Topic 8 to what extent can the upt third year students improve their speaking skill

TO WHAT EXTENT CAN THE THIRD YEAR STUDENTS IMPROVE THEIR SPEAKING SKILLS AT UNIVERSITY OF PHAN THIET Dr Bernard Gravel Faculty of Foreign Languages, University of Phan Thiet B.A student Nguyen Ngoc Nguyet An Faculty of Foreign Languages, University of Phan Thiet B.A student Tran Thi My Dieu Faculty of Foreign Languages, University of Phan Thiet B.A student Nguyen Thi Thuy Lan Faculty of Foreign Languages, University of Phan Thiet B.A student Nguyen Gia Lang Faculty of Foreign Languages, University of Phan Thiet Abstract This study aimed to enhance the oral communication skills (conversations) of University of Phan Thiet (UPT) students The sample of the study consisted of 20 students (12 female students and male students) all of them are studying English language, the majority of the sample were the seniors and juniors students, while freshman were minority students The researchers used random sample method To achieve the objectives of the present study, the researchers used semistructured interview as an instrument for data collection The results of this study revealed that the students of UPT face many problems related to speaking skill, such as confusion and embarrassment; students did not learn speaking lessons correctly at school, and face difficulty in pronouncing some words The results also showed that the most frequent problems were the limited amount of vocabulary among students, while the least frequent problems were the difficulty in understanding questions This study also presented some of appropriate solutions to overcome the weakness in speaking skill, such as practicing speaking English inside and outside the classroom effectively, using the modern social media to communicate in English and to express the students feelings and needs Key Words: Speaking skill , EFL , communication skills , Phan Thiet University students Introduction English language is a universal language and one of the simplest and easiest languages in the world It is the official language in a large number of countries, it is estimated that the number of people in the world that use English to communicate on a regular basis is two billion English language is the dominant business language, and it has become almost necessity for people to spoken English, because there are many motivations to learn this language, such as: the modern world language of media, international economic, tourism, technology and scientific articles, and the Internet that demands a good knowledge of English especially of spoken English English language is considered as foreign language of a lot of Arab countries, like Jordan, Iraq, Palestine, Arab Gulf, and others Jordan uses it in the government, some formal situations, in addition, of the Jordanian universities; they use it as a first language in lectures and debates While reading and listening are considered to be the two receptive skills in language learning , and writing and speaking are the order two productive skills necessary to be integrated in the development of effective communication Of all the four macro English skills, speaking seems to be the most important skill required for communication Zaremba, (2006) However ,speaking for special communication usually occurs in contexts where speaking performance is conducted for an audience in differing circumstances The principles of public speaking are also intertwined with the development of speaking for special communication When a speech involving an audience is taken into consideration, the act of speaking is considered to be more complicated than general everyday conversation and a number of other skills are therefore included in the speaking delivery process, e.g choosing topics, organizing thoughts, tailoring the message, and adapting to listener feedback (Lucas, 2001) Finally , speaking English language skill is one of the important of four language skills to be developed as a means of effective communication in both first and second language learning context in Jordan Universities, particularly at Ajloun National University Effective communication by mean of speaking usually creates a number of benefits for both speakers and business organizations for example effective speaking skill results in achievements during ceremonial speaking activities, job training, activities, job interview, and other business purposes (Osborn, et al 2008) We can say any person without oral communication skills will suffer in this era of competition and may find it difficult to achieve a higher position Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Burns & Joyce, 1997) Language is a means of communication This belief leads the English teachers to teach the students how to communicate in English Therefore, the materials, the methods, the techniques, the activties of the learning should encourage and support the students to use English as a means of communication CLT (Communicative Language Teaching) approach provides various communicative activities in English language teaching In reality, however, the activities of learning are the traditional models, such as reading aloud the dialogues/monologues from a written transcript, reciting texts, or doing some written exercises English is a global language Therefore, it has been taught in some levels of education in Indonesia, such as elementary school, junior high school, and senior high school in order to make young generations ready to face the globalization era As a global language, English is used in many things we find in our daily life and in many kinds of modern technology, such as mobilephones, computers, social media/networks, electronic machines, transportation, banking, even used in many labels of typical substance or materials, such as, chemicals, medicine, cosmetics, foods and beverage, etc Other impact of English as a global language is the English mastery in new employess recruitment English mastery in any kinds of language skills is very important consideration for companies in the recruitment of new employees High level of English mastery means more easily and widely high access of information As a result, many students join an Englishcourse which is usually held by private institution, because they feel that their learning English in the formal school is not adequate to achieve a higher level of English mastery In formal education, listening and speaking as the important of language skills get less proportion in the English teaching and learning The teachers too often teach reading and writing Some teachers assume that giving the students writing/reading tasks makes them more settled and more quiet and seems to get a better and more effective condition of teaching-learning process rather than giving them speaking tasks which usually seems to make the class very noisy In addition, the English examination in formal education gives too much proportion in reading-writing test There is rarely speaking test or oral production test Consequently the students assume that listening and speaking are not very important to study Speaking is productive skill of language learning It involves communicative performance, and other important elements, such as, pronunciation, intonation, grammar, vocabulary, etc They should be taught in any language learning to make the learners able to use the target language to communicate Speaking is the skill that the learners will be judged upon most in real-life situation It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensibly Thus, the teachers have a responsibility to prepare the learners as much as possible to be able to speak English in the real-life situation Based on the things mentioned above, the researcher tried to make speaking activities more effective for students in learning English by determining the techniques which are appropriate and effective to teach speaking The researcher tried to use speaking board games as a kind of techniques in teaching speaking Therefore, the researcher would implement speaking board games in order to improve the students speaking skills, as an effort to make the students able to use English to communicate By conducting classroom observation and interview with the teacher and also the students, the researcher found some problems in teaching and learning process of Grade VIII students of SMP N 13 Yogyakarta in class VIII A Firstly, the teacher hardly gave the students varied activities, such as games, students project, delivering speech, presentation, discussing some issues, outside classroom activities, even listening activities which are actually expected by the students The activities were, for example, reading some texts from a worksheet and then answering some questions related to the content of the text Students were also asked to the tasks from the students’ worksheet (“LKS”) However, the teacher selected the material in the worksheet and gave the materials from the text book The students were also asked to copy or to take notes of the materials given by the teacher Sometimes, the teacher also asked the students to repeat some English expressionsSecondly, the students had less English materials because the students depended on the materials given by the teacher In addition, the students did not try to find materials by themselves to suffice or to accommodate their own needs in learning English The teacher also did not encourage the students to find another material from other sources, such as, books, newspaper, internet, and so on Thirdly, the teacher hardly taught speaking, so that the students had fewer s of speaking Even, the teacher taught the students the materials for national examination The teacher said that he had an obligation to make the students pass the national examination successfully, when they are already in Grade IX Consequently, the teacher gave the students materials for national examination which actually ought to be given in the next grade (Grade IX) Although the teacher believed that English is learnt as a means of communication, but in fact, he hardly taught speaking In addition, speaking is productive language skill that has to be learnt by the students Therefore, the teacher should give activities and material that encourage and support the students to speak using appropriate English expressions in order to make the students able to communicate in English Fourthly, once the teacher gave the students speaking activity, the students did not want to speak or to express their ideas in their mind Therefore, to make them speak, they had to be invited, supported, encouraged, and asked first The teacher also did not provide models for the students in speaking activities It caused the students unable to express their ideas in their mind using appropriate language expressions On the other hand, the activities which encourage andsupport the students to speak were very limited and hardly given by the teacher In addition, in speaking activities, the teacher gave many interruptions and did not let the students speak in their ways Speaking as one of the language skills becomes important topics to discuss in language teaching The discussion topics can be related to the instructional techniques, the instructional materials, the instructional media, the language teachers, the language learners, and even the speaking components The instructional techniques hold an important role to motivate and activate learners, the instructional materials play the role to contextualize the language usage and to meet language learners’ needs, instructional media bring the teaching into real life situation, the teachers facilitate and ease the learning process, the learners manifest and produce meaningful and appropriate utterances asan indicator of the instructional success, and the speaking components relates to which components of the speaking to be the emphasis in a speaking class activities In addition, success in studying a language is often measured by learners’ ability to speak in the language being learned More importantly, Harmer (2007) argues that language learners use all language they know when they speak Therefore, research is always needed and recommended to improve the teaching and learning techniques to improve the speaking skills that enable learners to communicate The ability to use the language as a means of communication often judges one’s successfulness in speaking class in language learning This success is detected when a language learner can use the language to express his ideas, feeling, and thought in the form of monologue or dialogue or the success can be simply seen when language learners are able to express their purposes or when language learners are able to make a conversation with others Nunan (1995) argues that speaking is an important aspect of language learning whether it is as a second or a foreign language and the success is measured by the ability of language learners to carry out conversation in the language being learnt This is in line with Richard’s (2008) viewpoint that speaking is an important skill in language learning that enable language learners to communicate not only in expressing view point but also in giving responses It is also agreed that speaking as a productive skill is related to the ability of language learners to process information during the conversation (Harmer, 1991; Burns and Joyce, 1997; Brown, 2001) It implies that speaking deals with the ability to process messages so that utterances produced are appropriate with the context of the conversation and hence the produced utterances meet the purpose of the conversation Improving the speaking skill of students in English as a foreign language (EFL) or English as a second language (ESL) becomes an issue Quite a few EFL teachers expect their students to be able to speak accurately after the teaching learning process On the other hand, most learners find it difficult to express grammatically correct sentences due to the significant differences in the grammar of the native language of the students and that of the EFL and consequently they prefer to put emphasis in fluency rather than on accuracy during the speaking activities Cultural difference is also considered to contribute to the difficulties of EFL learners to use English in their daily conversation (Richards and Rodgers, 1986; Ho, 2009) and in appropriate social interaction (Schumin, 2001; Efrizal, 2012) Despite the faced problems in the teaching and learning of speaking, Heaton (1988) proposed that in the teaching of speaking learners must master the three components of speaking; fluency, accuracy, and comprehensibility or apropriacy It means that there must be efforts to choose effective techniques in teaching speaking and willingness to create and design interesting instructional materials that facilitate the achievement of the three speaking components Techniques in teaching speaking holds important role to improve the speaking skill The teaching of speaking must open up wide opportunities for learners to practice Harmer (1991) suggests that the importance of presentation, practice, and communication/production during the teaching of speaking in order to meet the real purpose of the teaching cannot be neglected Widiati and Cahyono (2006) highlight the importance of techniques in selecting classroom activities in a speaking class More importantly, Jones (2007) suggests that language teachers as well as the instructional materials guide students, manage students activities, and direct learning during the language teaching and learning process Therefore, the role of the EFL or ESL teachers are not only limited to the choice of effective techniques but also on creativity and innovation to design and develop instructional materials Well developed instructional materials help language learners improve language mastery The choice of speaking instructional materials is influenced by the techniques employed in teaching and learning process Widiati and Cahyono (2006) reveal the importance of materials for communicative activities to make students ready to speak They analyze and report the results of studies in speaking in relation to the choice of the teaching materials in Indonesia Their conclusion is that the teaching materials can be either prepared by language learners or language teachers Manurung (2012) also highlights that effective instructional materials contain task and activities that promote not only cognitive skills but also psychomotor skills However, the teaching materials prepared by the language learners bring about memorization of utterances, while the teaching materials prepared by the teachers underpin spontaneous utterances This is in line with Richards (2001), Richards and Renandya (2002), and Moore (2005) viewpoints that instructional materials should be based on the needs, interest, or even the problems experienced by the language learners to allow fluent and appropriate speech This supports what have been believed in language teaching that language teachers and instructional materials create efficient and joyful learning (Lewis and Hill, 1985) This has been the main concern of this study where contextual internetbased instructional materials are used to improve the speaking skill of university students in Indonesia The speaking skill of the students at English Education Department at the Faculty of Teacher Training and Education at Tadulako University needs to be improved It is observed that the achievement of the students in thespeaking classes has not been satisfying Many of them still find it difficult to begin monologue and dialogue, to keep a conversation going on continuously, and to sum up and conclude monologue and dialogue It is also noted that the students are not active in the speaking class, and more importantly the students are reluctant to ask questions during discussion sessions This research intends to overcome those problems and therefore the question to be answered is how does the implementation of contextual internet-based instructional materials improve the speaking skill of the students? The findings of this research will contribute to the improvement of the techniques in the teaching of speaking and the development of the instructional materials in speaking classes Statement of the Problem The problem of teaching English to students, especially the problem of oral communication has not been solved yet, and one can find much to explore the significant role of speaking, many researchers like; Baily (2005) and Goh (2007) have proposed methods to enhance speaking skills by mean of syllabus design, teaching principles, and speaking assessment One among the many reasons to take into considerations might be the lack of confidence and anxiety about making errors as stated by Trent (2009) and in other related studies In Jordan, English language speaking skill seems to be unsatisfied Jordanian students did not find a good environment to acquire enhance foreign language as family, school, and native speaker friends These difficulties accompany the student to remind the low proficiency level in conversation This study comes to investigate the English language speaking skills used by Ajloun national university students when they make a conversation, dialogue, and discussion, in order to 10 students still made grammar errors in their speaking performance But this is not a fatal mistake, considering they are still the students at junior high school who still need more practice to speak The analysis of the questionnaires represents that most of the students agreed to the use of hand puppet show as a media in teaching speaking They were very active and interested It is very appropriate to use it in learning speaking because this media can enhance them to speak actively in the class These statements can be founded in the questionnaires number 1-5 The questionnaire number 6-10 told us about the students’ motivation after applying hand puppet media as their learning media Most of the students agreed that by using this media, their motivation in speaking improved Teaching speaking by using hand puppet show media motivated the students to study English especially to start speaking in the class Therefore, the students feel interested to learn speaking and they are not ashamed anymore to speak in front of the classroom and also their anxiety is reduced Furthermore the questionnaires number 11-15 related to the students’ achievement after applying hand puppet show as learning media in teaching speaking showed most of the students agreed to respond about Learning speaking by using hand puppet as media challenged them to speak in English, make them easier to convey their ideas in speaking, increases their vocabulary, grammar, and pronunciation mastery The percentage formula was used to analyze the questionnaire and it is found the percentage of students answered of questionnaire is 82.3% and it is categorized that the students have strong motivation toward the use of Hand Puppet Show media in learning speaking It is in line with the research that had done by Toledo and Ho it (2016) In their final report found the impact of puppets on young learners’ spoken interactions and motivation The findings indicated this media motivated the students positively and made them have good interaction because one of the advantages of using puppets in teaching speaking is to give the opportunity for young learners to use the target language out of the textbook context When children focus their attention on puppets, they are unaware of the fact that they are actually practicing a foreign language So, based on this finding, it is clear that the use of puppets for the students in learning English provide the chance for them to get involved in meaningful interactions 47 There are many communicative activities such as discussion, roleplay,interview, information gap, playing cards, storytelling, brainstorming, reporting,story completion, picture narrating, picture describing, and find the different, etc that can be accomplished by the speaker of English to icrease his/her speakingskill The contents of those activities are related to human real life and tightenwith four components of communicative competence In addition, to face theglobalization era and or the ASEAN Community 2015 particularly, all lecturersand staffs of UMRAH especially or the speakers of English must improve thespeaking skill To make it comes true, they must practice wherever and wheneverthey are seriously with smart learning strategies, assessment tool of speakingability in communicative activites proposed by the experts above They mustbelieve that through these real action, the improvement of speaking skill can be ontheir hands The research question has been answered during the implementation of cycle and cycle The speaking skills of the students get improved by using contextual internet-based instructional materials in the speaking class in two cycles There are at least two potential factors that have been implemented during the cycles to overcome those problems, the first is the way to choose instructional materials for the group discussion topic and the second is the integration of the reading and speaking activities in the instructional procedure 3.2.1 The discussion topic selection Referring back to the previous identified problems in the speaking class; difficulty to begin monologue and dialogue, difficulty to maintain a conversation or dialogue, difficulty to sum up and conclude monologue and dialogue, hesitation to be active in the speaking class, and reluctance to ask questions during the discussion session, it is noted that the way to select instructional materials particularly the discussion topics in cycle holds important role The change of the way to assign the discussion topic in cycle1 and in cycle provides the students with opportunities to choose topic in which they are interested in The opportunity to freely choose topics from any website in internet opens up wide possibility for the students to choose topic which is contextual and based on their interest This technique seems potential to create efficient 48 and joyful learning to overcome the problems of the students in speaking and to improve their speaking skills in the following ways; Firstly, the topic that the students is interested in motivates them to read and discuss with others; Secondly, the students should have got previous knowledge and experiences related to the topics and consequently there have been at least stock of vocabularies related to the topics; Thirdly, when the topic is contextual the students get opportunities to hear or even to listen to the topics in their daily encounter and hence help them broaden their understanding of the topics; and finally, since the topics is internet-based, it can be read and downloaded from different websites or sources that can enrich their data and ideas of the topics Since the students are assigned to download and print out the discussion materials they have more opportunities to read and reread the topics in their own spare time and on their own phase 3.2.2 The instructional procedure The second potential factor that has contributed to the way to solve the problems in speaking and the improvement of the speaking skill is the instructional procedure The instructional procedure helps solve the speaking problems of the students in the following ways; firstly, the pre-activities process The introduction and presentation of the way to begin, to keep and maintain monologue and dialogue or conversation, and to sum up speaking activities prior to classroom discussion and presentation build self-confidence of the students The students are also guided to work on the chosen topics particularly to assign each member of the group to play a role in the real classroom presentation The assignment of the individual students to download and read the chosen topic priorto attending small group discussion in the pre-activities encourages each group member to prepare for the discussion Secondly, the integration of reading and speaking helps students make notes by writing down clues or keywords that help them build up self-confidence in the classroom meeting and presentation These techniques also help students to maintain their explanation or description of topics and lengthen the period of the discussion and presentation More importantly, this techniques allow the students to implement scanning and skimming techniques in reading by making notes on personal names, place, time, and location while reading which are used as a guide during the classroom discussion and presentation Third, the assignment of the group member to play role motivate them to get active during the 49 classroom meeting and presentation Finally, the scoring system which is based on the active participation during the classroom discussion and group presentation encourages students to take part; describing or explaining the topics, arguing, commenting, answering or responding, or even asking for clarification In short, the implemented teaching and learning procedure in this CAR proposes the introduction and implementation of TIRS (Teaching Integrated Reading and Speaking) The steps can be briefly proposed as follows; 1) Freely choose a topic for a small group; 2) Read the topic individually before small group discussion; 3) Make individual clues or keywords; 4) Bring the individual clues and keywords to small group discussion; 5) Revise the clues or keywords in the small group discussion; 6) Decide role of each group member before classroom meeting and presentation Recommendations The researchers recommend that other researchers conduct studies at other universities to contrast the differences and similarities points for teaching speaking skill by incorporating speaking strategies into their teaching methods and approaches, teach the students to use the appropriate strategy for a specific purpose or a specific skill area, and encourage them to use the strategies as much as possible The researchers also recommend that students should use modern mass media such as Face book, Twitter Whats App to develop their speaking skill 50 Regarding to some difficulties and problems in learning speaking skill, the researcher tried to observe the English teaching and learning problems among second grade students of SMPN Krueng Mane, Aceh Utara on April, 7th , 2015, to obtain preliminary information for the researcher Then, the researcher obtained some information about it as follows, the speaking ability of the students is still low Such problem appears because of several reasons From the students’ point of view, there are two problems, first, many of them are still incapable of using English orally These may be caused by the limited opportunity to practice, lack of vocabulary mastery, the students are very hard to understand some sentences because of pronunciation problem Second, the other difficulties of the students is they frequently could not understand well when the other speak and usually asked to repeat, some students understand nothing even the simple English conversation, then they usually produce some grammar errors when they try to speak, and also usually hesitant and often forced into silence by language limitation Furthermore, in the case of the teachers’ pointof view, the teacher usually tends to focus on the grammar aspects or on their generic structures and language features of the text while learning speaking skill Hence, the students look very passive and not put any interest in doing such activity Finally, to be able to speak English well, students have to feel comfortable and confident in practicing their English By feeling comfortable and confident, students will not fear of making mistakes when speaking English But in the reality, many students always feel uncomfortable, unconfident, and fear of making mistakes when speaking English This fear and uncomfortable feeling can be caused by the inappropriate method strategy, and the lack of media used by the teacher These problems made the students had low motivation in learning speaking skill The lower the motivation they have in expressing their own idea orally and practice to speak, the lower the chance to be successful in learning English especially in speaking will be Though, as we know, motivation as the internal aspect has an important role for the students to encourage the students’ interest in learning English The success or failure of the students in learning the target language seems largely depending on students’ motivation to learn that To overcome these problems, various methods have been used (communicative approach, cooperative learning, contextual 51 teaching and learning, and etc) by the English language teachers But sometimes the result is still not satisfied Additionally, in fact, the use of interactive and creative media in this school is still very low, here the teachers usually use some printed medias without making the students more creative, interactive and touching various senses In accordance with the problems faced by the students, it is found that the teachers should not only focus to use the appropriate method in teaching speaking skill but also must consider to select some interested, suitable and interactive media in order to attract the students’ interest to learn and speak English The use of Puppet Show in teaching speaking is considered as an alternative media that can increase the students’ speaking ability and motivation Puppet Show Media is one of the three-dimensional media which is able to make the students more interesting and can motivate the students to understand about the lesson deeply In this case, the type of puppets that will be chosen and applied by the researcher is Hand Puppet Most previous studies hadproved about the effectiveness of Using Hand Puppet Show Media in teaching speaking for students.Previous studies have shown that this Puppet Show media is a best, interesting, fun, and enjoyable media which canbe used and chosen by the teacher in teaching English, especially in teaching speaking skill (Setyarini, 2010; Nilawati, 2009; Nurhayati, 2011; Reidmiller, 2008; Korosec, 2013; Toledo & Hoit, 2016) Based on the problems, the writer is interested in conducting the research in order 1) to find out if the use of Hand Puppet Show media can enhance Junior high school students’ speaking skill, and also 2) to find out the students’ motivation toward the use of Hand Puppet show media in teaching Speaking skill at second year students of SMPN Krueng Mane, Aceh Utara After the researcher did the experimental that is implementing Hand Puppet Show media in teaching speaking skill toward the students at level VIII/2 SMPN Krueng Mane, it was found that there is a significant difference of the students’ achievement in speaking skill between the students who were taught speaking skill by using Puppet Show media and those who are not in terms of students’ speaking performance In other words, applying the hand puppet show as a learning media in teaching speaking skill could enhance the 52 students’ speaking skill Furthermore, by applying Hand Puppet show as learning media in teaching speaking skill at the second year students at level VIII SMPN Krueng Mane, the students show positive response and their interested in this media The findings of the questionnaire signified the use of Hand Puppet Show media in teaching learning process enhances the students’ motivation in learning speaking skill with the percentage of the questionnaire was 82.3%, and it was categorize strong It means the students have strong motivation toward the use of Hand Puppet Show as a learning media in teaching speaking because this media created fun, enjoyable, attractive and good atmosphere This action research was qualitatively conducted to investigate the factors enhancing the development of speaking skills of Thai EFL undergraduate students A confidence factor was gradually developed during the 15 weeks of a regular listening and speaking course A task-based pedagogical design provided opportunities for the course participants to speak in different situations, which helped to make ‘passive’ vocabulary ‘active’ and also expanded the English lexicon derived from varied speaking topics Creativity of topics was considered to be a speaking strength, and errors in pronunciation and grammatical structure were categorized as weaknesses of the research findings Suggestions for speaking improvement for EFL learners mainly covered listening skills, which included listening to music, watching movies, and frequent practice of listening and speaking skills from multimedia websites The task-based learning design in this qualitative action research could be applied to promote a particular skill or integrated-skill pedagogy in EFL/ESL and other language learning contexts The implementation of contextual internet-based instructional materials improves the speaking skill of the students The improvement in the speaking skill is seen in the individual student active participation in explaining or describing the chosen topic, the ability to play the assigned role in the classroom meeting and presentation, the ability to ask questions, the ability to answer or respond questions, and the ability to comment and argue during the discussion There are two ways on how the improvement is achieved using the contextual internet-based instructional materials; The first is the procedure in the 53 selection of the discussion topic which is contextual and based on the interest of the students found in website in the internet motivates students to actively participate in the classroom meeting and presentation; The second is the instructional procedure which allows the students to actively participate in the classroom meeting and presentation The implementation of the three phase techniques in the instructional process allows the students to read the chosen topic individually and then in the small group prior to classroom meeting and presentation The findings imply that TIRS potentially improve the speaking skill of the students in the Speaking class in EFL teaching at the university level References Backlund (1990) Strategy Instruction to Improve Speaking Ability in Egypt and Japan Retrieved on December 2ed, 2014 from: http://www Google jo/#q= backlund+1990 54 Bailey, K.M (2005) Practical English Language Teaching: Speaking New York: McGraw-Hill Faculty of Arts, (2004) Undergraduate catalog Nakhon Pathom, Thailand: Silpakorn University Press Bashiruddin, A (2003) Learning English and learning to teach English: The Case of Two Teachers of English in Pakistan Unpublished Doctorate Dissertation, University of Toronto, Canada Brown, H., D (2001) Teaching by principles Englewood Cliffs, NJ: Prentice Hall Burns, A., & Joyce, H (1997) Focus on Speaking Sydney: National Center for English Language Teaching and Research Burns, A & Joyce, H (1997) "Focus on speaking" Sydney: National Center for English Language Teaching and Research Cotter, Ch (2007) Speaking well - four steps to improve your ESL EFL Students Speaking Ability Retrieved March 12th, 2008 from:http://ezinearticles.com/?SpeakingWell Four-Steps-ToImprove-Your- ESLEFL-Students-Speaking- Ability&id=631232 Dahiyat, and M Ibrahim(2012) (eds) Paper from the First Conference on the Problem of Teaching English Language and Literature at Arab Universities: Amman: University of Jordan Efrizal, D (2012) Improving students’ speaking through communicative language teaching method at MTs J-Alhag Sentot All Basa Islamic boarding school of Bangkulu, Indonesia International Journal of Humanities and Social Sciences, (20), 127-134 Gerlach, V S., & Elly, D P (1980) Teaching and media: A systematic approach New Jersey: Prentice Hall Kemp, J E., & Dayton, D K (1985) Planning and producing instructional media Cambridge: Harper and Row Publisher 55 Goh, C (2007) Teaching speaking in the language classroom Singapore: SEAMEO Regional Language Centre Hamzah & Ting, (2009) Teaching Speaking Skills Through Group Work Activities: A Case Study Iin Smk Damai Jaya Retrieved on February,2015 from http://eprints.utm.my/10255/2/Lu_Yee_Ting Hancock, B (2002) An Introduction to Qualitative Research Retrieved on December 2nd 2014 Retrieve from: http://www.trentrdsu.org.uk/cms/uploads/Qualitative%20Research Harmer, J (1991) The practice of English language teaching Essex, UK: Longman Harmer, J (2007) How to teach English Essex, UK: Longman Heaton, J., B (1988) Writing English Language Test New York: Longman Ho, S., T., K (2009) Addressing culture in EFL Classroom: The challenge of shifting from a traditional to an intercultural stance Electronic Journal of Foreign Language Teaching, (1), 63-76 Ibrahim, M (1983) The Role of English Department in Arab Universities In Dahiyat and Ibrahim (eds) Paper from the First Conference on the Problems of Teaching English Language and Literature at Arab Universities: University of Jordan Jones, L (2007) The student centred classroom Cambridge: Cambridge University Press Lewis, M., & Hill, J (1985) Practical techniques for language teaching Hove, England: Language Teaching Publications Korosec, H (2013) Evaluating study in using puppets as a teaching medium in Slovenian schools Školski vjesnik, 62(4) Murcia, C (2001) Teaching English as a second or foreign language London: Thomson Learning 56 Liu, M.,& Jackson, J (2008) An exploration of Chinese EFL Learners Unwillingness to Communicate and Foreign Language Anxiety Modern Language Journal, 92, 7186 Lucas, S E (2001) The Art of Public Speaking (7th Ed.) Singapore: McGraw-Hill Manurung, K (2012) Creative teachers and effective teaching strategies that mativates learners to learn Indonesian Journal of Science Education, (1), 1-8 Moore, K., D (2005) Effective instructional strategies: from theory to practice.USA: Sage Publications Mukattash, L (1985) The Problem of Difficulty in Foreign Language Learning Nilawati, S C (2009) The effectiveness of teaching vocabulary by using puppet at elementary school students Semarang: English Department Faculty Of Languages And Arts Semarang State University Accessed from http://lib.unnes.ac.id/852/1/2185.pdf on April 01, 2015 Noon-ura, S (2008) Teaching Listening Speaking Skills to Thai Students with Low English Proficiency Asian EFL Journal 10(4) 173-192 Noon-ura, S (2008) Teaching listening speaking skills to Thai students with low English proficiency Asian EFL Journal 10(4) 173-192 Retrieved from http://www.asianefl-journal.com/December_08_sna.php Nunan, D (1995) Language Teaching Methodology; A Textbook for Teachers London: Phoenix ELT Richards, J., C (2008) Teaching listening and speaking; from theory to practice Cambridge: Cambridge University Press Nunan, D (2006) Task-based language teaching in the Asia context: Defining 'task' Asian EFL Journal, (3),12-18 Retrieved from http://asian-efl- journal.com/Sept_06_dn.php 57 Osborn, S., Osborn, M., & Osborn, R (2008) Public speaking guidebook Boston: Pearson Patil, Z.N (2008) Rethinking the objectives of teaching English in Asia Asian EFL Journal.10 (4), 227-240 Retrieved from http://www.asianefl- journal.com/December_08_zn.php Patil, Z.N (2008) Rethinking the Objectives of Teaching English in Asia Asian EFL, 10 (4), 227-240 Retrieved from http://www.asianefl- journal.com/December_08_zn.phpInternational Journal of English and Education ISSN: 2278-4012, Volume:5, Issue:3, July 2016 195 Peyton, J (2002) The use of puppet Retrieved from www.puppetools.com [accessed Oct, 25 2016] Rehymer (1997) Play with a puppet New York: Mc Graw-Hill Book Company Reidmiller, S M (2008) The benefits of puppet use as a strategy for teaching vocabulary at the secondary school level with students who have mixed learning disabilities Retrieved from http://puppetools.com/Reidmillerresearch.pdf on June 12, 2016 Richards, J., C (2001) Curriculum development in language teaching Cambridge: Cambridge University Press Richards, J., C., & Renandya, W A (Eds.) (2002) Methodology in language teaching Cambridge: Cambridge University Press Richards, J., C., & Rodgers, T S (1986) Approaches and methods in language teaching Cambridge: Cambridge Language Teaching Library Samovar, L A., Porter, R E., & McDaniel, E R (2010) Communication between cultures Canada: Wadsworth Schumin, K (2002) Factors to consider: Developing adult EFL students speaking abilities In J C Richards, & W A Renandya (Eds.), Methodology in language teaching (pp 204-211) Cambridge: Cambridge University Press 58 Setyarini, S (2010) “Puppet Show”: Inovasi metode pengajaran bahasa inggris dalam upaya meningkatkan kemampuan berbicara siswa SD Jurnal Penelitian Pendidikan, 11(1), 1-6 Shumin, K (1997) Factors to consider: Developing adult EFL students' speaking abilities English Teaching Forum 35 (3), Retrieved from http://eca.state.gov/forum/vols/vol35/no3/p8.htm Songsiri, M (2007) An Action Research Study of Promoting Students' Confidence in Speaking English (Dissertation of Doctor of Education Degree), School of Arts, Educational and Human Development, Victoria University, Australia Retrieved on February 11th 2015, Retrieved from http://www.asian-efl- journal.com/december_08_sna.php Songsiri, M (2007) An action research study of promoting students’ confidence in speaking English (Dissertation of Doctor of Education Degree), School of Arts, Education and Human Development, Victoria University, Australia Retrieved from eprints.vu.edu.au/1492/1/Songsiri.pdf Sudjana, N (2009) Penilaian hasil proses belajar mengajar Bandung: PT Remaja Rosdakarya Njoroge, C W (2000) Factors affecting availability acquisition and utilization of resource in the teaching of English in selected Kenyan secondary schools (Thesis, Kenyatta University) Suleiman, S (1983) Teaching English to Arab Students at the University Level Tam, M (1997) Building fluency: a course for non-native speakers of English English Teaching Forum, 35(1), 26 Retrieved from http://eca.state.gov/forum/vols/vol35/no1/p26.htm Ting, S H & Phan, G Y (2008) Adjusting Communication Strategies to Language Proficiency Australian TESOL Journal, 23 (1), 28-36 59 Toledo, F., & Hoit, S (2016) Developing speaking skills in first grade: The impact of puppets on young learners’ spoken interactions and motivation Cambridge University Press Teacher Research Program Accessed fromhttp://puppetools.com/Reidmillerresearch.pdf on June 12, 2016 Trent, J (2009) Enhancing oral participation across the curriculum: Some lessons from the EAP classroom Asian EFL Journal, 11(1), 256-270 Trent, J (2009) Enhancing oral participation across the curriculum: Some lessons from the EAP classroom Asian EFL Journal, 11(1), 256-270 Retrieved from http://www.asian-efl-journal.com/March_09-jt.php Urrutia, W., & Vega, E (2006) Encouraging Teenagers to Improve Speaking Skills through Games in a Colombian Public School PROFILE Issues in Teachers' Professional Development, 12(2) Wei,Y & Zhou, Y (2002) Insights into English pronunciation problems of Thai students Paper presented at the Annual Meeting of the Quadruple Helix (8th, April 6, 2002) 12 p ERIC (ED476746) Widiati, U., & Cahyono, B., Y (2006) The teaching of EFL speaking in the Indonesian context: The state of the art BAHASA DAN SENI, 34(2), Zaremba, A J (2006) Speaking professionally Canada: Thompson South-Western activities Zaremba, A J (2006) Speaking professionally Canada: Thompson South-Western Zhang, Y (2009) Reading to speak: Integrating oral communication skills English Teaching Forum,47(1), 32-34 Retrieved from http://exchanges.state.gov/englishteaching/forum/archives/2009/09-47-1.html 60 61