Improving Students' Speaking Skills through Learning Media and the Mastery of Different Discourse Markers
Abstract
Objective: This research aims to ascertain the differences in improving students' English-speaking skills through using learning media and mastering proficiency in discourse markers. Method: This research uses a quantitative approach and experimental design. The design used the non-equivalent 2 x 3 factorial design. The research sample consisted of 1000 Madrasah Aliyah students in Serang Regency. However, in this study, only 10% of the population 100 was sampled using systematic random sampling techniques. The instruments used to collect data include speaking and discourse marker tests. We analyzed the research data using two-way ANOVA statistics with SPSS 26. Results: The results of this research are grouped into four research findings, namely (1) differences in students' speaking abilities between students who were treated using the learning media Scrabble Word and flashcards, (2) differences in students' speaking abilities with high, medium and low mastery of students' discourse markers, (3) an interaction between learning media and high, medium, and low students' mastery of discourse markers on students' speaking abilities, and (4) differences in mastery of discourse markers based on students' gender, from the average of pre-test and post-test. Novelty: This research is intriguing due to variations from prior studies in emphasis, subjects, outcomes, gender disparities in mastery of discourse markers, and incorporation of research variables. Previous studies concentrated solely on utilizing Scrabble words and flashcards to enhance vocabulary and students' reading abilities. Prior research only examined one research variable, specifically scrabble words, flashcards, and discourse markers.
Abstract View: 315 
PDF Download: 276
Similarity Check Download: 22
Metrics
References
Aamir, M., Zahra, T., & Shaokat, N. (2023). A corpus based study of discourse markers in British and pakistani speech. Critical Review of Social Sciences and Humanities, 3(2), 69–86.
Amalia, H., Abdullah, F., & Fatimah, A. S. (2021). Teaching writing to junior high school students: A focus on challenges and solutions. Journal of Language and Linguistic Studies, 17(2), 794–810.
Alif, W. N. H., Rukmini, D., & Fitriati, S. W. (2023). Investigating undergraduate students discourse markers used in final project article of English department at universitas negeri Semarang. English Education Journal, 13(3), 340–350. https://doi.org/10.15294/eej.v13i3.72609
Arya, T. (2020). Exploring discourse marker use in thai university students’ conversations. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 247–267.
Azzahra, N. H. N., Isnaini, S., Sudarmaji, I., Nuraini, H., Forsia, L., & Nirmala, N. (2024). Implementing the use of flashcards to improve students’ vocabulary mastery; classroom action research. Jurnal Basicedu, 8(1), 225–232. https://doi.org/10.31004/basicedu.v8i1.6896
Balbay, S., & Dogan, C. (2023). The socratic method in developing spoken English discussion discourse markers: A case study. African Educational Research Journal, 11(3), 360–370. https://doi.org/10.30918/aerj.113.23.058
Burhansyah, B., Aziz, Z. A., & Yusuf, Y. Q. (2020). Indonesian learners’ problems in acquiring english grammatical morphology. International Journal of Language Studies, 14(4), 63–78.
Creswell, J. W. (2014). Research design, qualitative, quantitative and mixed methods approaches (4th ed.). Sage Publications Inc.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications, Inc.
Farahani, M. V., & Ghane, Z. (2022). Unpacking the function(s) of discourse markers in academic spoken English: a corpus-based study. Australian Journal of Language and Literacy, 45(1), 49–70. https://doi.org/10.1007/s44020-022-00005-3
Febriani, E. (2020). Increasing student’s Arabic vocabulary through scrabble as an educational media tools. Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education, 518-524. https://doi.org/10.2991/assehr.k.210120.141
Hadi, M. S., Mutiarani, M., & Romadhon, L. R. (2021). The use of flashcard media in improving students’ ability in learning vocabulary at english class VII an-nurmaniah junior high school. Getsempena English Education Journal, 8(2), 361–372. https://doi.org/10.46244/geej.v8i2.1498
Iman, S. H. T., & Mutiarani, M. (2024). Scrabble game in students’ reading comprehension. La Ogi Is English Language Journal, 10(1), 1-14. https://doi.org/10.55678/loj.v10i1.1204
Jayantini, I. G. A. S. R., Juniartha, I. W., Aditana, Umbas, I. K. A. R., & Suwastini, N. K. A. (2022). Functioning discourse markers to construct a social situation in speech. LiNGUA, 16(2), 225–236. https://doi.org/10.18860/ling.v16i2.12225
Khaira, M., Ritonga, M., & Halim, S. (2021). The effectiveness of scrabble game media in improving learning outcomes. Journal of Physics: Conference Series, 1933(1), 1-7. https://doi.org/10.1088/1742-6596/1933/1/012128
Khameneh, A. K., & Faruji, L. F. (2020). The effect of teaching discourse markers (DMs) on speaking achievement among Iranian intermediate EFL learners. International Journal of Research in English Education, 5(4), 1–13. https://doi.org/10.29252/ijree.5.4.1
Khan, R. M. I. (2022). The use of flashcards in teaching EFL vocabulary in online learning. Register Journal, 15(1), 109–125. https://doi.org/10.18326/rgt.v15i1.109-125
Khasawneh, M. A. S., & Khasawneh, Y. (2023). The roles of formulaic sequences and discourse markers in academic writing; insights from lecturers and other researchers. Journal of Namibian Studies, 34, 2197–5523. https://doi.org/10.59670/jns.v34i.2939
Lestari, S., Qonita, H. A., Islamy, Y. C., Sa’adah, K. N., & Watini, S. (2024). Implementation of the ATIK model in improving the mastery of new vocabulary in early childhood through flashcards. JJurnal Ilmiah Mandala Education (JIME), 10(1), 165–170. https://doi.org/10.58258/jime.v9i1.6596
Lu, H. (2023). A study of discourse markers employed in college English writing by non-English majors. SHS Web of Conferences, 157, 1-8. https://doi.org/10.1051/shsconf/202315701007
Madayani, N. S., & Muhassin, M. (2020). Exploring perception of EFL teachers towards use of media in teaching English. IJOLTL (Indonesian Journal of Language Teaching and Linguistics), 5(1), 29–44. https://doi.org/10.30957/ijoltl.v5i1.613
Mardiani, E., Fujiono, F., Hanayanti, C. S., Lestari, N. C., & Hutauruk, T. L. (2024). Exploration augmented reality-based flashcards as a teaching tool to improve children’s cognitive ability. Jurnal Scientia, 13(1), 132–140. https://doi.org/10.58471/scientia.v13i01
Mei, A. P. S., & Surat, S. (2021). Tinjauan sistematik: Persepsi guru terhadap penggunaan gamifikasi. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(12), 125–136. https://doi.org/10.47405/mjssh.v6i12.1208
Mulyana, O. P., Izzati, U. A., & Jannah, M. (2024). The role of tenure on the relationship between job autonomy and job involvement among senior high school teachers in private schools. IJORER : International Journal of Recent Educational Research, 5(1), 1–11. https://doi.org/10.46245/ijorer.v5i1.475
Putra, I. P. A. S., & Paramita, M. V. A. (2023). The use of digital educational games as learning media: a study on elementary school teachers. International Journal of Elementary Education, 7(2), 212–219. https://doi.org/10.23887/ijee.v7i2.58432
Ramdhani, I. S. (2022). Benefits of flashcard media in speaking skills of students with specific learning difficulties. Jurnal Visi Ilmu Pendidikan, 14(2), 147-162. https://doi.org/10.26418/jvip.v14i2.54832
Sari, A. H. (2024). Peningkatan kemampuan berbahasa melalui penggunaan media flashcard. Kumaracitta : Jurnal Pendidikan Anak Usia Dini, 1(2), 63–68.
Schiffrin, D. (1987). Discourse markers. Cambridge University Press.
Smith, K. (2020). Expansive learning for teacher educators- the story of the norwegian national research school in teacher education (NAFOL). Frontiers in Education, 5, 1-12. http://dx.doi.org/10.3389/feduc.2020.00043
Susantini, N. L. P., & Kristiantari, M. G. R. (2021). Media flashcard berbasis multimedia interaktif untuk pengenalan kosakata bahasa Inggris pada anak usia dini. Jurnal Pendidikan Anak Usia Dini Undiksha, 9(3), 439-454. https://doi.org/10.23887/paud.v9i3.37606
Syafrizal, S., Gailea, N., & Hardianti, S. (2020). Enhancing EFL students’ writing skills on English through facebook and classroom collaborative activities. Journal for the Education of Gifted Young Scientists, 8(3), 1163–1172. https://doi.org/10.17478/JEGYS.658401
Truong, S. P. (2022). Using English discourse markers to enhance speaking skills: A case study at van lang university. International Journal of TESOL & Education, 2(5), 1-23. https://doi.org/10.54855/ijte.22256
Wen, J. M., Do, H. D., Liu, E. Z. F., Lin, C. H., & Huang, S. K. (2020). Educational board game and flashcard: which one is better for learners at beginner level of chinese language? International Journal of Serious Games, 7(4), 89–104. https://doi.org/10.17083/ijsg.v7i4.347
Windawati, R., & Koeswanti, H. D. (2021). Pengembangan game edukasi berbasis android untuk meningkatkan hasil belajar siswa di sekolah dasar. Jurnal Basicedu, 5(2), 1027–1038. https://doi.org/10.31004/basicedu.v5i2.835
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. https://doi.org/10.1017/S0261444820000208
Copyright (c) 2024 IJORER : International Journal of Recent Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 315 times
PDF downloaded = 276 times
Similarity Check downloaded = 22 times
