Analysis of students' needs for the development of flipbooks to teach English speaking skill
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Institusion
UNIVERSITAS ISLAM NEGERI SUNAN AMPEL
Author
Ariani, Alifia Syahidin
Subject
Bahasa Inggris
Datestamp
2023-01-09 07:39:30
Abstract :
The problems in implementing Speaking in learning English for students are very diverse, ranging from a lack of vocabulary, poor pronunciation, a lack of speaking confidence, and a fear of making errors. researchers want to develop flipbooks as digital media for teaching speaking, but this research focuses on analyzing students' needs for developing flipbooks. Thus, this research use mix method as methodology. The surveys yielded quantitative data in the form of 40 question items covering the subjects of students' demands for developing their English-speaking abilities, speaking skills in general, and flipbook design requirements. Data for the qualitative technique, however, came from teacher and student interviews as well as classroom observations. To clarify the answers of the questionnaire that they had already filled, student interviews were performed. This study used questionnaires, interviews and observations as instruments to collect data. The results of this study indicate that in teaching English in class, especially in speaking skills, students need adequate digital media, authentic materials and also teacher video presenting as learning material, and also need different resource than before. For the needs of the English speaking aspect, students need grammar and fluency in the questionnaire, but in its implementation the teacher has a point of view that students need aspects of fluency and pronunciation. For students' needs on flipbook design, are audio-visual media such as multimedia and video, devices including smart phones and internet quota, right or left alignment as their chosen layout, larger and clearer writing on flipbooks, the rhythm of repeating designs on flipbook , and a background on the flipbook. There are 8 out of 11 students' needs that can be included in the flipbook, namely kind of material, main source, techniques of speaking, problems in speaking, speaking activity, mechanisms' aspects of speaking, kind of media, format or layout in the flipbook. However, the researchers will discuss it without the layout contained in the flipbook because it is a design where the results must be determined on each sheet in all parts of the flipbook.
The problems in implementing Speaking in learning English for students are very diverse, ranging from a lack of vocabulary, poor pronunciation, a lack of speaking confidence, and a fear of making errors. researchers want to develop flipbooks as digital media for teaching speaking, but this research focuses on analyzing students' needs for developing flipbooks. Thus, this research use mix method as methodology. The surveys yielded quantitative data in the form of 40 question items covering the subjects of students' demands for developing their English-speaking abilities, speaking skills in general, and flipbook design requirements. Data for the qualitative technique, however, came from teacher and student interviews as well as classroom observations. To clarify the answers of the questionnaire that they had already filled, student interviews were performed. This study used questionnaires, interviews and observations as instruments to collect data. The results of this study indicate that in teaching English in class, especially in speaking skills, students need adequate digital media, authentic materials and also teacher video presenting as learning material, and also need different resource than before. For the needs of the English speaking aspect, students need grammar and fluency in the questionnaire, but in its implementation the teacher has a point of view that students need aspects of fluency and pronunciation. For students' needs on flipbook design, are audio-visual media such as multimedia and video, devices including smart phones and internet quota, right or left alignment as their chosen layout, larger and clearer writing on flipbooks, the rhythm of repeating designs on flipbook , and a background on the flipbook. There are 8 out of 11 students' needs that can be included in the flipbook, namely kind of material, main source, techniques of speaking, problems in speaking, speaking activity, mechanisms' aspects of speaking, kind of media, format or layout in the flipbook. However, the researchers will discuss it without the layout contained in the flipbook because it is a design where the results must be determined on each sheet in all parts of the flipbook.
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