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All Journal Jurnal Celtic JEES (Journal of English Educators Society) Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Jurnal Prakarsa Paedagogia BRIGHT JL3T (Journal of Linguistics, Literature and Language Teaching) International journal of education and learning Jurnal Penelitian, Pendidikan, dan Pembelajaran
Diah Retno Widowati
Universitas Islam Malang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Jurnal Celtic

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CRITICAL READING SKILL AND ITS IMPLICATION TO SPEAKING ABILITY IN MULTICULTURAL CLASSROOM Widowati, Diah Retno; Kurniasih, Kurniasih
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 5, No 2 (2018): December 2018
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (416.499 KB) | DOI: 10.22219/celtic.v5i2.7615

Abstract

People need good background knowledge before they speak. The purpose of the present study was to discuss the implication of students’ critical reading skill to their English speaking performance in classroom activity. Researchers also would like to discuss the effect of multicultural atmosphere to students’ speaking skill. This study employed descriptive qualitative design to explain students’ speaking ability after they read. Therefore, students’ speaking ability could be mapped out after being stimulated by critical reading. The major finding of this study were the fact that reading and analyzing the texts was important for students before they speak. Gaining previous information before students speak made them feel more comfortable and be able to deliver or speak up their ideas better. Besides, the multicultural background of the students were not significantly affect their speaking ability. Yet, some students felt difficult in pronouncing ‘f’ in ‘of’, ‘v’ in very’, and ‘o’ in open’ correctly. This was because of their pronunciation habit in their homeland.
CRITICAL READING SKILL AND ITS IMPLICATION TO SPEAKING ABILITY IN MULTICULTURAL CLASSROOM Diah Retno Widowati; Kurniasih Kurniasih
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 5 No. 2 (2018): December 2018
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v5i2.7615

Abstract

People need good background knowledge before they speak. The purpose of the present study was to discuss the implication of students’ critical reading skill to their English speaking performance in classroom activity. Researchers also would like to discuss the effect of multicultural atmosphere to students’ speaking skill. This study employed descriptive qualitative design to explain students’ speaking ability after they read. Therefore, students’ speaking ability could be mapped out after being stimulated by critical reading. The major finding of this study were the fact that reading and analyzing the texts was important for students before they speak. Gaining previous information before students speak made them feel more comfortable and be able to deliver or speak up their ideas better. Besides, the multicultural background of the students were not significantly affect their speaking ability. Yet, some students felt difficult in pronouncing ‘f’ in ‘of’, ‘v’ in very’, and ‘o’ in open’ correctly. This was because of their pronunciation habit in their homeland.
Co-Authors Andri Jamaul Rifiyani Atik Umamah Damayanti, Elok Dewi Ainur Rochma Dzurriyyatun Ni'mah Eko Suhartoyo Farid Noor Romadlon Febti Ismiatun Henny Rahmawati Khorida Nur Jannah Kurniasih Kurniasih Kurniasih Kurniasih Norita Prasetya Wardhani Nuse Aliyah Rahmati Yahya Alaydrus