Use of interactive worksheets to teach speaking

Haris Dibdya, Hendra Sudarso


The goal of the study is to illustrate how Interactive Worksheets for teaching speaking is used.   Interactive Worksheet is an online interactive worksheet that was created by a lecture to encourage students to speak more. Students can record their speaking and they can get their speaking score instantly. The research uses descriptive qualitative research as its method and design. Online Interactive Worksheet, students and the result of the worksheet are the data's sources. Data collection methods include observing, interviewing, and documenting. Triangulation methodology is used by the researcher to determine the veracity of the data. Data analysis techniques include data condensing, data displaying, conclusion, and verification. The study's findings indicate that: First, help students pronounce the word correctly. Second, encourage someone to speak. Third, work on improving the students' speaking skills.  Make speaking fun for the students, and that's all. The disadvantage, is challenging for pupils to understand the meaning of a term in the text and pronounce correctly. In addition, students can look up a challenging word in a dictionary. The researcher offers recommendations in this study for the teacher, students, school, and other researchers.


Interactive Worksheet Speaking

Full Text:



Bellotti, Francesco, et al. “Assessment in and of Serious Games: An Overview.” Advances in Human-Computer Interaction, vol. 2013, 2013, pp. 1–11, doi:10.1155/2013/136864.

de Freitas, Sara, and Martin Oliver. “How Can Exploratory Learning with Games and Simulations within the Curriculum Be Most Effectively Evaluated?” Computers & Education, vol. 46, no. 3, 2006, pp. 249–264, doi:10.1016/j.compedu.2005.11.007.

Dickson, W. Patrick, and Janice H. Patterson. “Evaluating Referential Communication Games for Teaching Speaking and Listening Skills.” Communication Education, vol. 30, no. 1, 1981, pp. 11–21, doi:10.1080/03634528109378449.

Goldin-Meadow, Susan, et al. “What the Teacher’s Hands Tell the Student’s Mind about Math.” Journal of Educational Psychology, vol. 91, no. 4, 1999, pp. 720–730, doi:10.1037/0022-0663.91.4.720.

Gozcu, Emine, and Cagda Kıvanc Caganaga. “The Importance of Using Games in EFL Classrooms.” Cypriot Journal of Educational Sciences, vol. 11, no. 3, 2016, p. 126, doi:10.18844/cjes.v11i3.625.

Ho, Thi My Linh, and Thi Bao Khuyen Nguyen. “Utilizing Digital Resources to Foster Young Learners’ Engagement in Online Learning Classrooms.” AsiaCALL Online Journal, vol. 13, no. 1, 2022, pp. 82–92,

Klibanoff, Raquel S., et al. “Preschool Children’s Mathematical Knowledge: The Effect of Teacher ‘Math Talk.’” Developmental Psychology, vol. 42, no. 1, 2006, pp. 59–69, doi:10.1037/0012-1649.42.1.59.

Leslie-Pelecky, Diandra L. “Interactive Worksheets in Large Introductory Physics Courses.” The Physics Teacher, vol. 38, no. 3, 2000, pp. 165–167, doi:10.1119/1.880485.

Liu, Tsung-Yu, and Yu-Ling Chu. “Using Ubiquitous Games in an English Listening and Speaking Course: Impact on Learning Outcomes and Motivation.” Computers & Education, vol. 55, no. 2, 2010, pp. 630–643, doi:10.1016/j.compedu.2010.02.023.

“Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow.” Serious Games, Routledge, 2009, pp. 317–343.

Mercer, Neil, and Claire Sams. “Teaching Children How to Use Language to Solve Maths Problems.” Language and Education, vol. 20, no. 6, 2006, pp. 507–528, doi:10.2167/le678.0.

Murphy, John M. “Oral Communication in TESOL: Integrating Speaking, Listening, and Pronunciation.” TESOL Quarterly, vol. 25, no. 1, 1991, p. 51, doi:10.2307/3587028.

Pan, Zhigeng, et al. “Virtual Reality and Mixed Reality for Virtual Learning Environments.” Computers & Graphics, vol. 30, no. 1, 2006, pp. 20–28, doi:10.1016/j.cag.2005.10.004.

Rahman, Mustafizur, et al. “Speech Development of Autistic Children by Interactive Computer Games.” Interactive Technology and Smart Education, vol. 8, no. 4, 2011, pp. 208–223, doi:10.1108/17415651111189450.

Susi, Tarja, et al. Serious Games : An Overview. 2007,

Tai, Tzu-Yu, and Howard Hao-Jan Chen. “The Impact of Google Assistant on Adolescent EFL Learners’ Willingness to Communicate.” Interactive Learning Environments, 2020, pp. 1–18, doi:10.1080/10494820.2020.1841801.

Yeh, Hui-Chin, et al. “Using Online Peer Feedback through Blogs to Promote Speaking Performance.” Journal of Educational Technology & Society, vol. 22, no. 1, 2019, pp. 1–14,

Article Metrics

Abstract has been read : 363 times
PDF file viewed/downloaded: 0 times



  • There are currently no refbacks.

Copyright (c) 2023 Haris Dibdya, Hendra Sudarso

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

ETJ Stats


English Teaching Journal: A Journal of English Literature, Language and Education indexed by:

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.