APPLICATIONS OF SOCIAL MEDIA TO LEARN SPEAKING

Applications of Social Media to Learn Speaking. Social media is not a new things for the students right now. Many young generations that uses social media as the media to learn English, especially speaking. Generally, many applications in social media, as Youtube, Instagram, Facebook, Whatsapp, Telegram, Twitter, and so on that can be used by user to interact about all things in everywhere and everytime. Beside that, social media also has special applications to learn speaking, they are (1) Learn to Speak English with Busuu, (2)Hello English, (3) Learn English Daily, (4) Learn English Grammar Quickly, (5) English Listening and Speaking, (6) English Conversation Practice, (7) Memrise, (8) Duolingo, (9) ABA English, (10) Rosetta Stone, (11) Hello English Kids, (12) Voxy, (13) Basic English for Beginers, (14) Learn English. Speak English, and (15) Listen and Speak.

Le rôle de l’ancien français dans le développement du passif indirect en anglais

This contribution analyses the role French may have played as a model language in the development of the indirect passive (or recipient passive) in Middle English. It is based on diachronic corpus data showing that the construction appeared in Middle English predominantly with verbs borrowed from French and spread to native verbs only later. The fact that French did not have a recipient passive construction speaks against contact influence, whereas the data as well as the situation of close language contact between Old French and Middle English speak in favour of contact-induced change. The hypothesis of internal change will be contrasted with several explanations in a language contact scenario. The first one is syntactic and regards the type of dative case : English integrated the French structural dative into its native grammar, which so far only had an inherent dative. Passives with structural datives were prior to native constructions and may have triggered them. The transfer may have been facilitated by the reanalysis of certain bridge constructions (proclitics and clausal complements). The more conceptual second part discusses current psycholinguistic research in order to identify methods which help overcome the methodological deadlock that historical linguists are facing when they want to assess the validity of competing explanations.

Acquiring English in EFL Classroom: Role of Literature

This paper deals with how English literature can help EFL learners acquire English like ESL speakers. EFL learners usually learn English by learning its vocabulary and grammatical rules from books. ESL speakers, on the other hand, pick up the grammatical rules and vocabulary of English by directly getting into the environment where English is the medium of communication and acquire the language like the native. ESL speakers can speak English with native-like fluency and express their ideas in English like the native, but EFL learners, despite being capable of writing and speaking grammatically correct English, most often fail to speak with native-like fluency. Words seem to get stuck in their throats, and they often fumble and falter when speaking because their vocabulary remains poor in content. Nor can they express the true spirit of their ideas in their cultivated, grammatical English because they learn it in isolation without seeing how a native uses it. This paper argues that by studying English literature, EFL learners can grow awareness of the culture of the English and see how the English speak, feel, dream, and express their heart in English, and thus they can learn English like ESL speakers.

THE CORRELATION BETWEEN STUDENTS’ SELF CONFIDENCE AND THEIR SPEAKING SKILL ( In the Second Grade of the English Education Department of STKIP Garut)

The Corellation between Students’ Self Confidence and Their Speaking Skill. ( Inthe Second-Grade Students of English Education Department of STKIP Garut)This study was undertaken by the writer because most of English studentsoften got dificulty in English speaking. Especialy in their confident to speakEnglish. To have a good English speaking , the students are expected to be able tobuild,develop and show their confident to use English speaking in any opportunity.Besides that, through self confident the students costumize to use English as daillyCommunication, it is important for the students to get more interaction and practicesin English speak in order they can mastering English speaking skill well.This study was aimed at investigating the corellation between students’ selfconfidence and theirs’ speaking skill. It was intended not only to solve the studentsdificulties in speaking English, But also to answer the main question “ Is there asignificant corellation between students’ self confidence and their speaking skill?”.The writer used the correlational method to find out and investigate whetherthere was a corellation or not between two variabels and how strong it is. Therespondent , Sixty four students of the second grade of English Education Programof STKIP Garut were selected proporsionl stratified randomly. The study began byassigining the students to answer the self confidence questionaries, then the writercollect the students speaking score from first until third which have provided inEnglish program office. Beside that, the writer clasified category for confidennceand took average speaking score from first until third to support the result of thedata analysis.The instrument include two variabels: Students’ self confidence and averageof speaking score list. To analyze the data, the writer used Pearson/Product Testformula to test the corellation and to test hypotesis. The result of the data analysisshowed the coefficient corellation between two variabels is 0,007 (sig = 0,007).Based on this result, it could be concluded that there was a very significantcorellation between students’ self confidence and their speaking skill. For thisreason, the researcher purposed some recomendation for the teacher and thestudents of STKIP Garut. The students suggested that they should build,develop,force and show their confidence of practicies in speaking English.