Assigning Humorous Recount to Promote Speaking Fluency in Indonesian EFL Classroom

Christian Albert Lewier

Abstract


The present study investigated the effect of assigning students to orally present their personal humorous recounts on their speaking skills. The results of this study reveal that the participant students at English Study Program of Teachers Training and Educational Sciences, Pattimura University experienced an impressive gain in speaking performance. This quasi-experimental study shows that this approach is effective in encouraging students to use target language more frequently in an unthreatening and fun situation. Thus, provide psychological support for students when they have to use target English language. This strategy provides ways to activate many language elements such as grammar, vocabulary and pronunciation the students have previously learned. The mean score of experiment group’s posttest is 73.89 higher than control group which is 70.71. Students in the experimental group have reported that they were able to alleviate many psychological inhibitors to speaking in public and improved their speaking skill considerably. The observation indicated that the class dynamic was increased. Implication for teaching speaking is further discussed in this article.

Key words: Humor, Speaking, Fluency, EFL, Storytelling.


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References


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DOI: https://doi.org/10.37058/tlemc.v4i2.2051

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TLEMC (Teaching and Learning English in Multicultural Contexts)
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Siliwangi
Jl. Siliwangi No. 24 Kota Tasikmalaya - 46115
email: tlemc@unsil.ac.id