BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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ISO 9001:2015
KHÓA LUẬN TỐT NGHIỆP
NGÀNH : NGÔN NGỮ ANH NHẬT
Sinh viên
: Nguyễn Thị Lương
Giảng viên hướng dẫn
: ThS. Phạm Thị Thúy
HẢI PHÒNG 07– 2020
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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A STUDY ON
THE EFFECT OF EXTRA- TECHNIQUES ON
ENHANCING THE FIRST YEAR ENGLISH MAJORED
STUDENTS’ SPEAKING SKILL AT HAI PHONG
MANAGEMENT AND TECHNOLOGY UNIVERSITY
KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
NGÀNH: NGÔN NGỮ ANH
Sinh viên :Nguyễn Thị Lương
Giảng viên hướng dẫn:ThS. Phạm Thị Thúy
HẢI PHÒNG 07 – 2020
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP
Sinh viên : Nguyễn Thị Lương
Mã SV: 1512753034
Lớp : NA1902N
Ngành : Ngôn ngữ Anh
Tên đề tài: A study on the effect of extra- techniques on enhancing the
first year English majored students’ speaking skill at Hai Phong Management
and Technology University.
NHIỆM VỤ ĐỀ TÀI
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
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2. Các số liệu cần thiết để thiết kế, tính toán.
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3. Địa điểm thực tập tốt nghiệp.
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Người hướng dẫn thứ nhất:
Họ và tên: Phạm Thị Thúy
Học hàm, học vị: Thạc sĩ
Cơ quan công tác: Trường Đại học Quản lý và Công nghệ Hải Phòng.
Nội dung hướng dẫn: A study on the effect of extra-techniques on enhancing
the first year English majored students’ speaking skill at Hai Phong
Management and Technology University.
Người hướng dẫn thứ hai:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Đề tài tốt nghiệp được giao ngày 30 tháng 3 năm 2020
Yêu cầu phải hoàn thành xong trước ngày 30 tháng 6 năm 2020
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Nguyễn Thị Lương
Người hướng dẫn
Hải Phòng, ngày …… tháng……..năm ….
Hiệu trưởng
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP
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1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp
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2. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong
nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…)
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3. Ý kiến của giảng viên hướng dẫn tốt nghiệp
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn
Hải Phòng, ngày … tháng … năm ……
Giảng viên hướng dẫn
(Ký và ghi rõ họ tên)
Họ và tên giảng viên: ………………………………………………………………………………..
Đơn vị công tác:
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Họ và tên sinh viên:
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Nội dung hướng dẫn: ………………………………………………………………………………..
QC20-B18
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN
Họ và tên giảng viên: ………………………………………………………………………………….
Đơn vị công tác:
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Họ và tên sinh viên:
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Đề tài tốt nghiệp:
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1. Phần nhận xét của giáo viên chấm phản biện
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2. Những mặt còn hạn chế
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3. Ý kiến của giảng viênchấm phản biện
Được bảo vệ
Không được bảo vệ
Điểm phản biện
Hải Phòng, ngày … tháng … năm ……
Giảng viênchấm phản biện
(Ký và ghi rõ họ tên)
QC20-B19
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
PART I: INTRODUCTION ……………………………………………………………………. 1
I. Rationale ……………………………………………………………………………………………… 1
II. Aims of the study
…………………………………………………………………………………. 2
III. Scope of the study ………………………………………………………………………………. 2
IV. Method of the study ……………………………………………………………………………. 2
V. Design of the study
………………………………………………………………………………. 3
PART II: THE STUDY ………………………………………………………………………….. 4
Chapter 1: Literature review ………………………………………………………………….. 4
I. Speaking skill.
………………………………………………………………………………………. 4
1. What is speaking, speaking skill? …………………………………………………………… 4
1.1 What is speaking?……………………………………………………………………………….. 4
1.2 What is speaking skill?
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2. Types of speaking.
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2.1 Form – focused speaking. …………………………………………………………………….. 5
2.2 Meaning – focused speaking.
………………………………………………………………… 6
2.3 Fluency – focused speaking.
…………………………………………………………………. 7
3. The purpose of speaking. ………………………………………………………………………. 8
II. Teaching and learning speaking. ……………………………………………………………. 8
1.The importance of speaking skill. ……………………………………………………………. 8
2. The problems in teaching and learning English speaking. …………………………. 8
3. The importance of using extra- techniques/ activities. …………………………….. 10
3.1 Using extra- techniques / activities to improve the personal development .. 10
3.2 Extra- techniques/ activities influence the social bahaviour.
…………………… 10
4. The Techniques for teaching Speaking. …………………………………………………. 11
4.1 Language input
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4.2 Structured output . …………………………………………………………………………….. 11
4.3 Communicative output . …………………………………………………………………….. 12
5. Characteristics of a successful speaking activity. ……………………………………. 12
5.1 The role of teacher
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5.2 The role of learner …………………………………………………………………………….. 13
5.3 Participant is even …………………………………………………………………………….. 13
5.4 Motivation is high …………………………………………………………………………….. 13
5.5 Language is of an acceptable level………………………………………………………. 13
6. Main factors affecting students’ English speaking. ………………………………… 14
6.1 Psychological factor. …………………………………………………………………………. 14
6.1.1 Fear of Mistake
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6.1.2 Shyness
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6.1.3 Lack of Confidence ……………………………………………………………………….. 14
6.2 Vocabulary. ……………………………………………………………………………………… 15
6.3 Pronunciation …………………………………………………………………………………… 15
6.4 Listening comprehension ………………………………………………………………….. 15
6.5 Organization of Ideas ………………………………………………………………………… 15
6.6 The Rooted Habit of “Inert” ……………………………………………………………….. 15
6.7 The Lack of Target Language Learning Environment …………………………… 16
Chapter 2: The study on learning and teaching English speaking skill at Hai
Phong Management and Technology University. …………………………………… 17
I. The reality of learning and teaching English speaking skill at Hai Phong
Management and Technology University. …………………………………………………. 17
1. The teaching staff. ………………………………………………………………………………. 17
2. The researcher ……………………………………………………………………………………. 17
3. The students
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4. The textbook
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5. English teaching and learning condition at Hai Phong Management and
Technology University.
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II. The survey questionnaires. ………………………………………………………………….. 19
1. The design of the survey questionnaires ………………………………………………… 19
2. The data analysis ………………………………………………………………………………… 20
2.1 The result from the students’ English learning time
………………………………. 20
2.2 The result from students’ attitude with English language. ……………………… 21
2.3 The result about the most difficult skill in four skills.
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2.4 The result about the English skill which students like most
……………………. 23
2.5 The result from students’ perceived importance of English speaking
………. 24
2.6 The result about activities which students prefer when talking part in
speaking activities. …………………………………………………………………………………. 24
2.7 The result from students’ difficulties in speaking lessons. ……………………… 25
2.8 The result from students’ advantages when speaking in class.
………………… 26
2.9 The result from students’ opinions on the current teaching method
…………. 27
2.10 The result from students’ expectations on the extra techniques …………….. 27
3.Findings and discussions of findings ……………………………………………………… 28
Chapter 3: Some suggested extra-techniques to enhance English speaking
skill for the first year English majored students at Hai Phong Management
and Technology University.
…………………………………………………………………… 29
1. The language game
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1.1 The effects/ advantages of language games
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1.2 Introduce six suggested activities of using language game. ……………………. 30
2. Story telling extra activities …………………………………………………………………. 36
2.1 The advantages of using storytelling. ………………………………………………….. 36
2.2 The procedure of storytelling ……………………………………………………………… 37
3. Pictures ……………………………………………………………………………………………… 40
3.1 Find the difference ……………………………………………………………………………. 41
3.2 Pictures description …………………………………………………………………………… 43
4. Using songs and poems. ………………………………………………………………………. 44
4.1 Using songs. …………………………………………………………………………………….. 44
4.2 Using poems
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5. Visual aids, realia, maps, pictures, multimedia: ……………………………………… 47
6. Cooperative Groups, Peer Coaching:
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7. Role Play …………………………………………………………………………………………… 49
8. Re-arrange tables and decorate classroom ……………………………………………… 51
9. TV and Video …………………………………………………………………………………….. 52
10. Games
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10.1 Game1: Describing jobs
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10.2 Game 2: Who is the treasure keeper ………………………………………………….. 54
10. 3 Game 3: Spelling Games
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10.4 Game 4: Bingo ……………………………………………………………………………….. 55
10.5 Game 5: Pictionary
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11. Applicability of Internet in studying speaking
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PART III: CONCLUSION
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1. Conclusion
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2. Limitations and suggestions for further study…………………………………………. 58
LIST OF REFERENCES ……………………………………………………………………… 60
APPENDIX 1 APPENDIX 1.1: QUESTIONNAIRE FOR STUDENTS
(ENGLISH VERSION)
…………………………………………………………………………… 62
APPENDIX 1.2 : QUESTIONNAIRE FOR STUDENTS (VIETNAMESE
VERSION) ……………………………………………………………………………………………. 64
ACKNOWLEDGEMENTS
I am very grateful to Dr. Tran Thi Ngoc Lien, the Dean of Foreign Languages
Department and all of my beloved teachers whose helpful lectures on the field of
valuable knowledge have enlightened the arguments in this study.
I would like to express my deepest gratitude to my supervisor, Pham Thi Thuy,
M.A for her invaluable guidance and encouragement she gave me throughout
my study. I used to have an idea to give up my research but my supervisor
always stood by me and supported me.
I would like to thank my friends at Hai Phong Management and Technology
University for their kind assistance during the time I collected data for the study,
especially the students from class NA23 for their participation and assistance
without which this study could not have been successful.
I take this opportunity to express my indebtedness to my parents, my siblings
who have constantly inspired and encouraged me to complete this research.
Finally, I wish to thank my readers for their interest and comments on this study.
Hai Phong, June, 2020.
Nguyen Thi Luong
1
PART I: INTRODUCTION
I. Rationale
Nowadays, English is the most popular language in the world. As an effective
means of international communication, it is used as the official language in
many fields of life such as economics, politics, science, technology, sports and
many others. This leads to an increasing demand of learning English. There are
more and more people who learn English and consider it as an inevitable factor
in their work and life. In Vietnam, English has been brought into the school
curriculum as a compulsory subject, and the teaching and learning of that
international language has been recently paid great attention to. When teaching
English, the teacher teaches his students not only the English language but also
its usage. And under the right guidance, right help of the teacher, the students
have to try their best to master four language skills: reading, writing, listening
and speaking in order to communicate in English successfully. Thanks to it,
learners can master and use this foreign language well. In all four skills,
speaking can be considered to be a skill which requires learners to spend very
much time learning and practicing. Almost students have difficulties in studying
speaking at first. In fact, studying speaking well is one of the key which helps
learners step by step discover this interesting language. However, there are still
some problems today about the teaching and learning English speaking,
particularly at Hai Phong Management and Technology University, there is a
fact that the first year English majors at Hai Phong Management and
Technology University have a poor English speaking skill. The majority of the
first year English majors are really passive in their speaking. Therefore, their
English speaking skill is often low and very few of them can communicate in
English fluently. Obviously, it is high time teachers chose the appropriate
teaching methods to solve the problem.
Deriving form the above mentioned reasons, “A study on the effect of extra-
techniques on enhancing the first year English majored students’ speaking skill
at Hai Phong Management and Technology University ” is made. The researcher
hopes that this research will provide learners a relatively full and detailed view
about how to improve speaking skill.
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II. Aims of the study
My study is about to help the first year English majored students at Hai Phong
Management and Technology University improve their speaking skill through
extra- techniques and to prepare for them to the basic knowledge of speaking
skill with higher requirement for the levels. To summarize the above, my study
is aimed at:
– Cover background knowledge of speaking.
– Find out reality of teaching and learning English at Hai Phong Management
and Technology University.
– Find out appropriate techniques for teaching speaking lessons which draw
students’ attention into the lesson. The students will feel interested, enjoyable
and funny when they come into the speaking lesson. Some good extra-
techniques will be given out in order to improve their speaking skill.
Infact, the fundamental concepts and result of this paper can be applied to most
English learners.
III. Scope of the study
There are so many different material resources and researchers that require a lot
of time and effect while my personal experience is limited. Therefore, this study
can only focus on study some effective techniques in studying English speaking
skill, for the first year English majored students at Hai Phong Management and
Technology University. I hope that this study is a good reference material for the
English majored as well as all students who wish to get the higher speaking
skill.
IV. Method of the study
To finish this study, I myself carry out some following methods.
– Researching on reference books and websites.
– To consult ideas and opinions from my supervisor, peers, teachers at Hai
Phong Management and Technology t University.
– Interviewing and conducting the survey questionnaires for the first year
English majored students at Hai Phong Management and Technology University
with a point to find out their recognitions, attitudes of the matter and the
difficulties they encounter when practicing English speaking skill.
– Basing on my personal experience from my under graduating time in the
university through speaking skill at class.
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V. Design of the study
This study consists of three parts:
Part I: Introduction, includes the rationale to the study. It also includes the
aims of the study, the research questions, the scope of the study. Next the design
of the study is also presented.
Part II: The study consists of three chapters:
Chapter 1, Literature review, presents a review of related literature that
provides the concept, types, purpose of speaking and the importance of speaking
skill, the problems in teaching and learning English speaking, the importance of
using extra- techniques/ activities, the techniques/ activities for teaching
speaking, characteristics of a successful speaking activity and the main factors
affecting students’ English speaking.
Chapter 2, The study on learning and teaching English speaking skill, focuses
on English learning and teaching environment at Hai Phong Management and
Technology University, the survey in which the objectives of the survey, the
subjects, and the methods of the study are studied. The analysis consists of the
results about students’ learning time, students’ attitude with English; the results
about the most difficult skill, the skill students like most, students’ perceived
importance of English speaking skill, students’ favorite speaking activities,
students’ difficulties in speaking lessons, students’ advantages when speaking in
class and students’ opinion about current teaching method, students’
expectations on the extra- techniques. Chapter 2 also studies on the findings and
data analysis, the findings and discussion of findings as well as the
recommendations for improving students’ learning English speaking in class.
Chapter 3, Some suggested techniques in teaching English speaking skill for
the first year English majors at Hai Phong Management and Technology
University. Furthermore, the study also talk about the effect of extra- techniques
on enhancing the first year English majored students’ speaking skill at Hai
Phong Management and Technology University.
Part III: Conclusion Teaching speaking English through techniques are made;
some limitations and suggestions for further research are stated. The last are
references, the appendixes that include all the documents relating to the study
4
PART II: THE STUDY
Chapter 1: Literature review
I. Speaking skill
1. What is speaking, speaking skill?
1.1 What is speaking?
Speaking is “an interactive process of constructing meaning that involves
producing and receiving and processing information” (Brown, 1994; Burns &
Joyce, 1997). Its form and meaning are dependent on the context in which it
occurs, including the participants themselves, their collective experiences, the
physical environment, and the purposes for speaking. It is often spontaneous,
open-ended, and evolving. Speaking requires that learners not only know how to
produce specific points of language such as grammar, pronunciation, or
vocabulary (“linguistic competence”), but also that they understand when, why,
and in what ways to produce language (“sociolinguistic competence”). It has its
own skills, structures, and conventions different from written language (Burns &
Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996). A good speaker
synthesizes these skills and knowledge to succeed in a given speech act.
(Extracted from: http://www.cal.org/caela/esl_resources/digests/Speak.html )
1.2 What is speaking skill?
Speaking is the productive skill in the oral mode. It, like the other skills, is more
complicated than it seems at first and involves more than just pronouncing
words.
There are three kinds of speaking situations in which we find ourselves:
Interactive
Partially interactive, and
Non-interactive.
Interactive speaking situations include face-to-face conversations and telephone
calls, in which we are alternately listening and speaking, and in which we have a
chance to ask for clarification, repetition, or slower speech from our
conversation partner. Some speaking situations are partially interactive, such as
when giving a speech to a live audience, where the convention is that the
audience does not interrupt the speech. The speaker nevertheless can see the
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audience and judge from the expressions on their faces and body language
whether or not he or she is being understood.
Some few speaking situations may be totally non-interactive, such as when
recording a speech for a radio broadcast.
Here are some of the micro-skills involved in speaking. The speaker has to:
Pronounce the distinctive sounds of a language clearly enough so that
people can distinguish them. This includes making tonal distinctions.
Use stress and rhythmic patterns, and intonation patterns of the language
clearly enough so that people can understand what is said.
Use the correct forms of words. This may mean, for example, changes in
the tense, case, or gender.
Put words together in correct word order.
Use vocabulary appropriately.
Use the register or language variety that is appropriate to the situation and
the relationship to the conversation partner.
Make clear to the listener the main sentence constituents, such as subject,
verb, object, by whatever means the language uses.
Make the main ideas stand out from supporting ideas or information.
Make the discourse hang together so that people can follow what you are
saying.
(Extracted from website:
https://sites.google.com/site/kifleeamingenglishedu/speaking-skill/speakingskills
2. Types of speaking
According to Saverinus Kaka-the headmaster of SMA Tarsisius II, West Jakarta,
in speaking classes, students must be exposed three key items:
2.1 Form – focused speaking
Form-focused speaking, that is attention to details of pronunciation, grammar,
vocabulary, and so forth…
When learners first begin to speak in another language their speaking will need
to be based on some form-focused learning. Based on the writer’s experiences in
teaching speaking for the beginners, it is an effective way to learn to speak a
language. It will enable the learners to improve the language and grasp it by
themselves outside the classroom.
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The speaking activities can be started on some useful, simple memorized
phrases and sentences. A teacher can begin the speaking activities by giving the
learners some common greetings, simple personal descriptions, and simple
questions and answers. All the activities can be practiced in Repetition drills.
The teacher first says a phrase or sentence (for example; “What is your name?”)
several times and then asks the class to repeat. Some learners can be called on to
repeat individually. Then the teacher says the answer (answer; my name is
James) and the learners repeat again. Then they repeat it by changing the answer
with their own names. By the same question and answer, the learners can take
turns to do with friends.
Having done the simple practice and repetition, the teacher can change the
object of the question with others word, such as; What is your hobby? What is
your favorite color? What is your favorite food? What is your favorite animal?
And so forth. To avoid boring atmosphere, the teacher needs to find out ways of
varying repetition activities, so it will keep the learners interested and
continuously practice the language.
The use of drills, however, should be seen as merely one kind of form- focused
activity that needs to be balanced with other types of form-focused activities, as
well as with meaning-focused and fluency development activities. Drills play a
useful part in a language course in helping learners to be formally accurate in
their speech and in helping them to quickly learn a useful collection of phrases
and sentences that allow them to start using the language as soon as possible.
2.2 Meaning – focused speaking
Besides form-focused speaking, language learners should also be exposed to and
given opportunities to practice and use meaning-focused communication, in
which they must both produce and listen to meaningful oral communication.
Meaning-focused instruction, that is opportunities to produce meaningful spoken
massages with real communicative purposes. The following are some ways to
explore the learners’ skill in speaking:
For beginning learners, the oral speaking can be started by giving each learner a
number and a topic. The topics could be about family, hobbies, sports, school
activities, colors, traveling, and so forth. Then all the learners are requested to
take a member and a topic. Having got them, each learner can think about their
topics for a minute or two and then the teacher calls a number. The learner with
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that number then says two or three sentences about his or her particular topic.
The speaker then calls a member and the learner with that number has to ask the
speaker a question or two related to the topic just spoken about. When the
question is answered, the questioner calls for another number to do the same.
After several times then the speaker calls the number of a new person who will
speak about the topic that she or he was given. Then he or she will do the same
steps as the first learner has already done.
Before the learners speak on a topic, they can work in pairs or groups of three or
four to prepare it. This gives the learners the chance to learn new items from
each other. Here is an example using a same or different information gap
activity. Then each learner can describe pictures or topics to each other. Without
looking at other learner’s picture or topic, the opponent speaker must response to
the description whether it is the same or different.
All learners can take changes in practicing this way. The learners are given
topics to talk about. They prepare at home, using dictionaries, reference texts,
reading sources, and so forth. Each learner has to choose a short and interesting
article from an English language newspaper to present to the class. The learner
must not read the article aloud to the class but must describe the main points of
the article. The class should then ask the presenter questions.
2.3 Fluency – focused speaking
Fluency in speaking is the aim of many language learners. Signs of fluency
include a reasonably fast speed of speaking and only a small number of pauses.
These signs indicate that the speaker does not have to spend a lot of time
searching for the language terms needed to express the message. There are some
techniques for developing fluency:
The learners can be called to read certain reading or text in a limited time given
by their teacher. The learners should be completed reading the text on the exact
time provided.
The learners choose a topic or are given a topic with which they are very
familiar. Then they try to explain the topic given as fast as possible with the
limited time provided.
The learners can be led to work in groups of about four people. First they read a
given text carefully until they have reached a good understanding of it. They
discuss their understanding of the text make sure everything is fairly clear. Then
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each learner takes turn to retell the text in their own word, and others will
deliver some questions. Then the next learners utter the tasks again in turn, like
role plays.
3. The purpose of speaking
Speaking is usually topic priority probably the most importance aspect of the
language for communication and students enjoy it. Furthermore, speaking
activities improve the atmosphere in the classroom, group dynamic and help
build a rapport among students, and between teachers and students. Speaking
activities are also a good indication of student’s strengthen and weakness.
When we speak English as a foreign language, it is not simple to repeat what the
teachers say. Students have to use activities in speaking as a tool to perform oral
tasks with real motivation behind them. When give a purpose, spoken actives are
much more rewarding and engaging not to mention motivating.
(Extracted from website: www.wordpress.com)
II. Teaching and learning speaking
1.The importance of speaking skill
As you know, the speaking skill is quite difficult so the teaching of skill has
become increasingly important. Since when we communicate, we use the
language to accomplish some functions such as greeting, asking, arguing or
promising within social context.
If the students do not learn how to speak or do not get the chance to speak, they
will soon get de-motivated and lose interests in learning. Therefore, the teaching
of speaking should start right from the first lesson of English that students have
which can make the lesson more interesting, dynamic and even funny for the
students.
2. The problems in teaching and learning English speaking
It is a commonly recognized the fact that achieving proficiency in foreign
language speaking in classroom conditions is not an easy task. Even advanced
learners often finish a language course with the conviction that they are not
sufficiently prepared for speaking beyond the classroom.
This difficulty results basically from the character and inadequate frequency of
speaking opportunities in the classroom in comparison to the abundance of
natural varieties and genres of oral communication. In fact, selecting the most
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appropriate types of spoken discourse for classroom practice in a particular
language course is a very hard decision which, unfortunately, hardly ever
reflects the natural occurrence and distribution of communicative situations.
Other problems that are commonly observed in the language classroom are
related to individual learners‟ personalities and attitudes to the learning process
and learning speaking in particular. They can be shown as the inhibition which
is the fear of making mistakes, losing face, criticism or shyness. The second
thing is that learners have problems with finding ideas to speak, formulating
opinions or relevant comments. The third one is the low or uneven participation
and this is often caused by the tendency of some learners to dominate in the
group. The last one is about the mother-tongue use which is particularly
common in less disciplined or less motivated classes, learners find it easier or
more natural to express themselves in their native language (Ur 1995: 121).
In addition, as many teachers’ observations indicate, the above situations occur
in language classrooms regardless of the level of proficiency or the number of
students in the group. Moreover, every learner enters any learning and
communicative environment with his or her entire personality additionally
shaped by their prior learning and communicative experiences, both positive and
negative. This individual dimension is particularly noticeable among older and
more advanced learners who often have a good insight into the nature of their
individual difficulties, an accurate assessment of the skills they have already
developed and, consequently, clearly defined needs.
(https://repozytorium.amu.edu.pl/jspui/bitstream/10593/1680/1/Aleksandrzak.pd
f )
The fact is that English is used for communication among people in the world.
As an international language, it is necessary for us to learn it. But we know that
studying English as a foreign language is not easy. Therefore, the students
should be taught English from elementary level. English skills are divided into
four skills. They cannot be separated each other. So, in teaching and learning
process the four skills must be taught in integration. In the process, it is possible
that many problems rise in every skill and need the attention to give the solution
for it.
Finally, the non linguistic problems are limited reference, limited time in
practicing English, less frequency in studying English, never have partner in
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practicing English, never have chance to speak English with native speaker,
simply shame and there is no habit in practicing English. In coping with the
problems there are no significant different ways, these are asking to friend or
teacher, opening the dictionary, practicing with partners, reviewing the lesson at
home, and trying to always be active in speaking activities
(http://www.researchgate.net).
3. The importance of using extra- techniques/ activities
Success in speaking skill through extra- techniques / activities can open a whole
world of opportunities for all of us. It can help our students conquer new
frontiers. Especially, the first year English majored students can broaden
horizons through personal development influence, and influence the social
behavior of students.
3.1 Using extra- techniques / activities to improve the personal development
The extra- techniques/ activities help the beginners, especially the first year
English majored students realize self- worth through the personal satisfaction he
experiences whenever take part in the extra- techniques/ activities.
The extra- techniques/ activities are building the confidence in students for
speaking skill and strategies. These starting small will help the the students a lot
in the professional years in the future. That ways, students don’t feel the
pressure and burden when it comes their term to present a presentation, speak
out their ideas, feeling… The extra- techniques/ activities also reduce the anxiety
and rising the interesting and the exciting as well when they practicing English
speaking skill. Through the extra- techniques/ activities, the shiest students will
get more opportunities to express their opinion and feeling.
3.2 Extra- techniques/ activities influence the social bahaviour
As we know, extra- techniques/ activities require the solid ration, the
knowledge/ understanding among the member in group. The extra- techniques/
activities really have the effectiveness only when the members know how to
interact, encourage and support to each other. So, it can be said that the extra-
techniques/ activities directly and indirectly influence the social bahaviour of
students. The extra- techniques/ activities improve the atmosphere in the
classroom, group dynamic and help build a rapport among students, between the
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teachers and students. It also is a good- indicator of student’ s strength and
weakness.
4. The Techniques for teaching Speaking
To help students develop communicative efficiency in speaking, instructors can
use a balanced activities approach that combines language input, structured
output, and communicative output.
4.1 Language input comes in the form of teacher talk, listening activities,
reading passages, and the language heard and read outside of class. It gives
learners the material they need to begin producing language themselves.
Language input may be content-oriented or form-oriented.
Content-oriented input focuses on information, whether it is a simple weather
report or an extended lecture on an academic topic. Content-oriented input may
also include descriptions of learning strategies and examples of their use.
Form-oriented input focuses on ways of using the language: guidance from the
teacher or another source on vocabulary, pronunciation, and grammar (linguistic
competence); appropriate things to say in specific contexts (discourse
competence); expectations for rate of speech, pause length, turn-taking, and
other social aspects of language use (sociolinguistic competence); and explicit
instruction in phrases to use to ask for clarification and repair
miscommunication (strategic competence).
In the presentation part of a lesson, an instructor combines content-oriented and
form-oriented input. The amount of input that is actually provided in the target
language depends on students’ listening proficiency and also on the situation.
For students at lower levels, or in situations where a quick explanation on a
grammar topic is needed, an explanation in English may be more appropriate
than one in the target language.
4.2 Structured output focuses on correct form. In structured output, students
may have options for responses, but all of the options require them to use the
specific form or structure that the teacher has just introduced.
Structured output is designed to make learners comfortable producing specific
language items recently introduced, sometimes in combination with previously
learned items. Instructors often use structured output exercises as a transition
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between the presentation stage and the practice stage of a lesson plan. Textbook
exercises also often make good structured output practice activities.
4.3 Communicative output, the learners’ main purpose is to complete a task,
such as obtaining information, developing a travel plan, or creating a video. To
complete the task, they may use the language that the instructor has just
presented, but they also may draw on any other vocabulary, grammar, and
communication strategies that they know. In communicative output activities,
the criterion of success is whether the learner gets the message across. Accuracy
is not a consideration unless the lack of it interferes with the message.
In everyday communication, spoken exchanges take place because there is some
sort of information gap between the participants. Communicative output
activities involve a similar real information gap. In order to complete the task,
students must reduce or eliminate the information gap. In these activities,
language is a tool, not an end in itself.
In a balanced activities approach, the teacher uses a variety of activities from
these different categories of input and output. Learners at all proficiency levels,
including beginners, benefit from this variety; it is more motivating, and it is
also more likely to result in effective language learning.
(Extracted from website: www.nclrc.org )
5. Characteristics of a successful speaking activity
5.1 The role of teacher
As started by Nguyen Bang and Nguyen Bang Ba Ngoc (2002: 66) the role of
teacher is necessary for learner:
Firstly, teachers need to become effective mediators. Secondly, they need to be
able to take on such roles as advisors, consultants, co- communicators, partners
and joint problem – solvers. Thirdly, teachers’ attitudes towards the value of
learning strategies is crucial, as this will inform everything that the teacher does
and therefore pervade the delivery of the whole curriculum.
The successful teacher may not be one who merely provides specific learner
training task, but rather, one who is aware of the strategy implications of every
language learning that they give. Teachers would then habitually draw the
attention of their learners to develop an awareness of how they go about their
13
learning, and seek, through the process of mediation, to gradually give control to
their learners.
5.2 The role of learner
As much as possible of the period of time allotted to the activity is in fact
occupied by learner talk. This may seem obvious, but often most time is taken
up with teacher talk or pauses. The learners bring to the task of learning
different characteristics such as age, gender, personality, motivation, self-
concept, life experience and cultural background, all of which influence the way
in which they go about of learning. It is, therefore, over simplistic to assume that
all learners will use or should be taught the cam strategies in the same way.
What apparent from a constructivist learning, they make their own personal
sense of the skills and strategies influences that surround them.
A crucial aspect of strategy training is that learners develop a sense of personal
relevance or personal authenticity. Rather than asking them to use particular
strategies simply because the teacher tells them to, it is more beneficial to help
individuals to discover and develop those that are most significant and
personally relevant to them. Within this process, the learner’s knowledge, in its
boarder context of knowledge of the self, feeling and emotions, personal aims
and motivation, will be significant in discovering personal authenticity in how to
learn.
5.3 Participant is even
Classroom discussion is not dominated by a minority of talkative participants;
all get a chance to speak, and contributions are fairly evenly distributed.
5.4 Motivation is high
Learners are eager to speak: because they are interested in the topic and have
something new to say about it, or because they want to contribute to achieving a
task objective.
5.5 Language is of an acceptable level
Learners express themselves in utterances that are relevant, easily
comprehensible to each other, and of an acceptable level of language accuracy.
In general, classroom activities play an important role in developing students’
ability to express them. A successful speaking activity is characterized by
students’ talk, high motivation, even participation.
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6. Main factors affecting students’ English speaking
6.1 Psychological factor
6.1.1 Fear of Mistake
Robby (2010) argued that the fear of mistake becomes one of the main factors of
students’ speaking in English in the classroom. With respect to the fear of
making mistake issue, and this fear is linked to the issue of correction and
negative evaluation. In addition, this is also much influenced by the students’
fear of being laughed at by other students or being criticized by the teacher. As a
result, students commonly stop participating in the speaking activity. Therefore,
it is important for teachers to convince their students that making mistakes is not
a wrong or bad thing because students can learn from their mistakes.
6.1.2 Shyness
Shyness is an emotional thing that many students suffer from at some time when
they are required to speak in English class. This indicates that shyness could be
a source of problem in students’ learning activities in the classroom especially in
the class of speaking. Therefore, paying attention on this aspect is also quite
important in order to help the students do their best in their speaking
performance in the classroom (Gebhard, 2000). In line with this, Baldwin (2011)
further explains that speaking in front of people is one of the more common
phobias that students encounter and feeling of shyness makes their mind go
blank or that they will forget what to say. This theory is also supported by the
result of this research in which most students fail to perform the speaking
performance at their best. As they say, their inability to show their ability in
speaking is also influenced much by their feeling of shyness. In other words, it
can be said that shyness plays an important role in speaking performance done
by the students.
6.1.3 Lack of Confidence
It is commonly understood that students’ lack of confidence usually occurs
when students realize that their conversation partners have not understood them
or when they do not understand other speakers. In this situation, they would
rather keep silent while others do talking showing that the students are lack of
confidence to communicate. In response to this, Nunan (1999) says that student
who lack of confidence about themselves and their English necessarily suffer
from communication apprehension. This shows that building students’
