STUDENTS’ STRATEGIES IN DEVELOPING SPEAKING SKILL: A Study at a University in Bandung
Kusumayanthi, Susie (2011) STUDENTS’ STRATEGIES IN DEVELOPING SPEAKING SKILL: A Study at a University in Bandung. S2 thesis, Universitas Pendidikan Indonesia.
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This thesis reports on language learning strategies to develop speaking skill employed by university students. The students were categorized into high, middle, and low achiever students based on their English speaking proficiency. This thesis also reports on the reasons why these students employed the strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. The employment of language learning strategies seems necessary for the language learners because speaking the new language often causes the greatest anxiety among other language skills (Oxford, 1996: 164). The students involved in this study were six university students who were studying at the eighth semester in a university in Bandung. They were taking a three-month English for Job Seekers Program supported by the university. In selecting the participants, this study made use of purposeful sampling to gain the important information from the participants (Alwasilah, 2002: 146). The instruments used were questionnaires and interviews. The questionnaires were Background Questionnaire and Strategy Inventory for Language Learning (SILL) Version7.0 developed by Oxford (1990); and the interview was open-ended questions interview. There were six language learning strategies in this study, namely: memory, cognitive, compensation, meta-cognitive, affective, and social strategies (Oxford, 1990). The data from the questionnaires were analyzed using Likkert scale; while the data from the interviews were analyzed using Kvale’s approach. The study then reveals several findings: (1) regarding the language learning strategies employed by the high, middle, and low achiever students in developing their speaking skills, the study figured out that the high and the low achiever students tended to employ meta-cognitive strategies the most for developing their speaking skills; while, the middle achiever students tended to employ affective strategies the most. The study also revealed interesting finding in which the high achiever students were using the widest variety of appropriate LLS. This might be one of the explanations why the high achiever students’ speaking skills were better than those of the middle and low achievers; (2) concerning the reasons why they employed certain strategies; the participants revealed that they employed certain strategies to effectively increase their ability in speaking. The reasons that were pointed out by the participants might indicate that they employed the language learning strategies consciously to assist their progress in developing English language skills, particularly speaking skills. As suggested by some researchers, among others Oxford (1996) and Wenden (1990), the conscious use of language learning strategies makes good language learners. It means that all of the participants in this study could be categorized as good language learners. The study also revealed that all of the participants have demonstrated their efforts to be able to speak English fluently by, among others, employing several strategies such as memory strategies, social strategies, compensation strategies as well as cognitive strategies. The employment of those strategies were in line with Harmer’s (2002: 269-271) theory concerning success in speaking fluently. Finally, based on the findings from the study, which may not be generalized to other settings, it is suggested that the language learning strategies be gradually but intensively introduced and implemented in developing English speaking skills.
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the students feel about their speaking skills as a whole. In addition, the results show that the students' self-assessment of their speaking skills and teacher assessment of speaking skills change depending on the students' level of proficiency, gender and exposure to English outside the classroom.
they generally speak, but in a different language. Celce-Murcia and Olshtain (2000; as cited in Al-roud, 2016) stated English speaking is a difficult skill because it needs the command of sub-skills in speech development, such as vocabulary retrieval, grammatical pattern selection, and sociocultural competence. It means some aspects are ...
questionnaire showed that by using role play technique students were active involved in the classroom. Based on the finding mentioned before, the writer suggests that the English teacher could implement Role play technique in teaching speaking in order to motivate students in learning English Speaking.
speaking test. The questionnaire results determined student self-esteem category into five categories from very low to very high levels of self-esteem. The second data is a speaking test using an interview model with the theme is learning during a pandemic. Speaking test result determined students speaking skills into three categories enough ...
And the recommendation of this study students should practice way of pronouncing words through different techniques like, listening English language media, using dictionary to know the exact sound of the word. DOI: 10.7176/RHSS/9-17-01. Publication date:September 30th 2019. 1.1 Back ground of the study.
the instructional resources used in teaching speaking skills in English, establish the methods teachers of English use in the teaching of speaking skills, establish the common errors that students made when speaking in English and to identify other factors affecting the acquisition of speaking skills in English.
1) and the product on (see Example 2) of speech n the fore gn language can be. tested. CHAPTER VI: Tes ng and Assessment of Speaking Skills, Test Task Types and Sample Test Items 131. Example 1 ...
The instrument that used by the writer in collecting data is questionnaire using Google form and the total number of question consisted of 25 statement using Likert Scale with using close ended question. ... From student self confidence in speaking skill we can see the student still have difficulties communication in speaking and lack of ...
This thesis reports on language learning strategies to develop speaking skill employed by university students. The students were categorized into high, middle, and low achiever students based on their English speaking proficiency. This thesis also reports on the reasons why these students employed the strategies. The study focuses on the above topics because the research concerning language ...
06 I try to learn about the culture of English. never - rarely - sometimes - often - always. 07 I pay attention to pronunciation to pronounce better. never - rarely - sometimes - often ...
This thesis was carried out with data collected from a school in the south of India and written by two students becoming teachers of English. The aim of this thesis is to find out how a teacher can foster and develop student's oral communication skills so that they have the ability, willingness and confidence to speak English.
speaking skills both in and out-side classroom due to: lack of motivation, fear of making mistakes, lack of self-confidence, poor grammar knowledge, shortage of vocabularies, lack ... The researcher focused on identifying the factors that affect students' speaking skills in asking and answering questions, participating in pair and group ...
students' speaking skill. III. Aims of the Study The present study aims at discovering how cooperative language learning can be utilized to develop EFL students' speaking skill in the English branch. It also aims at highlighting the importance of: Assigning cooperative groups to maximize the oral productions in order to
THESIS Submitted by: YUNI MAHTAWARMI NIM. 140203134 ... teaching experiment, pre-test, post-test and questionnaire. The findings show that the PBL improves students‟ speaking skills. ... speaking skill to young learners in Indonesia is not an easy task because English is
The questionnaire covered a few indicators to find a specific information that writer needed in the study, such student' belief in their personal ability, students' belief that ability could be nurtured, students' confidence in ... Efficacy and Speaking Skill Ability at Eighth Grade Students of MTs Negeri 28 Jakarta Timur. Keywords: Self ...
A THESIS Intended to fulfill one of the requirements for the award of Sarjana Degree in ... Data is collected from questionnaire was that are distributed online via gogle forms. The questionnaire was adopted from Nurhadiah Fitri ... factors of student difficulties in speaking skills, causes and solutions to solve . English. difficulties in ...
speaking remains the most difficult skill to master for the majority of English learners, and they are still incompetent in communicating orally in English.Another study inAttalah (2016) showed that there are many factors that cause difficulty in speaking, and they are as follows: (1) Inhibition. Students are worried about making
The article deals with the problems of teaching and learning speaking, in particular those which are most relevant in the context of developing oral skills at the advanced level of foreign ...
communication issues/challenges, in particular listening and speaking abilities of staff members, to find out what English training courses would suit their needs in order to improve their English speaking and listening skills. Participants were asked to answer a questionnaire which included 29 Likert scale questions and an open -ended question
speaking skill are interrelated. The result obtains from the assessment in classroom can be used by teacher to enhance students speaking skill. On the other hand, students can use the result of speaking assessment to improve their speaking skill because the students know which areas and components need to be improved.
skills of language, e.g. speaking, listening, writing, and reading. Listening and reading are passive skills, while speaking and writing skills are active skills. Based on the languages function as the tool of communication, we could say that speaking as the active skill is essential to complite the role of the language as a tool of communication.
speaking English is the dream of every learner of the English language. In this sense, in order to develop speaking skill teachers of English language must spend much time on speaking activities. Different tasks and activities can be used in order to improve the quality of speaking and achieve the desire goal on students' oral performance.
reasons why speaking English is a challenge for Saudi EFL students which will help in the formulation of strategies to overcome such challenges. Cite as: Kashmiri, H. A.(2019). Communication challenges: Saudi EFL Speaking Skills and strategies to overcome speaking difficulties. (M.A.Thesis). Retrieved from Arab World English