Kazakh national Women’s teacher training university

Foreign language: two foreign languages

Basics of scientific research

How to improve 1st year students’ speaking skills ?

Teacher: Zagitova Gulnar Baltabekovna

Students: Group- 312
Turdygazyyeva Aigerim
Makhmud Nazerke
Baktiar Kubyla
Abstract:
The purpose of this research are to describe how well the students’ speech performance in
speech subject is, to describe students’ speaking problem in speech subject, to find out the
most dominant speaking problems in speech subject and to describe how the students’
preparation before delivering their speech in speech subject faced by the third semester
students of English Program of Akademi Bahasa Asing Pontianak in Academic Year 2012 –
2013. This research involved 20 students of class 2B1. The method of this research was
descriptive research. Based on research finding, most of the students faced both linguistic and
non-linguistic problems when speaking English. The data showed the most speaking
problems in linguistic aspects are fluency and comprehensibility, while the most of speaking
problems in non-linguistic aspect are eye contact and gesture. However, the result based on
the questionnaire showed that most of the students implemented the preparation before
delivering the speech, although they implemented the preparation in different ways.
Keywords: Speaking’s Problem, Speech

Introduction
Speaking is the way to share our ideas, feelings, opinions, thoughts, or
information by which the language is used. The sharing ideas can not happen in one way
only, but it must be done in two ways, where one become senders and the others become
receivers to build an interactive communication. Communication in foreign language such as
English is enjoyable for those who have mastered this language. In contrast, it is not
enjoyable if the learners are not motivated and have little of self-confidence in making
conversations to communicate. The students have problems in exploring their ideas because
they are afraid of making mistake in the presence of their classmates. The clear and fluent
pronunciations are other reasons why the students tend to be passive speakers, instead of the
active ones.
The problem related to the speech is the need to improve pedagogical services, increase
students' level of knowledge, ensure the quality of the educational process, and enhance
students motivation to participate in learning. In order to address this problem, various
methods can be used, such as selecting appropriate learning materials, developing educational
programs, promoting interaction among students, utilizing teaching methods, conducting
assessment and evaluation, and aligning them with students goals. Through these methods,
the process of redeveloping pedagogical services can be implemented and actions can be
taken to enhance students level of knowledge.
A teacher can help the students practice their speaking in many ways, for
instance by assigning them to deliver a speech, especially for the students of post
intermediate or advance level. Speech is one of ways where students can practice their
speaking orally in front of the audience. Whether the speech is short or long, to reach a good
performance in speech there must be good preparation in advance. ”Good preparation and
planning are essential for successful presentation” (Chivers & Shoolbred, 2007). The habit of
preparing makes a good speaker.
Speech or public speaking is a deliberative type of communication. A
good communicator is a person who can give a motivation for the audience. It means that
motivation is more important than age, sex, religion, level of economic, and other thinks
when communicate (McCarty, 2007). However, being a good public speaker is not easy. It is
true that everyone will feel nervous and do not feel confident when he/she has to speak in
front of the audience.
Being aware of this, the writer is interested to identify these problems further. In order to be
able to identify the precise problems that they might face, it is necessary to conduct a
research. For this reason, the writer is interested to do a descriptive research about students’
speaking problems in Speech subject.

Research question:
"What strategies can be implemented to enhance the speaking skills of first-year students in a
higher education setting?

Literature review
Several studies on the topic of language games and speaking skills present results concerning
students’ improvement of language skills. In Urrutia & Vega (2006) research study, the data
collected suggest that speaking is the most difficult skill to develop, students usually present
lack of vocabulary, shyness and fear of being humiliated; besides, the authors explain that
students show evidence about the importance of implementing games in classroom for
improving the speaking skills. In Rama, Ying, lee & Luei Luei’s (2007) study, the participants
expressed that games allow more than a half of students to improve communication in a
second language; there were involved an experimental group and a control group, in the first
one 21% of the students considered that they were not able to speak better, but in the second
group only 11% although in experimental group learners enjoyed more games activities.
Finally, Hamzah & Ting (2009) present findings on teaching speaking skills through group
work activities saying that the results of the project were the preferred inasmuch as students
showed participation in speaking group activities highlighting motivation, interest, and they
demonstrate contributions in team work as well as improvement in individual speaking
activities.
Questionnaires, teacher’s journals and video recordings were used as data collection
instruments. The researchers analyzed the data by using charts which included the
percentages of student’s answers about the most difficult skill for them, how often they speak
in English during the class and the factors that interfere at the time to speak, such as, shyness,
lack of vocabulary, fear of humiliation, among others.
Oh in addition, from student's perspectives, Urrutia & Vega state that games allow
"cooperation, involvement, self-confidence, knowledge of vocabulary, better English
understanding, improvement of pronunciation and speaking", and from teacher's perspectives,
the authors illustrate that games develop "motivation, improvement in speaking participation,
and free & confident student's performance".
Rama, Ying, lee & Luei Luei (2007) conducted an action research study on the hypothesis of
using language games to improve speech skills during English classes in a primary school
called "Jurong" in Singapore. The participants in this study were 78 students. The researchers
used two different methods for two different groups; they divided students into experimental
group in which was implemented a communicative method where were implemented
language games to improve speaking skills, and a control group which was focused in a
teacher-centered method in which teachers used real- life activities including the essential
vocabulary to perform a conversation. Pre-tests and post-tests were used as data collection
instruments. Researchers analyzed the data collection by comparing pre-tests and post-tests of
speaking elements between experimental and control groups in order to observe if the
implementation of games had helped learners to improve speaking performance.
Research Agreement

This Research Agreement (the "Agreement) is entered into

on___________________________ between :

Turdygazyyeva Aigerim Berdibaykyzy

Kazakh Women Teacher Training University

[email protected]

And

Makhmud Nazerke Bakhytzhankyzy

Kazakh Women Teacher Training University

[email protected]

And

Baktiyar Kubyla

Kazakh Women Teacher Training University

[email protected]

Background:

The Research Student is a research student of the [Experimental] Kazakh Women's

Pedagogical University and has decided to conduct a survey to determine the shortcomings in
the speaking skills of first-year students. First-year students of the Kazakh National Teacher
Training University agreed to participate in the survey.

Objectives:

The purpose of this research is to find out the mistakes made by first-year students in their
speaking skills and what aspects can be improved. Share valuable information on this topic
with them.

Terms and Conditions:

1.Confidentiality and Privacy:

a. Both Parties agree to maintain strict confidentiality of all personal identifying information
and research data collected during the study. Any personal information obtained from the
Second Year Student will be treated with utmost care and used solely for the purpose of this
research.

b. The Research Student will ensure that all research data collected is stored securely and in
compliance with applicable laws and regulations concerning data protection and privacy.

c. The Second -Year Student agrees not to disclose confidential information related to the
rese: study to any third parties without prior written consent from the Research Student.

2. Informed Consent:

a. The Second-Year Student understands the nature and purpose of the research study and
agrees to participate voluntarily without any coercion.

b. The first-year student undertakes not to disclose confidential information related to the
study to third parties without prior written consent.

3. Ethics and Compliance

a. The student researcher agrees to follow ethical principles and obtain necessary permissions
or approvals from relevant authorities before conducting
research.

b. The student researcher must ensure that the research complies with the ethical principles
and standards of the academic institution and all applicable laws and regulations.

4. Data collection and analysis:

a. The student researcher will collect data through interviews, questionnaires, surveys or other
appropriate methods agreed upon by both Parties.

b. The first-year student is committed to providing accurate and honest answers during data
collection.

v. The student researcher will analyze the collected data and share the results with the second-
year student after completion of the study.

5. Intellectual property:

a. The research work and any publications or presentations resulting from this research will
acknowledge the participation of the Second-Year Student unless otherwise agreed in writing
by both Parties.

b. A second-year student may not claim any ownership or rights to the research or related
intellectual property.

v. The second-year student undertakes not to disclose confidential information related to the
study to third parties without prior written consent.

6.Dates:
The study is expected to be completed within [Insert time frame], but actual completion may
vary due to unforeseen circumstances or requirements.

7. Stop:

Either Party may terminate this Agreement by giving written notice to the other Party. In the
event of termination of participation, the research student will make every effort to return any
research data received from the second-year student.

8. Applicable law and jurisdiction:

This Agreement shall be governed by and construed in accordance with the laws of the [State
of the Republic of Kazakhstan]. Any disputes arising from this Agreement are subject to the
exclusive jurisdiction of the state courts of Almaty, Republic of Kazakhstan.

Signed:

___________________________________ __________________________________
[Research Student Name] Name of 1st year student

___________________________________ ___________________________________
[Signature of student researcher] [Signature of a second-year student]

Date: ________/___________/____________ ________/___________/_____________

Methodology

Research design: Qualitative method. An interview was conducted as a qualitative method.

The results were shown in a percentage as a qualitative method.

Sampling: The students in first year students of selected subgroup in foreign language: two
foreign languages participated in an experiment. Some were randomly selected and others
were selected by specific studies.

Data collection: Pre-tests and post-tests were used as data collection instruments.
Researchers analyzed the data collection by comparing pre-tests and post-tests of speaking
elements between experimental and control groups in order to observe if the implementation
of games had helped learners to improve speaking performance.
Data analysis: The data analyzed in this study were the results of student tests. To analyze
student test result data, first an instrument is needed. In this case, the researcher uses a
speaking test, namely game activity as an instrument.
After analyzing the data quantitatively, the researcher conducted a descriptive analysis
through the results of tests conducted by students. Researchers transcribed and summarized
the results of the tests that had been carried out. Then, researchers can group and find results
about students' speaking skills.

Ethical issues: The interview is anonymous and the participant's personal information will
not be used for selfish purposes, we will respect the rule of confidentiality.

Procedures: Several experiments were undertaken within each cohort to ascertain a novel
efficacious approach aimed at enhancing pronunciation through the utilization of song-based
methodologies.

Findings
The researchers used two different methods for two different groups; they divided students
into experimental group in which was implemented a communicative method where were
implemented language games to improve speaking skills, and a control group which was
focused in a teacher-centered method in which teachers used real- life activities including the
essential vocabulary to perform a conversation. Pre-tests and post-tests were used as data
collection instruments. Researchers analyzed the data collection by comparing pre-tests and
post-tests of speaking elements between experimental and control groups in order to observe
if the implementation of games had helped learners to improve speaking performance.

Conclusion
Speaking is the basic skill and an importance part of language learning and teaching. The
goal of teaching speaking should improve students' communicative skills efficiency, because
only in that way students can express themselves and learn how to follow the social and
cultural rules in their real life that appropriate in each communicative situation. Developing
speaking material by using scientific approach that related to the five aspects of scientific
approach becomes one of ways to increase the students’ speaking skill.
From the result of need analysis the writer can conclude that the target need was the students
could not understand the meaning of communication and they could not speak fluently.
So through the development speaking material by using scientific approach , the students
could get the understanding, more active and creative. In teaching method, the researchers
used scientific approach in variety methods to teach speaking in order to the students felt
enjoy the material.

Recommendation
From the result above the writer gives a recommendation to the teacher and the
next writer. This product can be used in first year students and also can be used other level
students who interested.
For the teacher this product could be their literature in teaching speaking with scientific
approach as their teaching method in the first year students in university. And this product
perhaps can make students motivated in learning speaking and grow their speaking skill.
References

 Lewis, G., & Bedson G. (1999). Games for children. New York: Oxford University
Press.

 I-jung, C. (2005) Using Games to Promote Communicative Skills in

Language Learning. The Internet TESL Journal, 11(2)

 Wright, A., Betterige, D. & Buckby, M. (2006). Games for language learning.
Cambridge: Cambridge University Press.

 Bygate, M. (1987). Speaking. New York: Oxford University Press.

 Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.

 Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman.