Designing Sneakers as A Medium to Support Teaching and Learning Speaking
DOI:
https://doi.org/10.26418/jeep.v4i1.58161Keywords:
Learning Media, Learning Speaking, Sneakers, Teaching Media, Teaching SpeakingAbstract
The goal of this study was to create the board game Sneakers as a teaching and learning tool for speaking and to determine whether or not eleventh-grade students would find it useful and appropriate for that purpose. Card games and board games make up the medium. The teacher and students at the school utilized a book, and the materials were obtained from the internet. The three parts of the process"”Analyze, Design, and Develop"”were derived from Branch's (2009) ADDIE Model. Students require dynamic, visually appealing media during the analysis phase to participate in the teaching and learning process. The media's structure, as well as all of the elements that were increasingly its primary focus, were all covered throughout the design process. The development process was carried out to create the fundamental components of the media, such as the game's rules. Sneakers are frequently employed as a medium to promote or facilitate the teaching and learning of speaking for the eleventh-grade students at SMA Muhammadiyah 2 Pontianak, according to the evaluation's findings
References
Aniqotunnisa, S. (2013). Pengembangan Media Pembelajaran Kuis Interaktif Nahwu Berbasis Macromedia Flash 8 Sebagai Sumber Belajar Mandiri Di Madrasah Tsanawiyah Ibnul Qoyyim Putra Kelas VIII. Universitas Islam Negeri Sunan Kalijaga. Yogyakarta.
Arsyad, A. (2009). Media pembelajaran. Rajawali Pers.
Bakri, H. (2011). Desain media pembelajaran animasi berbasis adobe flash CS3 pada mata kuliah instalasi listrik 2. Jurnal Medtek, 3(2), 3-4.
Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer.
Chaney, A. L., & Burk, T. L. (1998). Teaching Oral Communication in Grades K-8. Allyn and Bacon, Order Processing, PO Box 11071, Des Moines, IA 50336-1071.
Cresswell, J. W. (2014). Research Design: Qualitative, quantitative, and mixed methods approaches (4th Edition ed.). SAGE Publications.
El-Shamy, S. (2001). Training games : Everything you need to know about using games to reinforce learning (First Edition ed.). Stylus Publishing, LLC.
Fulcher, G. (2003). Testing second language speaking. Longman.
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative Report, 8(4), 597-606.
Harmer, J. (2001). The practice of English language teaching. London.
Harmer, J. (2003). The Practice of English Language Teaching (3rd Edition ed.): Longman ELT.
Harmer, J. (2007). How to teach English: new edition. Pearson Education Limited.
Heinich, R., Molenda, M., & Russell, J. D. (1993). Instructional media: The new technologies of instruction. Macmillan Publishing Company.
Judger, N. (2016). The thematic analysis of interview data: An approach used to examine the influence of the market on curricular provision in Mongolian higher education institutions. Hillary place papers, 3.
Kayi, H. (2006). Teaching Speaking. TESL Journal, 12(11).
Mahajan, G. (2012). Multimedia in Teacher Education: Perceptions and Uses. Journal Education and Practice, Volume 3, Number 1.
Mayer, B., & Harris, C. (2010). Libraries got game: Aligned learning through modern board games: American Library Association.
Nicholson, S. (2010). Everyone plays at the library. New Jersey.
Sahid. (2010). Pengembangan Media Pembelajaran Berbasis ICT.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field: IAP.
Thornbury, S. (2007). How to teach speaking (Vol. 156): Longman Harlow.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(02), 143-179. http://dx.doi.org/10.1017/s0261444811000528
McLeod, S. A. (2019). Likert scale. Simply Psychology. https://www.simplypsychology.org/likert-scale.html
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Journal of English Education Program
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of English Education Program (JEEP) is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Under the terms of the Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0), author(s) retain copyright and grant the journal the right of first publication (online and print) with the work simultaneously. We use the ShareAlike (SA) component in addition to the Attribution (BY) and NonCommercial (NC) components, as follows:
BY (attribution): Users are allowed to share, distribute, and redistribute the published article in any medium or format, with identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published article and an acknowledgment of its initial publication in this journal.
NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories, and indexation services, even if these services operate on a commercial basis. Authors grant Journal of English Education Program (JEEP) explicit the right to include the published articles in databases, repositories, and indexation services.
SA (ShareAlike): If user(s) remix, transform, or build upon the material, they must distribute their contributions under the same license as the original (CC BY-NC-SA 4.0).
