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    1a. Group 2 - Jaa

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    This document summarizes a journal article that analyzed factors influencing English speaking skills in language learners. The article reviewed literature on speaking skills and identified problems language learners face. It examined five factors that affect speaking abilities, including performance conditions, affective factors, listening ability, topical knowledge, and feedback. Previous studies on factors like anxiety, self-confidence, and motivation were also reviewed. The conclusion was that these internal and external factors play an important role in developing English speaking skills.

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    1a. Group 2 - Jaa

    Uploaded by

    salwafailasifa
    54 views15 pages
    This document summarizes a journal article that analyzed factors influencing English speaking skills in language learners. The article reviewed literature on speaking skills and identified problems language learners face. It examined five factors that affect speaking abilities, including performance conditions, affective factors, listening ability, topical knowledge, and feedback. Previous studies on factors like anxiety, self-confidence, and motivation were also reviewed. The conclusion was that these internal and external factors play an important role in developing English speaking skills.

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    1A. GROUP 2 - JAA

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    This document summarizes a journal article that analyzed factors influencing English speaking skills in language learners. The article reviewed literature on speaking skills and identified problems language learners face. It examined five factors that affect speaking abilities, including performance conditions, affective factors, listening ability, topical knowledge, and feedback. Previous studies on factors like anxiety, self-confidence, and motivation were also reviewed. The conclusion was that these internal and external factors play an important role in developing English speaking skills.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    54 views15 pages

    1a. Group 2 - Jaa

    Uploaded by

    salwafailasifa
    This document summarizes a journal article that analyzed factors influencing English speaking skills in language learners. The article reviewed literature on speaking skills and identified problems language learners face. It examined five factors that affect speaking abilities, including performance conditions, affective factors, listening ability, topical knowledge, and feedback. Previous studies on factors like anxiety, self-confidence, and motivation were also reviewed. The conclusion was that these internal and external factors play an important role in developing English speaking skills.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 15

    AN ANALYSIS OF

    FACTORS INFLUENCING
    LEARNER’S ENGLISH
    SPEAKING SKILL
    BY LA-MEI LEONG & SEYEDAH MASOUMEH
    AHMADI
    RECEIVED: DECEMBER 20, 2016 ACCEPTED: FEBRUARY 18, 2017
    ONLINE PUBLISHED: MARCH 20, 2017

    GROUP 2:
    Rini Ardolah 2123042003
    Intan Dika Saputri 2123042004
    Table of Contents:
    • Abstract

    • Introduction

    • Literature Review

    • Speaking Problems

    • Factors Affecting Speaking Skill

    • Previous Studies on the Factor’s Affecting Speaking


    Skill

    • Conclusion
    1. Abstract
    They (students) stop talking
    because they face psychological
    obstacles or cannot find the
    suitable words and expressions.

    This paper aims at establishing the


    need to focus on the factors affecting
    on language learners’ English
    speaking skill.

    This study can be useful to teachers and


    researchers to consider their language
    learners’ speaking needs in English
    language teaching and learning context.
    2. Introduction
    Some experts said:
    Many learners state that they have spent so
    many years studying English language but
    cannot speak it appropriately and
    understandably (Bueno, Madrid, &
    Mclaren, 2006).

    Teachers and textbooks use either direct approaches that


    concentrate on particular aspects of oral interaction such
    as turn-taking and topic management or indirect
    approaches which make situations for oral interaction by
    group work, task work, and other strategies (Richards
    1990).

    Learners need a lot of practice to learn to speak. Learners can improve


    their speaking skill through listening and repeating. Teachers can give
    their learners some structures and ask them to repeat. This can remove
    their learners’ shyness. Teachers can use short questions and short
    dialogues in the classrooms to develop their students’ speaking skill
    (Bashir, Azeem, & Dogar, 2011).
    3. Literature Review

    A. Definition of Speaking

    Bygate (1987) defined speaking as the production of auditory


    signals to produce different verbal responses in listeners.

    It is regarded as combining sounds systematically to form


    meaningful sentences. Eckard and Kearny (1981), Florez
    (1999), Howarth (2001), and Abd El Fattah Torky (2006)
    defined speaking as a two–way process including a true
    communication of opinions, information, or emotions. This
    top-down view regards the spoken texts as the collaboration
    between two or more persons in the shared time and the
    shared context.
    B. The Importance of Speaking

    The significance of speaking is indicated with the


    integration of the other language skills. Speaking helps
    learners develop their vocabulary and grammar skills and
    then better their writing skill. Students can express their
    emotions, ideas; say stories; request; talk, discuss, and show
    the various functions of language. Speaking is of vital
    importance outside the classroom. Therefore, language
    speakers have more opportunities to find jobs in different
    organizations and companies. These statements have been
    supported by Baker and Westrup (2003) who said that
    learners who speak English very well can have greater
    chance for better education, finding good jobs, and
    getting promotion.
    C. Characteristics of Speaking Skill

    According to Mazouzi (2013), learners’


    activities should be designed based on an
    equivalence between fluency and accuracy
    achievement. Both fluency and accuracy are
    important elements of communicative approach.
    works appropriately.

    The first characteristic of speaking performance


    is fluency and it is the main aim of teachers in
    teaching speaking skill interest.

    The second characteristic of speaking performance is


    accuracy. Learners should be fluent in learning a
    foreign language. Therefore, teachers should emphasize
    accuracy in their teaching process.
    4. Speaking Problems

    There are some problems for


    speaking skill that teachers can come
    across in helping students to speak in 1. The first problem that students encounter in class.
    the classroom. These are inhibition,
    lack of topical knowledge, low 2. The second problem is that learners complain that they
    cannot remember anything to say and they do not have
    participation, and mother-tongue use any motivation to express themselves
    (Tuan & Mai, 2015).
    3. The third problem in the speaking class is that the
    participation is very low

    4. The last problem related to the speaking ability is that


    when some learners share the same mother-tongue, they
    try to use it in the speaking class because it is very easy
    for them.
    5. Factors Affecting Speaking Skill

    • The first factor is pertinent to performance


    conditions.
    • The second factor is related to affective
    ones.
    • The third factor is Listening ability.
    • The fourth factor is topical knowledge.
    • The fifth factor is related to the feedback
    during speaking activities.
    6. Previous Studies on the Factors
    Affecting Speaking Skill

    In this section, some studies pertinent to


    the factors influencing speaking skill are
    reviewed. According Park and Lee
    (2005) investigated the connection
    between second language learners’
    anxiety, self-confidence, and speaking
    performance. One hundred and thirty
    two Korean learners participated in this
    research.
    Continue…

    Eissa, Misbah, and Najat (1988) performed a study towards the


    difficulties of using English as a means of instruction and
    communication. The results of this study displayed that learners
    had many difficulties in using English language as a means of
    instruction. A lot of participants stated that their learners have
    low English proficiency. The results also indicated that a lot of
    learners faced serious difficulties in understanding the lectures’
    content without translating or applying L1 to deliver the content
    of the lectures.
    Continue…

    Boonkit (2010) carried out a study on the factors


    increasing the development of learners’ speaking skill.
    The results represented that the use of appropriate
    activities for speaking skill can be a good strategy to
    decrease speakers’ anxiety. The results also revealed
    that the freedom of topic choice urged the participants
    to feel comfortable, persuaded to speak English, and
    increased the speaking confidence among EFL learners.
    7. Conclusion
    This paper reviewed the factors that affect
    students’ English speaking performance.
    The mentioned factors in this paper have
    an important role in developing learners’
    speaking skill. The factors make learners
    less self-confident and less comfortable in
    their speaking classes. The findings of this
    paper indicated that learners with a low
    self-esteem, higher anxiety, and low
    motivation have serious difficulties in
    speaking skill in spite of having acceptable
    linguistic skills
    Group Result Discussion:

    Overall,

    1. This journal is good enough.


    2. The language that writers/researchers
    use is clear or there is no ambiguity.
    3. The structure of the journal is already
    mentioned well.
    4. There is an item of the structure in this
    journal; on the abstract, the method doesn’t
    mentioned.
    5. There is a slight incompleteness in five factors
    of speaking skill.
    A
    H

    T N U

    K O

    - Y

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