The Effect of Improvisation Technique towards EFL Students’ Speaking Ability

Hadeli Hadeli; Eviani Eviani

doi:10.15548/jt.v24i2.290

The Effect of Improvisation Technique towards EFL Students’ Speaking Ability

Hadeli Hadeli, Eviani Eviani

Abstract

The purpose of this research was to determine whether Improvisation Technique gave significant difference in teaching transactional and interpersonal conversation text toward students’ speaking ability. This research was also aimed to find out which components of students’ speaking were mostly improved after using Improvisation Technique. True experimental research was used where the sample was chosen by using cluster random sampling. The result of this research showed that the students had made some progresses. It showed that the mean score of students’ speaking ability in experimental class (79.50) was higher than the mean score of students’ speaking ability in control class (72.21). It means that teaching speaking by using Improvisation Technique gives significant effect towards students’ speaking ability. Based on the research finding, it can be concluded that using Improvisation Technique gave significant effect towards students’ speaking ability at class XI of Senior High School 12 Padang. Thus, it is recommended for English teacher should consider the use of Improvisation Technique as an alternative technique in teaching speaking for getting significant effect towards students’ speaking ability.

Keywords

Improvisation technique, speaking ability, EFL students

10.15548/jt.v24i2.290

Abstract view : 1028 times

PDF : 855 times

Full Text:

PDF

References

Adebiyi, A., & Adelabu, B. (2013). Improvisation as a tool for developing students’ competence in English language: a study of the Federal University Of Agriculture, Abeokuta, Nigeria. International Journal of Education and Research, 1(11).

Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133–156.

Boesen, K. P., Herrier, R. N., Apgar, D. A., & Jackowski, R. M. (2009). Improvisational exercises to improve pharmacy students’ professional communication skills. American Journal of Pharmaceutical Education, 73(2), 35.

Crossan, M., Cunha, M. P. E., Vera, D., & Cunha, J. (2005). Time and organizational improvisation. Academy of Management Review, 30(1), 129–145.

Derewianka, B. (2003). Trends and issues in genre-based approaches. RELC Journal, 34(2), 133–154.

Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. The Journal of Educational Research, 99(4), 195–211.

Fauzan, U. (2014). The Use of Improvisations Technique to Improve the Speaking Ability of EFL Students. Dinamika Ilmu: Jurnal Pendidikan, 14(2), 264–287.

---. (2016). Enhancing speaking ability of EFL Students through debate and peer assessment. EFL Journal: Journal of EFL, Linguistics, and Literature, 1(1), 49–57.

Fisk, R. P., Grove, S. J., Daly, A., & Ganz, W. (2007). Service arts: Broadening the services field. In presentation at the AMA Frontiers in Service Conference, San Francisco, California.

Green, B. (2012). Impact of improvisation on interpersonal communication. Gonzaga University.

Hackbert, P. H. (2010). Using improvisational exercises in general education to advance creativity, inventiveness and innovation. Online Submission, 7(10), 10–21.

Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109–131.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164.

---. (2008). Genre and academic writing in the disciplines. Language Teaching, 41(4), 543–562.

Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101.

Kennedy, A. (2005). Models of continuing professional development: a framework for analysis. Journal of In-Service Education, 31(2), 235–250.

Kim, S. (2006). Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes, 25(4), 479–489.

Koppett, K. (2001). Training to imagine. Sterling: Stylus Pubilcations.

Kramsch, C. (2006). From communicative competence to symbolic competence. The Modern Language Journal, 90(2), 249–252.

Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85–139.

Nunan, D. (2006). Task-based language teaching. Ernst Klett Sprachen.

Oreck, B. (2004). The artistic and professional development of teachers: A study of teachers’ attitudes toward and use of the arts in teaching. Journal of Teacher Education, 55(1), 55–69.

Richards, J. C. (2015). Key Issues in Language Teaching. Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.

Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12–20.

Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286–305.

Spolin, V. (1999). Improvisation for the theater: A handbook of teaching and directing techniques. Northwestern University Press.

Sugiyono, P. D. (2013). Metode Penelitian Manajemen. Bandung: Alfabeta, CV.

Umar, F. (2016). Developing EFL speaking materials for the second semester Students of STAIN Samarinda.

Usman, A. H. (2015). Using the think-pair-share strategy to improve students’ speaking ability at STAIN Ternate. Journal of Education and Practice, 6(10), 37–45.

Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.

DOI: https://doi.org/10.15548/jt.v24i2.290