How To Teach English

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1 Improving Speaking Ability and Self Confidence through Task-Based Language Teaching at the First Semester of Accountancy University Muhammadiyah of Metro by Fenny Thresia Introduction English is one of the subjects at University level. The students need English to access information, broaden knowledge, and promote international relationship in order to fulfill their expectation to meet their future challenges. In this case the Universities provide the academic programs that can support and motivate the students to catch their ambitions. The students have to take the courses as the University offers. PISA 2006 database and PISA 2009 shows the level of students reading proficiency. Based on this kind of proficiency the writer assumes that students language ability is also low because reading is the most important skill among the four language skills. Murcia (2001) stated that reading is assumed as a very vital skill in foreign language acquisition. In other word, other skills like writing, listening and speaking are integrated in learning reading. In addition, they should be integrated to find the idea becomes a real means of the interaction and sharing among people. According to Oxford (2001) the integrated skill exposes English language learners to authentic language and challenges them to interact naturally in the language. Furthermore, in relation to this study about speaking ability the writer shows the students speaking ability as the result of some previous studies. The first study was done by Zulfikri. The Means of speaking achievement at the twelfth grade students of SMK 6 Palembang is The second one was 1

2 investigated by Ida Machdarifah at SMA Nurul Amal Palembang whose means of speaking ability is The writer believes the problems in learning speaking are based on two factors, internal and external. Internal factor is the condition of the students. One of them is lack of basic knowledge of English, for example lack of vocabulary, grammar, segmental and supra segmental phoneme, and strategy in speaking. This condition influences students self confidence in speaking. According to Tanaka (2004) the conception of self efficacy /confidence in language learning has more to do with how learners perceive their ability as language learners and their progress in relation to the particular context in which they are learning. Beside lack of knowledge, the culture of Asian people is also another internal factor. Patil (2008) claimed that most students in some Asian countries are diffident to use English because of shyness, inhibitions, and nervousness. These three conditions are also found in Indonesia. This phenomenon produces less achievement in learning, and they prefer doing what the teacher asks them to do to what they want to do in learning process. So, the students are not confident to speak in front of/with others. Another is external factor such as the large size of the class, poor facilities and the role of English as a foreign language where English is as the subject, but not as the medium at school. Most of classes in Indonesia have large population. The survey was done by Nuril Huda (1990) mentions that most of classes consist of 36 until 50 students. It implicates to the length of time that students have to use the target language. It can be described that Speaking has three credit hours equal to 120 minutes with 40 students for one meeting. It means each student has opportunity to speak in English only for about 3 minutes. Beside large classes, the facilities are very important to support the communicative activities in the classroom. But, facilities like the large room with easily movable chairs, pictures, realia, and electronic tools are not available. 2

3 Those facilities can help the students to prepare the situation according to the context. English as a foreign language which is not used for daily communication implicates to the using English in community. The students get very limited time to practice using English because it is not used in the public. Thus most of the students have less ability in English especially in Speaking. Another assumption why the speaking ability is low is the way of the teacher in handling the class, for example misperception of the modern language teaching concept or disability to apply the suitable teaching methodology to the various kinds of students learning styles. The condition of external factor is also found in each class at Accountancy program especially in the Speaking class. The population of the class is around 40 for Speaking with 3sks (120 minutes), the facilities and the rooms are the same for all subjects, full of the wood chairs without any supported facilities for contextual speaking activities and the students are afraid to speak English. The problems have been mentioned above show that the length of school time and environment do not support the students to use the target language. It causes students low ability in skill, cognitive of the language, and the students self confidence because students low ability arises anxiety in language learning. Clement, Dornyei, and Noels (1994) cited in Liu (2007) mention that it was revealed that achievement in English was significantly related to self confidence, the evaluation of the learning environment and the motivational indices. Other case can cause students anxiety in learning language is negative response of teacher or friends. They are afraid if other people like teacher and friends look down them because of their disability to speak very well. Zhao Na (2007) studied the anxiety in language learning of high school students in China. The result of this study is that students fear of negative evaluation was especially serious by noticing the computation of means and standard deviation of each kind of anxiety, the mean of which reached

4 Therefore, it should be considered the appropriate methods or technique of teaching in order to develop students speaking ability and self confidence in English as a foreign language class. If they have good self confidence, they probably are able to speak English better. On the other hand, the teachers should improve their teaching style and the most important thing is creating the pleasant atmosphere of the classroom to create students belief. Charles A.Currant in Richard (2001:23) believes that the atmosphere of the classroom is a crucial factor, and his method seeks to ameliorate the feelings of intimidation and insecurity that many learners experience. One of teaching methodology is Task-Based Language Teaching which focuses on the students activities by designing tasks discussions, problems, games, and others. It is believed that the effective way to teach language is by engaging the students in real language use in the classroom. Willis and Willis (2007: 1) mention some important things in task-based language teaching. They focus TBLT in order to provide the students with plenty of opportunities to use the language in pair work, group work or teacher fronted methodology. So, they have confidence and willingness to develop the language they have already had. It is not only on speaking skill, but also reading and writing. Some researchers have done investigation related to Task-based language Teaching in vary part of language teaching. Oxford (2006) and Hitotuzi (2008) found out the tasks in TBLT give great opportunity to have good experiences in learning process for students and teachers. Hitotuzi (2008) concludes that involving interaction in discussion is better than a variety of small tasks which make students more aware of the lesson objective. By considering the need how to solve the problems in learning to improve students self confidence and speaking ability, the writer initiate to use Task-based Language Teaching in learning process. It will be applied at the first semester of accountancy program because the students have had knowledge of English and it supposed to prepare the students to be able to speak more confidently for the next two semesters in the higher level of speaking proficiency. As the result the students can be competitive among other school graduation. So, the writer would 4

5 like to conduct a study to see whether Task-based language teaching gives the effect on improving the students speaking ability and their self confidence in speaking The Nature of Speaking People learn a language for a variety of reasons, but the most important one is to communicate in that language. So, language teaching in the twentieth century captures in term Communicative Language Teaching is an elected blend of the contributions of previous methods into the best what a teacher can provide in authentic uses of the second language in the classroom. It moves from the teaching of the rules, pattern, definition and the knowledge about the language into the point that the students have to communicate genuinely, spontaneously, and meaningful in the target language (Brown, 2006). It is important to study a balance of the four basic language skills, reading, listening, writing and speaking. These four basic skills are related each other by two parameters. Listening and reading are receptive or input, and speaking and writing are the productive or output. Chaney (1998) believed that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of context. Teachers concern the students not only practice speaking in a controlled way in order to produce features of pronunciation, vocabulary, and structure accurately, but also practice using these features more freely in purposeful communication. (Hedge, 2000:261). On the other hand, Hedge says that the communicative classroom needs to expose the learners to produce the language in more controlled activities in some aspects. And the following needs are useful for the learners in communicative activity: (Hedge, 2000:273) 1) Contextualized practice, to make clear the link between linguistic form and communicative function. 5

6 2) Personalizing language, to personalize the language to express the learners own ideas, feelings, preferences and opinions. 3) Building awareness of the social use of language to achieve an understanding what is the appropriate social behavior and the language that accompanies it. 4) Building confidence, to be able to produce the language quickly and automatically. There are three basic types of activity and then can be considered what each contribute to the development of speaking skill (Hedge, 2000:277): 1) Free discussion. In this activity the students will talk about a range of topics which engage their interest, opinions, histories, and experiences. It provides important opportunities for developing certain aspects of fluency, encourage students to use the language needed to sustain conversation over a period of time by drawing in other speakers, and to practice the strategies required in interpersonal communication. There are some kinds of support or structure are needed by discussion, like: 1) support comes from the information given by the teacher or materials, 2) that comes from phasing the activity with careful instructions, where the students prepare for their discussion by writing down some ideas, 3)support comes from structuring interactions with suggestions for group roles. The teacher should monitor the choice of spoke person from one activity to another to ensure equality of opportunity for public monologue, 4) that comes from establishing goals for the discussion. 2) Role-play It refers to a number of different activities, from simple dialogues prompted by specific information on role cards to more complex simulations which pass through a number of stages. According to Ur, 2000 (cited in Zulfikri, 2010) role play refers to all sorts of activities where learners imagine themselves 6

7 in a situation outside the classroom, sometimes playing the role of someone other than themselves, and using language appropriate to the new context. The term can also be used in a narrower sense, to denote only those activities where each learner is allotted a specific character role. 3) Gap activities It involves each learner in pair or group possessing the information which the other learners do not have. These kinds of tasks assist language acquisition, but they do not necessarily involve students in role play or discussion. Three basic types of activity can be develops to many communicative activities in different context. In speaking class, it can follow a pattern of preparation, presentation, practice, evaluation and extension. Preparation step is to establish a context and initiate awareness of the speaking skill to be a target. In presentation, the teacher can provide learners with a preproduction model in order to help learners become more attentive observers of language use. Learners reproduce the language in practice step. Evaluation involves directing attention to the skill being examined and asking learners to monitor and assess their own progress. And extension is activities that ask learners to use the strategy or skill in a different context of authentic communicative situation. Brown (1994) cited in Florez (1999) list six possible task categories of speaking activities. They are: 1) imitative for clarity and accuracy, 2) intensive, drill or repetition focusing on specific phonological or grammatical points, 3) responsive, short replies to questions or comments, 4) transactional, dialogs conducted for the purpose of informational exchange, 5) interpersonal, dialog to establish or maintain social relationship, 6)extensive, extended monolog such as short speeches, oral report or oral summaries. 7

8 The Principle of Task-Based Language Teaching 1. Task and Communicative Language Teaching Teacher has been using tasks in classroom activities for a long time appropriate to the trends at the time, for example in Grammar Translation era, the tasks were given in grammar practice and translation. Recently in communicative era, there are many communicative tasks are done by the students like producing oral presentation, brochures, videos, websites and dramatic performance. A teaching approach based on the use of communicative and interactive tasks as the central units for the planning and delivery of instruction. Such tasks are said to provide an effective basis for language learning since they: a) involve meaningful communication and interaction, b) negotiation, and c) enable the learners to acquire grammar as a result of engaging in authentic language use. Willis, 1996 presents it as a logical development of communicative language teaching since it draws on several principles that formed part of communicative language teaching movement from the 1980s. For example, the activities that involve real communication are essential for language learning, the meaningful tasks promote learning and language that is meaningful to the learners support the learning process. In order to construct the tasks for communicative classrooms, it is necessary to draw the proper definition of the task. Willis (1996) defines the task is an activity by using target language for communicative purpose to achieve an outcome. Skehan (1998) represent the features of tasks in four defining criteria: 1) the goal to be worked toward, 2) the activity is outcome-evaluated, 3) means is primary, and 4) there is a real world relationship. 2. Task-based Language Teaching According to Longman Dictionary Task-based language teaching is an extension of the principles of Communicative Language Teaching and an attempt 8

9 by its proponents to apply principles of second language learning to teaching (Longman, 3 rd Ed). Task-Based is different from the task which is as the follow up to a series of structure or vocabulary based lessons. In task-based learning, the tasks are central to the learning activities. It is originally developed by Prabhu in Bangladore, southern India. It is based on the belief that students may learn more effectively when their minds are focused on the task rather than on the language they are using. In language teaching there is a three-way distinction of tasks. They are a focus on meaning, a focus on language and a focus on form. A meaning- focused approach normally involves a focus on meaning and a focus on language before a focus on form. It supposed to make learners be confident to communicate and then they can learn about lexical and grammatical form which cannot be isolated from the language. Grammar helps everyone in communication. It can make things much easier for listener or reader to understand even a simple story. It is also difficult to express difficult abstract meaning without grammar. In brief, there are two possible starting points for language teaching. One is the meaning as the starting point for language development and the second is the form as developing from meaning (Willis &Willis, 2007). Nunan (2004) also says that pedagogical tasks involve communicative language use in which the user s attention is focused on meaning rather than grammatical form. 3. Frame work of Task-based Language Teaching Jane Willis described that Task-based learning is derived from the traditional PPP (presentation, practice, production).she presents three stages in a Framework for Task-Based Learning: 1) pre-task - introduction to the topic and task, 2) task cycle - task planning and report, 3) Language focus - analysis and practice. And then Ellis (2003) indicates that TBLT has been re-examined in recent years from different perspectives including oral performance, writing performance, and performance assessment. 9

10 Talking about the criteria of communicative speaking competence, it will be shown the criteria of skill degree for the upper intermediate and advanced level (Hedge, 2000) in the following table: Level 3 Level 4 Accuracy Appropriacy Range Pronunciation must be clearly intelligible even if some influences from L1 remain. Grammatical/lexical accuracy is high though occasional errors which do not impede communication are acceptable The use of language must be generally appropriate to function and to context. The intention of the speaker must be clear and unambiguous. A wide range of language must be available to the candidate. Any specific items which cause difficulties can be smoothly substituted or avoided Pronunciation must be easily intelligible though some residual accent is acceptable. Grammatical/ lexical accuracy must be consistently high The use of language must be entirely appropriate to context, function, and intention. There is nothing to cause confusion. There must be only occasional obvious limitations on the range of the language. Few allowances have made for the fact that candidate is not a native speaker Flexibility There must be consistent evidence of the ability to turn take in a conversation and to adapt to new topics or changes of direction The candidate must be able to turn take and direct an interaction appropriately and keep it flowing Size Must be capable of making lengthy contributions where appropriate. Should be able to expand and develop ideas with minimal help from the interlocutor. Must be capable of making lengthy and complex contributions as appropriate. The interlocutor does not need to support the candidate. 10

11 (UCLES/ RSA: Certificates in Communicative Skills in English: Teacher s guide: 30,31). Needed for communication. Goals of Task-based language teaching provide a link between the task and the broader curriculum, relate to general outcomes like communicative, affective or cognitive. One early version of task-based curriculum is the Australian Language Levels (ALL) project. The communicative goals in this curriculum suggest that language is used for: 1. Establishing and maintaining interpersonal relationships and through this, the exchange of information, ideas, opinions, attitudes and feelings, and to get things done. 2. Acquiring information from more or less public sources in the target language. 3. Listening to, reading, enjoying, and responding to creative and imaginative uses of target language. (Adapted from Clark 1987:226, cited in Nunan, 2004:42) To create learning activities in the classroom, it must be transformed the real world tasks into pedagogical tasks. The tasks can be placed on a continuum from rehearsal tasks to pedagogical tasks. Not all pedagogical tasks have clear and obvious relationship to the real world, so the teachers can use the tasks that are called activation tasks like role play, simulations, problem solving tasks and information exchange tasks to activate the emerging of learners language skills. Form-focused work is presented in the form of enabling skills to develop skills and knowledge that will facilitate the process of authentic communication. 11

12 The Methodology of Task-based Teaching was investigated by Rod Ellis (2006) consider methodological procedures for teaching tasks. These procedures are relating to how the tasks specified in a task-based syllabus can be converted into actual lessons. There are many kinds of designs have been proposed, but they are all in the common three principal phases. The first phase is pre-task which concerns the activities of preparation before start the task. The second phase is called during task or task cycle. It is the time pressure to the task itself and affords instructional options. The third phase is post-task is the following-up on the task performance. Pre-task The purpose of pre-task phase is to prepare the learners to perform the task in ways that will promote acquisition. Dornyei (2001) cited in Ellis(2006) presenting the tasks to motivate the learners. On the other hand, pre-task is proposed to prepare the students to perform the tasks and suggest to provide an advance organizer of what the students will be required to do and the nature of outcome they will arrive. Nunan (2004) cited that the teacher use pre-task to scaffold learners performance of the task with the expectancy that other regulation facilitates the self regulation. So, learners can perform the main task on their own. There are three ways to target unfamiliar vocabulary in pre-task phase by predicting, cooperative dictionary search, and words and definition. 4) Strategic planning, the learners are given the time to plan how they will perform the task. Task cycle Task cycle or Ellis calls the during-task phase is how the task to be undertaken that can be selected prior to the actual performance of the task and thus planned by the teachers (the task performance options) or by involving the teacher and learners in online decision making about how to perform the task being complete. 12

13 Post-task phase The framework of task components provides the researchers with some meaningful insights in a task-based syllabus design and authentic material development in order to design task-based activities. Ellis (2006) cites that there are three major pedagogic goals of the posttask phase: (1) to provide opportunity for a repeat performance of the task, (2) to encourage reflection on how the task was performed, (3) to encourage attention to form, especially the form becomes problematic to the students when they performed the task. The Meaning of Self-Confidence Self confidence, according to Oxford dictionary is the own confident of someone ability. It is nearly the same meaning with self esteem, self efficacy or the knowledge about you. Self efficacy/confidence in language learning means this conception has more to do with how learners perceive their ability as language learners and their progress in relation to the particular context in which they are learning. People derive their sense of self esteem from the accumulation of experiences with themselves and with others and from assessments of the external world around them (Brown, 2006:155). So that, the students who has good self confidence can be success in learning process, but those who has less self confidence tend to face their failure. There are some studies investigated about anxiety in language learning. Most of them happen because the style of teaching and evaluation do not consider building learners confidence. Zhao Na from Shandong University of Technology, China did a study of High school students English learning anxiety. This anxiety related to the students self confidence in order to perform their spoken English by trusting and believing in themselves, having faith in the ability in whatever situation. The result of this study is that students fear of negative evaluation was especially serious. 13

14 The achievement of s peaking skill In short, Communicative approach provides the comfortable atmosphere in learning activity to train the students communicate in the target language. So, to know the students achievement of speaking skill or in other word the speaking competence, it should be given the communicative test to the students. Goals of Task-based language teaching provide a link between the task and the broader curriculum, relate to general outcomes like communicative, affective or cognitive. One early version of task-based curriculum is the Australian Language Levels (ALL) project. The communicative goals in this curriculum suggest that language is used for: 4. Establishing and maintaining interpersonal relationships and through this, the exchange of information, ideas, opinions, attitudes and feelings, and to get things done. 5. Acquiring information from more or less public sources in the target language. 6. Listening to, reading, enjoying, and responding to creative and imaginative uses of target language. (Adapted from Clark 1987:226, cited in Nunan, 2004:42) Method of the study This study used the quasi experimental design, Nonequivalent Control Group design. The design involves experimental and control groups. The experimental group will be given pre-test, treatment and post-test while the control group will be given pre-test and post-test without treatment (McMilan, 1992:176) 14

15 Population and Sample Population of the Study A population is a group of elements or cases, whether individuals, object or events that conform to specific criteria and to which we intend to generalize the result of the research (McMillan, 1992:62). Besides, population is the group to which the researcher would like the result of a study to be generalized. It includes all individuals with certain characteristics (Wallen and Fraenkel, 1991:339). Therefore, the population used in this study was the first semester of accountancy program in the academic year Sample of the Study Sample refers to the group of elements, or a single element, from which data are obtained (McMillan, 1992:69). The sample of this study was taken from the population. This study used seven classes to be the sample of the study using cluster random sampling to take subjects in naturally occurring group or cluster. Arikunto (1988:120) states that if the population in one population is fewer that 100, the whole subjects in the population become the sample. In this study all the population become a sample 98 students. Techniques for Collecting Data The oral English Test In this study the writer will use two oral tests, pre-test and post-test to the sample. It is used to measure speaking ability of the sample before treatment and after treatment. Hatch and Farhady (1982:444) state that test is something for measuring knowledge, intelligent, ability of an individual or group. In constructing the test the writer will follow some steps: (1) the writer will prepare the situation related to the topics that are used in learning process. The learners will speak out about the topic by their own words. 2) Asking the expert judgment 15

16 on the appropriateness, in this case the advisors judgments. 3) Producing the final test. 4) Conducting the test, and 5) Analyzing the result to see the test whether it is valid and reliable. The writer will give pre-test before conducting the teaching experiment to the students. It is to measure the students mastery before giving treatment by task-based language teaching. The post-test will be given after the treatment is conducted. It is supposed to measure the students achievement after the treatment. Questionnaire The questionnaire will use to assess the learners self confidence in language learning especially in speaking before treatment and after treatment. It consists of two parts; one is intended to collect demographic data of participants, such as their names, age, and gender. The other is questionnaire adopted from FLCAS (Foreign Language Classroom Anxiety Scale) that was design by Horwitz (1986) and it is modified by the writer appropriate to the need of this study. The questionnaire consists of 30 statements about self confidence, communication anxiety, fear of negative evaluation and how the participants believe in their ability related to teaching methodology is used by the teacher previously and that is used in this study. A. Technique for Analyzing Data This study will use quantitative data analyses to analyze the data from questionnaires and tests by using SPSS 16 for Windows. Before analyzing the 16

17 results of pre-test and post-test scores, the writer will find the normality and the homogeneity of the data. Firstly, the writer will use t-test to compare the results of pre-test and posttest and the result of questionnaires before and after treatments between the two groups. Secondly, descriptive analysis will be performed to compute the means and standard deviations for each item of questionnaires to see the general situation of students self confidence. The level of students self confidence will be classified based on thescores they get. The levels are classified into very poor confident for 0 30 score point, poor confident for score point, average for score point, high confident for score point, and very high confident for score point. As a result, it will be known whether there is a significant difference in terms of students self confidence in speaking between the students who are given treatment by using Task-based language teaching, and those who are not. To analyze the data, the writer will use Paired Sample t-test to compare two population means in the case of two samples that are correlated to find significant difference between them. Then, to find the significance of the difference between the means achieved by the experimental group and the means of control group will be used independent t-test. Findings of the Research The Descriptive Analysis in the Experimental Group The results of the students pre-test in the experimental group showed that the lowest score was 15 and the highest score was 43. The mean score was

18 with the standard deviation of In the post-test, it was found that the lowest score was 35 and the highest score was 73. The mean score was with the standard deviation of Summary Descriptive Analysis in the Experimental Group and Control Group Pre-test Post-test Group Lowest Score Highest Mean score SD Norma lity Lowe st Score High est Mean score SD Normal ity Experimental Control Mean Difference within the Experime ntal Group and the Control Group Before the treatment, students mean score of pre-test in the experimental group was and after the treatment the students mean score of post-test was (see table 7). The output showed that the mean difference between pre-test and post-test in the experimental group was 2.89 with the standard deviation = 12.26, t-obtained = 9.126, and the significant level = (p<0.000). The students mean score of pre-test in the control group was and in the post-test was (see table 7). The output showed that the mean difference between pre-test and post-test was 1.49 with the standard deviation = 12.73, t- obtained= and the significant level = (p<0.000). Since the p-outputs of both groups were less than the value of probability 0.05, then the null hypotheses (H 01 and H 02 ) were rejected and the research hypotheses (H 1 and H 2) 18

19 were accepted. It means that there is a significant difference in writing achievement between before and after treatment using the technique Summary Statistics of Paired Sample t-test and Independent Sample t-test in the Experimental group and Control group TECH- NIQ UE Variabl e Mean Exp Pre-test Mean Cont Mean Exp Post-test Mean Cont Pre and Post test Exp Mean within difference SD Pre and Post test Cont within Mean diffrenc SD Mean difference Post-Test between Exp & Cont T-Value Post-Test between Exp & Cont (sig.) Adbusting Writing (p<.000) Based on the result of the study, it can be seen that there is a progress achieved by both experimental and control groups. For the experimental group such answer questions and give details of descriptions following an aural presentation, describe a picture related to a specific topic area, narrate a linked sequence of past events shown in a picture sequence or cartoon strip. However, the students in the experimental group has a better progress in speaking achievement than those of in the control group. In addition, the finding showed evidence that the Task-based language teaching was effective in improving students writing achievement in the experimental group. Futhermore, although speaking activities seemed to be difficult for the students at the beginning of the treatment, they eventually enjoyed them. This is probably due to the collaborative interactions among the students which result in 19

20 willingness to write their own paragraphs. This study is in line with the studies done by Teo (2006) and Ibnian (2011) which focused idea sharing and feedback giving among the students. In short, applying Task-based language teaching could encourage students to enjoy speaking and think critically as well. The progress of students can be developed by applying student-center style. In this style of learning the learners may choose what to do and how to do the tasks. It also sensitizes the learners to their own learning process. Conclusion Based on the results and the interpretation presented, some conclusions can be drawn. First, students speaking achievement was increased due to the systematic exposure of the technique followed by the frequency of speaking either individually or in groups. Second, judging from their confident toward speaking and the increasing scores they had during the treatment, the students were eager and stimulated to produce better composition. Suggestion Based on the conclusions above, the writer would like to suggest that the English lecturers use Task-based language teaching techniques as an alternative in teaching speaking. Futher research could also be conducted to see how effective the technique is if it is applied in other majors and universities. 20

21 There is some value of being confident students. One is they know that much of their confidence is develop through experiencing success. They also know that what is the most beneficial to focus on what they can do. The confident students interpret failure as a result of a lack of effort, preparation and other factors they can change, and they can manage negative emotions like upset, down and pessimistic. 21

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