Students` perceptions on the use of audio recording as a model in speaking V calss at the english language education study program of Sanata Dharma University - USD Repository
STUDENTS’ PERCEPTIONS ON THE USE OF AUDIO RECORDING AS
A MODEL IN SPEAKING V CLASS AT
THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Lisa Wijayanti
Student Number: 021214071
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
To:
My Father and Mother
My Brother and Sister
The family that has so greatly enriched my life
ACKNOWLEDGEMENTS
First of all, I would like to express my sincere gratitude to Jesus for His blessings so that I can accomplish this work.
I am especially grateful to my major sponsor, F. X. Ouda Teda Ena, S.Pd., M.Pd., for his encouragement, guidance, patience, and suggestions. I thank him for permitting me to do this research in his class. Acknowledgement is also made to my co-sponsor, Yohana Veniranda, S.Pd., M.Hum., for her kindness, guidance, and suggestions. I also would like to express my sincere gratitude to Made Frida Yulia, S.Pd., M.Pd. and Pius Nurwidasa Prihatin, S.Pd., M.Ed. Next, I would also like to thank the students of Speaking V of class A and B who have become the respondents of this research.
I dedicate this thesis to my family: my mother, my father, my brother, and my sister. They have given me great support, prayers, care, and love. They are my strength.
Many friends have contributed to the ideas and discussions in this thesis. I would like to thank my best friends Tumi, Wulan, Haryana, Cipluk, Niken, Santi, Woro, Daru Kurniawan, for their willing assistance and care.
I would like to express my appreciation to my close friends: Issoykhun Khunsu Munghwa, Ophie, Siska, Yeni, Nina, Janah, Panca, Bungsu, and Tyas for their splendid support, faith and effort. Throughout the making of this thesis, Endut, Bang Eric have supported me. Therefore, I also would like to thank them. Finally, I thank the people who I could not mention here.
Lisa Wijayanti
TABLE OF CONTENTS Page PAGE OF TITLE .......................................................................................... i PAGE OF APPROVAL ................................................................................ ii BOARD OF EXAMINERS .......................................................................... iii STATEMENT OF WORK’S ORIGINALITY ........................................... iv DEDICATION PAGE ................................................................................... v ACKNOWLEDGEMENTS .......................................................................... vi TABLE OF CONTENTS .............................................................................. vii LIST OF FIGURES ...................................................................................... x LIST OF TABLE .......................................................................................... xi ABSTRACT ................................................................................................... xii ABSTRAK
....................................................................................................... xiii
CHAPTER I: INTRODUCTION A. Background of the Problem ................................................................ 1 B. Problem Limitation ............................................................................. 3 C. Problem Formulation .......................................................................... 3 D. Research Objectives ............................................................................ 3 E. Research Benefits ................................................................................ 4 F. Definition of Terms ............................................................................. 5 CHAPTER II: LITERATURE REVIEW A. Theoretical Description ....................................................................... 7
1. Model in Teaching ........................................................................ 7
2. Modeling in Speaking Class ......................................................... 8
a. Teaching Speaking with Model .............................................. 8
b. Listening as a Model in Speaking Class ................................. 10
3. Speaking Skill ............................................................................... 10
Page
1. Questionnaire ................................................................................ 36
b. The Use of the Model in the Speaking Class .......................... 46
a. Previous Experience and Class Activities Using the Model ... 43
1. The Data Presentation and Analysis of the Questionnaire ............ 42
CHAPTER IV: RESEARCH FINDINGS A. Data Presentation and Analysis ......................................................... 42
G. Research Procedure ............................................................................ 41
F. Data Analysis ..................................................................................... 39
E. Data Gathering Techniques ................................................................ 38
3. Interview ....................................................................................... 37
2. Observation ................................................................................... 37
CHAPTER III: METHODOLOGY A. Research Method ............................................................................... 34 B. Research Participants ......................................................................... 35 C. Setting ................................................................................................ 35 D. Research Instruments ......................................................................... 36
b. The Functions of Speaking ..................................................... 12
B. THEORETICAL FRAMEWORK ...................................................... 33
b. Some Factors Influencing Perception .................................... 31
a. The Definition of Perception .................................................. 29
5. Perception ..................................................................................... 29
d. Promoting Oral Skills in the Classroom ................................. 28
c. Supporting and Managing the Speaking Process .................... 24
b. The Speaking Process ............................................................. 20
a. Elements in Teaching Speaking .............................................. 17
4. Teaching Speaking ........................................................................ 17
c. Progress After Using the Model in the Speaking Class .......... 51
Page
d. The Use of the Model in Helping the Students Understand the Topic Given ...................................................................... 53
2. The Data Presentation and Analysis of the Class Observation .... 54
3. The Data Presentation and Analysis of the Interview ................... 57
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ......................................................................................... 58 B. Suggestions ......................................................................................... 60
1. The Lecturers ................................................................................ 61
2. The Teachers in General ............................................................... 61
REFERENCES .............................................................................................. 62
APPENDICES ............................................................................................... 64
Appendix 1 : The Samples of the Raw Data of the Questionnaire ........... 65
Appendix 2 : The Questionnaires Result ................................................... 72
Appendix 3 : The Raw Data of the Observations ...................................... 75
Appendix 4 : The Interview Result ............................................................ 84
Appendix 5 : The Questionnaire ................................................................. 87
Appendix 6 : The Observation Sheet ......................................................... 91
Appendix 7 : The Sample of the Audio Recording Script ....................... 95
Appendix 8 : The Samples of the Materials .............................................. 97
Appendix 9 : The Syllabus of the Speaking V class ................................... 104
Appendix 10: The Sample of the Audio Recording ................................... 106
LIST OF FIGURES
PageFigure 2.1: An Overview of the Perception Process ....................................... 30 Figure 4.1: The Students’ Rresponses on the Usefulness of the Model in
Helping them Understand the Topics ............................................ 54
LIST OF TABLE
PageTable 3.1: Table of Data Gathering Technique................................................... 38 Table 4.1: Table of Data on Students’ Responses on Previous Experience and Activities Using the Model ....................................................... 43 Table 4.2: Table of Data on Students’ Responses on the Use of the Model in the Speaking V Class ....................................................................... 46 Table 4.3: Table of Data on Students’ Responses on Progress after Using the
Model in the Speaking Class ............................................................ 51
ABSTRACT
Wijayanti, Lisa. 2007. Students’ Perceptions on the Use of Audio Recording as a
Model in Speaking V Class at the English Language Education Study program of
Sanata Dharma University. Yogyakarta: Sanata Dharma University.Teachers should provide input and experiences to the students because the ability to use a language is a result of the input the students receive and the experiences that accompany the input. One way of providing the input for the students is by giving a model for the students. In this research, the researcher investigated the students’ perceptions on the use of audio recording as a model in Speaking V class at the English Language Education Study Program of Sanata Dharma University.
The research investigated the students’ perceptions on the use of audio recording as a model in Speaking V classes. There were two research questions proposed in this research: 1) how does the teacher implement the use of audio recording as a model in the Speaking V class, and 2) what are the students’ perceptions on the use of the audio recording as a model in the Speaking V class.
In answering the two research questions, the researcher used descriptive research method. Therefore, the instruments that the researcher used were questionnaires, observation sheets, and also interviews guidelines. To answer the first research question, the researcher did class observation. The questionnaires were distributed to answer the second research question. In addition, the researcher also interviewed students to clarify the data that have been obtained.
In the implementation, the teacher taught the class in steps. First, the teacher introduced the topic to the students. Second, the teacher distributed handouts to the students and gave time to the students to study it. Third, the teacher explained the materials to the students. Fourth, the teacher played the audio recording and asked the students to listen to it. Fifth, the teacher asked the students to do the exercises related to the material given. Then, the teacher facilitated the students to discuss the exercises. Next, the teacher gave time to the students to prepare for the speaking practice. Finally, the students were asked to speak out, practice speaking. The researcher found that the students’ perceptions on the use of audio recording as a model in Speaking V classes were good. From the data, the researcher found that most students had positive responses on the use of modeling in their Speaking class.
ABSTRAK
Wijayanti, Lisa. 2007. Students’ Perceptions on the Use of Audio Recording as a
Model in Speaking V Classes at the English Language Education Study Program
of Sanata Dharma University, Yogyakarta: Pendidikan Bahasa Inggris, Fakultas
Kegurusan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Guru seharusnya menyediakan input dan pengalaman bagi siswanya karena kemampuan berbahasa adalah hasil dari input yang diterima oleh siswa dan pengalaman yang menyertai input itu. Dalam penelitian ini, peneliti menyelidiki persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas
Speaking V di Program Studi Pendidikan Bahasa Inggris, FKIP, Universitas sanata
Dharma.Penelitian ini menyelidiki persepsi para siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Ada dua pertanyaan yang disampaikan dalam penilitian ini: 1) Bagaimana rekaman audio sebagai model tersebut diterapkan di kelas Speaking V, 2) Apa persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Peneliti menggunakan metode penelitian Descriptive. Untuk metode ini, peneliti menggunakan angket, observasi kelas, dan wawancara sebagai instrumennya. Untuk menjawab permasalahan yang pertama, peneliti melakukan observasi kelas. Sedangkan angket dibagikan untuk menjawab permasalahan yang kedua. Untuk mengklarifikasi data yang sudah diperoleh, peneliti juga mewawancarai beberapa siswa yang dianggap mewakili persepsi semua siswa.
Untuk penerapan penggunaan rekaman audio sebagai model di kelas Speaking
V peneliti mengamati bahwa guru di kelas-kelas tersebut mengajar dalam
beberapa langkah. Pertama, guru memperkenalkan topik yang akan dibahas.Kedua, guru membagikan handout kepada siswa untuk dipelajari sebentar. Kemudian, guru menjelaskan bahasan kepada mereka. Keempat, guru memutar rekaman audio untuk didengarkan oleh siswa. Setelah siswa selesai mendengarkan, guru menyuruh mereka untuk mengerjakan latihan yang tersedia. Selanjutnya, guru berperan sebagai fasilitator dalam pengerjaan dan pembahasannya. Keenam, guru memberi waktu kepada siswa untuk mempersiapkan diri untuk praktek speaking. Kemudian, siswa guru menyuruh siswa untuk praktek speaking. Peneliti menemukan bahwa persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V adalah bagus. Dari data yang diperoleh, hampir semua siswa mempunyai tanggapan yang positiv terhadap model tersebut.
CHAPTER I INTRODUCTION This chapter consists of the background of the problem, the problem limitation
of the research, the problem formulation, the research objectives, the research benefits and also the definition of terms.
A. Background of the Problem
Language is a means of communication. According to Lazaraton, cited in Celce-Murcia (2001: 103), for most people, knowing a language is synonymous with the ability to speak the language. She adds that the most basic means of human communication is speech. In this case, people should have good speaking skills to be able to communicate well in a language. Unlike reading, writing, or listening, for many people speaking is considered the hardest one. Nunan (2000: 48) states two reasons why speaking is a difficult skill to learn.
First, unlike reading or writing, speaking happens in real time: usually the person you are talking to is waiting for you to speak right then. Second, when you speak, you cannot edit and revise what you wish to say, as you can if you are writing.
Diane (2004:121) proposes that the goal of most methods in language teaching is for students to learn to communicate in the target language. Educators, as cited in Diane (2004: 121), add that to be able to communicate requires more than
2 that in teaching speaking, teachers are expected to help the students to master the communicative competence.
The research was conducted to find out the students’ perceptions toward the use of audio recording as a model in the speaking classes. Theoretically, modelling is positive. According to Harmer (1991: 33-37), the ability to use a second language is a result of many subconscious processes in learning. It is the result of the input the people who learn a second language receive and also the result of the experiences that accompany the input. The input in the research is the model used in the speaking class. Hereby, if the students are exposed enough to the target language, they will be able to use the language. Therefore, the teacher in the speaking class has to provide the inputs to the students and also expose them with much practice in speaking. In accordance with the theory, to meet the expectation in teaching speaking, the teacher in the research used audio recording as a model to provide inputs to the students in the teaching speaking. Furthermore, according to James, Charles, Whitley, & Bode (1980: viii), listening as a model in speaking class is aimed to provide; a) opportunities for students to talk, b) a classroom environment that is student rather than teacher centred, and c) students with the confidence, motivation, and ideas. Therefore, the researcher wants to find out whether the students also perceive the modelling positively or not.
The use of audio recording as a model in speaking class is new for the semester V students. Most students never had the same model before. Moreover, it is a different technique from the other speaking classes. Thereby, the researcher
3 B.
Problem Limitation
The use of audio recording as a new model for the students in the Speaking V class may prompt the students to perceive it differently. The research will be focused first on the implementation of the use of audio recording as a model in speaking class. It is to find out how the teacher implements the model in the speaking class. Secondly, it will be focused on the students’ perceptions on the use of the model. The subjects of the research were the students taking Speaking V classes which used the audio recording as the model in teaching speaking of English Language Education Study Program of Sanata Dharma University.
C. Problem Formulation
There are two research questions discussed in the research:
1. How does the teacher implement the use of audio recording as a model in Speaking V class of the English Language Education Study Program of Sanata Dharma University?
2. What are the students’ perceptions towards the use of audio recording as a model in the Speaking V class of the English Language Education Study Program of Sanata Dharma University? D.
Research Objectives
Based on the problem formulation, there are two objectives of the research:
1. To find out how the teacher implements the model in Speaking V class of the English Language Education Study Program of Sanata Dharma University.
2. To investigate the students’ perceptions on the use of the model in Speaking V class of the English Language Education Study Program of Sanata Dharma University.
4 E.
Research Benefits Hopefully, the research could give benefits to teachers and other researchers.
By knowing students’ perceptions on teaching techniques, teachers will be able to find out whether the teaching techniques are appropriate for the students or not.
Therefore, if students have good perceptions on the teaching techniques, the teachers may apply the teaching techniques in their classes. One of teaching techniques is the use of a model in a class. It means that by knowing the students’ perceptions on a model, the teachers will find out whether the model is appropriate for the students or not. Therefore, by knowing the students’ perceptions on the use of audio recording as a model in Speaking V class, the teachers may find out whether the use of audio recording as a model in Speaking V class is appropriate for the students or not. If the students perceive the use of audio recording as a model positively, the teachers may use the same technique in their speaking classes to improve the students’ speaking skills. Furthermore, teachers may see an alternative way to teach speaking and may decide what teaching technique is appropriate for the students to help them to improve their speaking skills. Moreover, the teachers may not only be restricted in the familiar and provided techniques in teaching speaking, but they have to be innovative to find and implement the effective and interesting techniques in teaching speaking.
In addition, this research is hopefully could give benefits to other researchers. The other researchers may use this research as a reference for their studies especially
5 F.
Definition of Terms
1. Model According to Harmer (1991: 65), the sources of models of language are from textbooks, reading materials of all sorts, and from audio and videotapes. The model of language learning in this research is audio recording. The audio recording in this research is the recording of people’ speech related to a certain topic that is used as a model in teaching speaking. Model in the research is for the students to model the speaking format, style, pronunciation, grammar, and vocabulary.
2. Modelling In this research, the researcher also used the term ‘modelling’. Different from, the term ‘model’, the term ‘modelling’ refers to the use of the model as a teaching technique.
3. Speaking According to Thornbury, cited in Harmer (2003: iv), speaking is interactive and requires the ability to co-operate in the management of speaking turns. In addition, Brown and Yule (1983), as cited in Nunan (1989: 26) states that ‘speaking consists of short, often fragmentary utterances, in a range of pronunciations.’ In this research, speaking refers to producing oral language for communication.
4. Perception According to Siagian (2004: 100), perception is the process of which someone organizes and interprets sensory impressions in giving a certain meaning to the environment. In this research, perception refers to students’ opinion towards the
6
5. Speaking V According to “Panduan Akademik 2002”, Speaking V is one of compulsory courses in the fifth semester of the English Language Education Study Program at
Sanata Dharma University. Therefore, it is usually taken by the students in the fifth semester. The goals of the Speaking class are to assist the students in achieving oral fluency and self-confidence, and skills in expressing ideas, influencing other people, interpreting messages/ideas in given situations and to equip the students with the necessary knowledge, skills, and manner when speaking to argue, inform, and persuade; presenting ideas, and interpreting messages. In this research, the definition of Speaking V will be focus on A and B classes of Speaking V classes at the English Language Education Study Program of Sanata Dharma University of the 2005/2006 academic year.
CHAPTER II LITERATURE REVIEW In this chapter, the writer discusses the theoretical description and theoretical
framework of the research. Based on the research, in the theoretical description, the writer discusses the nature of speaking, and about teaching speaking including teaching speaking with the model. This chapter also presents and further discusses the definitions of model and perceptions. Then, the theoretical framework is the summary of the theories which have been performed in the theoretical description.
A. Theoretical Description 1. Model in Teaching
Joyce (1986: 11) presents that models of teaching are designed to bring about particular kinds of learning and to help students become more effective learners.
The model in the research is designed to help the students learn speaking in an effective way. The use of audio recording as the model is designed to help the students learn speaking in an effective way based on theories in teaching speaking. Bandura, as cited in Harmer (1991: 324), also states that a model can be anything that conveys information. It can be a person, film, television, demonstration, picture, or instructions. He states that the model influences the students’ behaviour. In the research, the model is also aimed to convey
8 2.
Modelling in Speaking Class
The use of audio recording as a model in the speaking class is related to listening as the input in teaching speaking. The model is the input in the teaching speaking. The following is the discussion of the modelling in speaking class.
Prior experience as a listener helps speakers improve their performance as a speaker. There are two possible reasons for this finding. In the first place, being a listener gives learners models to deploy when acting as a speaker. In addition, being a hearer first helps the learners appreciate inherent in the task. Giving speakers experience in the hearer’s role is more helpful than simple practice in tasks in which a speaker is having real difficulties in appreciating what a particular task requires. (Brown and colleagues, n. d., as cited in Nunan, 1999: 237) It means that listening activities in the speaking class can help students to improve their speaking performance. As the listeners, the students are given a model of speaking. According to Harmer (1991: 33-37), the ability to use a second language is a result of many subconscious processes in learning. This is the result of the input the people who learn a second language receive and also the result of the experiences that accompany the input. In the research, the model is the input for the students who learn speaking. Hence, the students receive inputs from the modelling. Further, the students gain experiences through the speaking practices in the class.
a. Teaching Speaking with Model 1) The Restricted Nature of Most Materials
Nunan (1999: 240-241) explains that in completing reproductive language
9 degrees of variation, models provided by the teacher, the textbook, or the audio.
This is the list of examples of the task.
First, the learner listens to and reads two-line dialogue and practises with a partner. Then, the leaner listens and repeats. Next task is to listen to a model dialogue and repeats, interpolating own name. The fourth is to cue and make-up question. Then, the learner reads two-line skeleton dialogue and practises with a partner. After that, the learner listens/reads a model question and asks a partner. Then, she/he reads a model dialogue and has a similar conversation using cues provided. Next task is to study a substitution table and make-up sentences then to study questions and answers in a model dialogue and make up similar questions using similar words. The tenth task is to look at a picture and study model sentences, make up similar sentences about a similar picture. After that, he/she listens to numbers and dates, says them. The next is to listen to an audioscript, answer written comprehension questions, and listen to an interview. Then, he/she asks and answers similar questions with a partner. Next task is to look at diagrams of clocks, with a partner asks and answers questions about the time. The last task is to listen to a model, study a map, and describe the route from one specified point to another. The model in the research has a broader meaning. The model in the research is the means for helping the students in learning the speaking format, pronunciation, style, grammar, and vocabularies related to the topic discussed in the class.
10
b. Listening as a Model in Speaking Class
Rost (1994: 141-142) explains that listening exercises provide teachers with the means for drawing learners’ attention to new forms (vocabulary, grammar, new interaction patterns) in the language. It means that listening helps students to learn new forms of vocabulary, grammar, interaction patterns in the language.
According to Instructional Resources Unit Curriculum and E-Learning Branch Saskatchewan Learning (2006), as cited in
www.sasked.gov.sk.ca/docs/mla/speak.html , oral communication is a vital
component of English language arts curriculum. Further, the writer of the article states that it is important for the teachers to recognize that nonverbal communication is cultural specific. In this case, teachers should be aware of the differences across cultures when the students express themselves nonverbally. The writer of the article also states that since learning and applying the skills of oral English are so closely related, the classroom should be the place where the use of spoken language is supported and active listening developed and valued. In this case, speaking enables students to make connections between what they know and what they are learning, and listening helps them to acquire knowledge and explore ideas.
3. Speaking Skill
a. The Nature of Speaking 1) Characteristics of Communicative Competence
According to Richards, Platt, & Weber (1985: 49), as cited in Nunan
11 and vocabulary of the language; (b) knowledge of rules of speaking (e.g., knowing how to begin and end conversations, knowing what topics can be talked about in different types of speech events, knowing which address forms should be used with different persons one speaks to and in different situations; (c) knowing how to use and respond to different types of speech acts such as requests, apologies, thanks, and invitations; (d) knowing how to use language appropriately.
Through the use of the model in the speaking class, the students are supposed to learn speaking in which the students may gain the knowledge from the model before they use it in the speaking activity. Chomsky, as cited in Nunan (1999: 201) also states that in order to speak in another language one needs to know how to articulate sounds in a very comprehensible manner, one needs an adequate vocabulary and one needs to have mastery of syntax. It means that the teacher needs to provide the students the adequate vocabulary, model of sound articulation, and syntax. Hence, the model in the research is designed to provide for the students with the needs and knowledge. In addition, Hymes (1974), as cited in Nunan (1999: 201) proposes the notion of communicative competence as an alternative to Chomsky’s linguistic competence. Communicative competence includes linguistic competence and also includes a range of other sociolinguistic and conversational skills that enable the speaker to know how to say what to whom, and when.
Communicative competence is the ability to function in a truly communicative setting that is, in a dynamic exchange in which linguistic competence must adjust itself to the total informational input, both linguistic and paralinguistic, of one or more interlocutors. (Savignon, 1970: 9, as cited in Nunan, 1999:
12
2) Transactional and Interactional Language
Richards, Platt, & Weber (1989: 45), as cited in Nunan (1999: 201) propose two reasons of why speaking is produced. Those are transactional speaking and interactional language. Firstly, transactional speaking is produced in order to get something, or to get something done. Secondly, interactional language is produced for social purposes.
3) Purposes for Speaking
Bygate (1987), as cited in Nunan (1999: 201) suggests that conversations can be analysed in terms of routines. According to Bygate, routines are conversational ways of presenting information. He presents two types of routines. These are information routines and interactional routines. It means that speaking can be aimed to give information and to interact.
b. The Functions of Speaking
According to Instructional Resources Unit Curriculum and E-Learning Branch Saskatchewan Learning (2006), as cited in
www.sasked.gov.sk.ca/docs/mla/speak.html , there are two important functions of
speaking. The functions are intellectual function and social function. The following is the detailed information about the intellectual and social functions.
1) Intellectual Function
As the intellectual function, speaking shapes students’ perceptions of the
13 encourages students to reproduce and transform knowledge since they observe, evaluate information, and compare views. It means that the speaking is the representation of their perceptions of the world. They shape knowledge from those perceptions.
2) Social Functions
As the social function, speaking helps students adjust to ideas and ideas are reformulated to facilitate students understanding. It means that speaking helps the students shape ideas and express the ideas through speaking. Moreover, speaking is also used to form relationships through language. In addition, it is also stated that as students become more proficient speakers, they develop their abilities to: interact socially, develop self-awareness, and to inform. The following are the discussions of the three abilities.
When the speakers have the ability to interact socially, first they will be able to use language and ideas appropriate to the situation. Second, they will have the ability to respond to listeners’ verbal and nonverbal cues, restate ideas, and ask questions to clarify understandings. Third, they will be able to use language to create images and to produce an emotional response. They will also have the ability to acknowledge and be sensitive to others’ viewpoints.
The students may learn speaking so as to be able to use the language and ideas suited to the situation that the students face. They may be able to recognize the
14 students have to notice the situation when they want to express their ideas and speak.
The students also learn speaking so as to be able to respond to something that they face in their surroundings. They use the language to state and express the ideas that they want to convey to the listeners. In addition, they also use the language to ask something that they want to know in the situation and to clarify their understandings.
When students learn speaking, they also learn to create images of themselves and images of something. In this case, from the language that the students use, the students project a certain image. Furthermore, the language that the students use is also the production of their emotional response. It is the expression of the students’ emotional response to something that they face in the world.
As the language is used in the interaction with the community in the society, when speaking, the students may also use the language to acknowledge and be sensitive to the others’ viewpoints. Hence, they may give comments about the others’ viewpoints using the language. Moreover, in speaking the students are supposed to be responsive to others’ viewpoints.
When the speakers become more proficient speakers and develop their abilities in developing self-awareness, they will be able to examine and explore personal points of view, identify flaws in their own and others’ reasoning, determine what it is they need to know, and find effective ways of supporting
15 The students learn speaking to probe and examine their points of view. They explore their personal points of view and later can express their points of view by speaking. It is one of the ways in developing self-awareness. Therefore, the students also learn to develop self-awareness in the speaking class.
It is the part of developing self awareness that in speaking, the students also learn to identify their own flaws. They learn it from others. They also learn to identify the others’ reasoning through the interaction in the society. They learn to understand and acquire the knowledge from this method.
In speaking, the students also learn to develop their self-awareness to determine what they need to know. It is to shape the knowledge that they need since in speaking the students need to have enough knowledge. Hence, as the students be more proficient speakers, their abilities to determine what they need to know improve.
The self awareness also includes finding the effective ways of supporting the students’ own opinions. The students not only learn to examine and explore personal points of view and express their opinions, but they also learn to find what the effective ways to support the opinions are. They may look for some evidence or supporting ideas from other people and surroundings.
In becoming proficient speakers, the speakers may do speaking to inform. In this case, they will be able to use key language patterns, proper sequencing, nonverbal cues, and appropriate intonation. They will also be able to provide
16 listeners to benefit and learn, and reflect to determine if their language is appropriate to their listeners.
As the social function, speaking enable students to use key language patterns, proper sequencing, nonverbal cues, and appropriate intonation. Hence, it is becoming apparent that speaking has greater meaning than the word “speaking” itself. It includes the language patterns, sequencing, nonverbal cues, and intonation. That is why in speaking classes the students need to be attributed with such devices. Therefore, the use of audio recording as the model in the speaking class is aimed at providing the students with an adequate model of the social function of speaking. In this case, the students may learn the use of key language patterns, proper sequencing, nonverbal cues, and appropriate intonation from the model.
Speaking also helps the students to gain essential information. In speaking, the students relate essential information to the listeners. Thereby, the students can develop their abilities to share information and knowledge to the other students.
What is informed to the listeners is the essential information. That is why in speaking the students learn to determine what the type of presentation necessary to the listeners is so that the listeners can gain the benefit and learn from the speaker. Moreover, the students are supposed to reduce any unnecessary information.
After knowing what the necessary information for the listeners to benefit and learn is, the speaker also learns to reflect whether the language that he/she used is
17 the appropriate language to the listeners is and which is not. Furthermore, from the reflection, the students as the speakers may have some feedbacks from the listeners and the teacher about their performance. Hence, from the feedbacks, the students may learn and later can improve their speaking performance.
4. Teaching Speaking
a. Elements in Teaching Speaking
Some elements in teaching speaking are the reluctant speakers, prior learning experience, motivation, and principle factors accounting for the reluctant speakers. The following are the discussions of each element in the teaching speaking.
1) The Reluctant Speakers
Burns and Joyce (1997: 134), as cited in Nunan (1999: 231-232) identify three sets of factors that may cause a reluctance on the part of the students to participate in classroom tasks involving speaking. They suggest that this reluctance may be due to cultural factors, linguistic factors, and/or psychological factors.
2) Prior Learning Experience
According to Burns and Joyce, as cited in Nunan (1999: 232) the linguistic facts that inhibit the use of the spoken language include difficulties in transferring from the learner’s first language to the sounds, rhythms, and stress patterns of
18 understanding of common grammatical patterns in English and how these may be different from their own language, lack of familiarity with the cultural or social knowledge required to process meaning. Therefore, modelling is important in the speaking class to give models to the students about the use of spoken language. Psychological and affective factors include culture shock, previous negative social or political experiences, lack of motivation, anxiety or shyness in class, especially if their previous learning experiences were negative.
3) Motivation
Further, Burns and Joyce, as cited in Nunan (1999: 232-234) explained why the learners are unmotivated in speaking. The first reason was the lack of success over time/lack of perception of progress. It means that in teaching speaking the teacher has to find out the way to shape the students’ positive perceptions. Then, the second reason was uninspired teaching. The third reason was boredom. Next, the reason was lack of perceived relevance of materials. Thus, it is the teachers’ task to implement interesting and effective techniques in teaching speaking. The fifth reason why the learners were unmotivated was the lack of knowledge about the goals of the instructional program. In this case, the teacher has to set goals and objectives of the speaking class and give a clear description of them to the students. Then, the last one was the lack of appropriate feedback. Hence, in the speaking class the teacher also has to provide sufficient and appropriate feedback to the students.
Next, Burns and Joyce, as cited in Nunan (1999: 232) also gave the solution of
19 the problem. First, the teacher has to make instructional goals explicit to learners.
The second one was to break learning down into sequences of achievable steps. Next one was to link the learning to the needs and interests of the learners. They also suggested allowing the learners to bring their own knowledge and perspectives into the learning process and also to encourage creative language use. The other suggestion was to help learners to identify the strategies underlying the learning tasks they are engaged in and also to develop ways in which learners can record their own progress. Thus, the use of audio recording as a model in the research is in accordance with the guidelines stated by Burns and Joyce above.
The teacher not only gives a clear description about the instructional goals, but he also breaks down the learning into steps. Besides, the use of audio recording as a model in the speaking class is aimed at linking the learning to the needs and interests of the students since the model is a new and different technique for the students. Moreover, in the speaking class the teacher also gives freedom to express the students’ opinions, ideas, and creativity. In addition, the students are expected to be able to record their own progress.
4) Principle Factors Accounting for the Reluctant Speakers
Tsui (1994), as cited in Nunan (1999: 33-234) identified five principal factors accounting for the reluctance of students to speak up in class: students’ perceived low proficiency in English, student’ fear of mistakes and derision, teacher’s intolerance of silence, uneven allocation of turns, and incomprehensible of input.
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b. The Speaking Process
According to Instructional Resources Unit Curriculum and E-Learning Branch Saskatchewan Learning (2006), as cited in
www.sasked.gov.sk.ca/docs/mla/speak.html , there are three speaking processes in
speaking. The first is pre-speaking. The second is speaking-going public. The third is post speaking.
1) Pre-speaking: Planning and Organizing
In the pre-speaking, first the speakers have to choose a speaking topic. Here is a variety of pre-speaking activities that the students can generate and explore ideas for speaking topics; constructing thought webs and graphic organizers, reading, and researching, listening to music, viewing a video, listening to a speaker, jotting down ideas, and reflecting upon personal experiences. Through one of those pre-speaking activities, the students can explore ideas and express it when speaking.
Second, the speakers have to determine the purpose. The speakers have to ask themselves whether they speak to express ideas, emotions, opinions, and to share information. In this case, every speaker has his/her own purpose for speaking. Speaking may be aimed to express ideas, emotions, opinions, and to share information.
Next, they can determine the audience. There are some possible audiences. The audience can be familiar audiences, known audiences (self, friends, peers, family, and teachers), and extended, known audiences (community, student body).