(Peer review + Similarity + Document) Reading Intensity on Students’ Speaking Ability

Mufaridah, Fitrotul and Lutfiyah, Siti (2020) (Peer review + Similarity + Document) Reading Intensity on Students’ Speaking Ability. Pendidikan Bahasa Inggris Universitas Muhammadiyah Jember.

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Abstract

Speaking as a language skill has been considered the most difficult one to master
by the students especially in Songserm Wittaya School Songkla, Thailand. It
was found that the majority of the students found it difficult to speak English
fluently. As a productive skill, speaking is complex because learners need to
acquire the accuracy and fluency in speaking. However, one EFL class showed
a bit difference in the ability of speaking English because of their reading
intensity. The design of the research was descriptive qualitative because the study
aimed to explore how the reading intensify affect their speaking. The data were
collected by a questionnaire for intensive reading and an interview on speaking
to 30 students at 4/3 grade. The results of this research in general revealed that
most of the students at grade 4/3 Thailand are good in speaking English due to
their intensive reading that reached 50%. It was clearly seen from the analysis
of some aspects of speaking (pronunciation, grammar, vocabulary, fluency and
comprehension) in the interview section and questionnaire of reading intensity
that 50% of the participants can speak English better through reading activity
intensively. This finding implies that intensive reading has become a meaningful
input for students’ speech production.

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Item Type:	Peer Review
Subjects:	300 Social Science > 370 Education > 371 Educational Institutions, Schools and Their Activities 400 Language > 420 English and Old English, Anglo-Saxon
Divisions:	Faculty of Teaching and Education Science > Department of English Literature Education (S1)
Depositing User:	Mufaridah Fitrotu | mufaridah@unmuhjember.ac.id
Date Deposited:	16 Feb 2022 06:31
Last Modified:	16 Feb 2022 06:31
URI:	http://repository.unmuhjember.ac.id/id/eprint/12958

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