research “Developing the Students English Speaking Ability Through Impromptu Speaking Method by A Lumettu and T L Runtuwene is qualitative method.  Did you know qualitative method ? It means that this research focuses on the "why" rather than the "what" of social phenomena and relies on the direct experiences of human beings as meaning-making agents in their every day lives.

The location of research is Tourism Department which is the location of the authors teaching
Sources of data of this journal is based on observasion because according to expert the sources of qualitative research are actions, words, document and so on. So this journal show the data or document from their observation.

Research Instruments
Research instruments are the tool that you will use in doing your research. ·In this research, the research instruments is observation and the researchers as the planners, executors, data collectors, data analysts and interpreters and finally become the discussers and the reporters of the research results.

 Data Collecting Techniques
In this research, the researchers use some techniques of collecting data :
1. observation
2. interview
3. documentation

Data Analysis Technique
 In this research there are 3 techniques of analysis .
data reduction : data reduction is the transformation of numerical or alphabetical digital information derived empirically or experimentally into a corrected, ordered, and simplified form.
data presentation :Data can be presented in various forms depending on the type of data collected
conclusion : conlusion of this research

The Stages Of The Research :

1. Pretest (speech, interview and storytelling).

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 to compare the data of the two groups.

6. Write the conclusion

7. Reported the result

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