Main Article Content

Abstract

Classroom activities becomes one of necessary and beneficial efforts for enhancing students’ speaking ability. However, that endeavor will be advantageous and will not waste the time if the students like them. Therefore, this research aims at investigating students’ affect toward classroom activities on English for daily conversation subject together with their reason to have such kind of that affect. This belongs to mixed method research. The instruments used to collect the data were questionnaire along with interview guide. There were 78 (Seventy Eight) students participated to obtain the quantitative data and there were 12 (twelve) students to gain the qualitative data. The data obtained from the questionnaire were analyzed based on formula suggested by Heaton and Djemari et. All.  Meanwhile, the data got from interview guide were analyzed based on the theory recommended by Miles and Huberman. The finding of this research revealed that there were 80.76 %  (Eighty point seventy six) students had strongly positive affect toward classroom activities applied by the lecturer on English for daily conversation subject.  The reasons were the students convince that they can encourage them to speak and can increase their speaking ability and may provide the students’ opportunities to speak. Furthermore, classroom activities can express their idea creatively and can stimulate them to think quickly, critical and creative. Besides, through classroom activities, they have the bravery to speak English. It indicated that most of students like to have classroom activities. In nutshell, there are students’ positive response toward classroom activities. Then, they also have the rationale reason why they have such kind of that affect. It indicated that there were no psychological problem faced by the students when the lecturers applied classroom activities on English for daily conversation subject. It can be interpreted that the providing classroom activities which usually employed by the lecturers can be continued to be applied as an effort to increase students’ speaking ability.

Keywords

Affect classroom activities English for daily conversation

Article Details

Author Biography

Silfia Rahmi, IAIN Batusangkar

all aout
How to Cite
Rahmi, S. (2022). The Students’ Affect toward Classroom activities on English for daily Conversation. Journal of English Education and Teaching, 6(1), 115–125. https://doi.org/10.33369/jeet.6.1.115-125

References

  1. Browne, M. & Freeman, K. (2000). Distinguishing Features of Critical Thinking Classrooms. Teaching in Higher Education, 5(301-309.). https://doi.org/http://dx.doi.org/10.1080/713699143
  2. Brown, H. D. &Abeywickrama P. (2010). Language Assessment Principle and Classroom Practice. : Pearson Education Inc.
  3. Camp, J. M., & Schnader, A. L. (2010). Using debate to enhance critical thinking in the accounting classroom. Issues in Accounting Education, 25(4), 655. https://doi.org/http://dx.doi.org/10.2308/iace.2010.25.4.655
  4. Darby, M. (2007). Debate: A teaching-learning strategy for developing competence in communication and critical thinking. Journal of Dental Hygiene, 81(41I(10.).
  5. Doody, O., & Condon, M. (2012). Increasing student involvement and learning through using debate as an assessment. Nurse Education in Practice. https://doi.org/http://dx.doi.org/10.1016/j.nepr.2012.03.002
  6. Harmer, J. (2007). The Practice of English Language Teaching 4th eds. Pearson Longman.
  7. Huang,Xiaoyu., & X. H. (2016). Teachers’ and Students’ Perceptions of Classroom Activities commonly used in English Speaking Classes. Higher Education Studies, 6.
  8. Kayi, H. (2013). Teaching Speaking: Activities to Promote Speaking in a Second Language. Nevada. Internet TESL. https://doi.org/http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
  9. Kennedy, R. (2009). The power of in-class debates. Active Learning in Higher Education. 10(3), 1–12. https://doi.org/http://dx.doi.org/10.1177/1469787409343186
  10. Kleinke, C. L. (1978). Self-perception: The psychology of personal awareness. W.H. Freeman and Co.
  11. Masbow. (2017). Apa itu Persepsi. available:www.mosbow.com/2009/08/apa-Persepsi.html
  12. Moomala, O., Faizah, M., & Amiri, F. (2013). An English Debate League Competition among Lower Form Students. US-China Foreign Language, 11(11), 840–852.
  13. Moore, D. (n.d.). Effective instructional strategies: From theory to practice. SAGE Publications, Inc.
  14. Navaro,Diego.,& Thornton, K. (2011). Investigating The Relationship between Belief and Action in Self –Directed Language Learning. Elsevier, 291.
  15. Ng, P. T., Lan, L. K. Y., & They, J. T. E. (2004). Developing Reflective Teachers: The experience of two modules in the teacher training program me at the National Institute of Education, Singapore. Asia Pacific Education Review, 5(2). https://doi.org/http://dx.doi.org/10.1007/BF03024957
  16. Nunan, D. (2003). Practical English Language Teaching. McGraw-Hill Company inc.
  17. Paul, R., & Elder, L. (2007). Critical Thinking: The Art of Socratic Questioning. Journal of Developmental Education, 31(1).
  18. Piccolo, L. (n.d.). Tips for Successful Speaking Activities in the ESL Class,. https://suite101.com/a/tips-for-successful-speaking-activities-in-the esl-class- a262535.
  19. Rear, D. (n.d.). A Systematic Approach to Teaching Critical Thinking through Debate. ELTWorldOnline.Com.
  20. Roy, A., and Macchiette, B. (2005). Debating the issues: a tool for augmenting critical thinking skills of marketing students. Journal of Marketing Education, 27(3), 264-276.
  21. Ryan, S., & College, B. (2006). Arguing toward a more active citizenry: Re-envisioning the introductory civics course via debate-centered pedagogy. Journal of Public Affairs Education, 12(3).
  22. Szilagy, Andrew D., J. J. Wallace. (1980). Organizational Behavior and Performances. Good Year Publishing Company, Inc.
  23. Tumposky, N. (n.d.). The debate debate. Clearing House. Clearing House. https://doi.org/http://dx.doi.org/10.3200/TCHS. 78.2.52-56
  24. Walgito, B. (2002). .Pengantar Psikologi Umum. Adi offset.
  25. Yang, C. H., & Rusli, E. (2012). Using Debate As A Pedagogical Tool In Enhancing Pre-Service Teachers’Learning And Critical Thinking. Journal of International Education Research, 2(8).
  26. Zhu, D. (2012). Using Games to Improve Students’ Communicative Ability. Journal of Language Teaching and Research. https://doi.org/http://dx.doi.org/10.4304/jltr.3.4.801-805