UNIVERSIDAD NACIONAL AUTÓNOMA DE NICARAGUA FAREM MATAGALPA GRADUATION SEMINAR

Transcription

1 UNIVERSIDAD NACIONAL AUTÓNOMA DE NICARAGUA FAREM MATAGALPA GRADUATION SEMINAR Gnral hm: Mhodological Sragis in h aching larning procss of English as a forign languag in Maagalpa and Jinoga during h scond smsr Spcific hm: Causs ha affc h spaking skill prformanc in h sudns of 7 h grad of Abisinia highschool of El Cua Jinoga during h scond smsr 2011 Auhor: Juan Anibal Pinda Garcia Tuor: Profssor: Ligia Pinda Ruíz Saurday, Fbruary 4 h, 2012.

2 Indx Gnral hm.i Spcific hm (sub-hm)......ii Ddicaion.....iii Acknowldgmn.....iv Tachr s valuaion v Summary..vi Inroducion Jusificaion..3 Objcivs Dvlopmn Procss of spaking skills 1.1 Dfiniion Causs 2.1 Mhodology Moivaion Bhavior problms Ag of languag larning Social Facor Enviromn of communiy Sudns aiud Tim Transiion o primary o high school Consquncs 3.1Inracion Problms wih spaking Why nag avoid using English Rcommndaion 4.1sragis o dvlop h spaking aciviis Rcommndaion o dvlop English spaking aciviis spaking ips o achr and sudns Conclusions...33 Rfrncs (bibliography) Appndics (graphics, variabls, insrumns, phoos)

3 Thm Mhodological sragis in h aching larning procss of English as a forign languag in Maagalpa and Jinoga during h scond smsr 2011 I

4 Sub hm Causs ha affc h spaking skill prformanc in h sudns of 7 h grad of Abisinia highschool of El Cua Jinoga during h scond smsr 2011 II

5 Ddicaion Thr ar popl ha hlpd during hs 5 yars ha bliv in m, hy knw ha l can do. For his rason l ddicad his work o: Firs of all, his work is ddicad o God bcaus h is who has givn m h forc o com a h nd of h way, h givs h knowldg o analyss and xprss vryhing rlad o h opic of his rsarch. To my family in spcial o my mohr Maria Elna Garcia bcaus sh always blivd and givs m h inspiraion o b a profssional, hr hlp has bn my guid, sp by sp ovrcom h gras difficulis in h lif. God and my family ar h mos imporan hing for m, his is for hm. III

6 Acknowldgmn To carry ou his work was a hard ask, bu wih h hlp of diffrn popl i was possibl, popl ha gav a conribuion for his rsarch cam o h nd of h way. I am graful wih my English Tachrs ha hlpd m in hos 5 yars ha I was sudying, whr did no larn jus abou English also l larnd abou h lif, hanks o giv m nw knowldg, hanks o chr m o b a br English Tachr and a bs prson. I wan o hank o achr Ligia Pinda who was lading his work and gav m conribuion and suggsions in his rsarch, also l am graful wih h UNAN(Univrsidad Nacional Auonoma d Nicaragua) FAREM Maagalpa for giv m h opporuniis of o sudy English and giv m h ools lik books, compur and ohrs for mak his rsarch. IV

7 Tachr s Valuaion Th aching-larning procss rquirs an ngagmn of all h mmbrs of a sociy, so in ordr o improv his procss sudns of h English major a UNAN FAREM Maagalpa hav dcid o focus hir Graduaion Sminar in h opic: METHODOLOGICAL STRATEGIES IN THE TEACHING LEARNING PROCESS OF ENGLISH AS A FOREIGN LANGUAGE IN MATAGALPA AND JINOTEGA DURING THE SECOND SEMESTER Th main objciv of his rsarch is o invsiga h problm ha ar affcing h English aching and larning procss and a h sam giv som suggsions, idas and rcommndaion which could srv o in srvic English achrs and fuur achrs o improv hir work. As uor of h sminar Causs and consquncs ha affc h spaking skill prformanc in h sudns of 7 h grad of Abisinia High school of El Cua Jinoga during h scond smsr 2011, considr ha i fulfills wih h objcivs and h rquirmns of a Graduaion Sminar, hrfor i is rady o b dfndd. Licnciada Ligia Pinda Ruiz Tuor V

8 Summary Th objc of sudy of his sminar is h Mhodological sragis in h aching larning procss of English forign languag in Maagalpa and Jinoga during h 2nd smsr 2011 and h sub hm is focusd on Causs and consquncs ha affc h spaking skill prformanc in h sudns of 7 h grad. Spaking is a skill ha sudns canno manag, and hr ar many facors ha affc i, h objciv of his rsarch is o assss h causs and consquncs ha affc h spaking skill prformanc in h sudns of 7 h grad. Th purpos of his rsarch is o idnify h causs and o drmin which consquncs affc h dvlopmn of spaking skill prformanc in 7 h grad, wih h purpos o ovrpass h difficulis ha fac h Sudns and achrs in h prformanc of h spaking skill, provid soluions lik chniqus sragis and som ips o dvlop h spaking skills in class. Th principal conclusions indica ha English achrs hav bn dvloping h wriing skill mainly consqunly h English sudns alk vry lil and hy hav fw opporuniis o alk, In addiion h lil im o dvlop h English class is no nough, lack of rsourc lik inrn, libraris and popl whom sudns can pracic English in hir communiis ar h main causs ha inrfr in h spaking skill prformanc. For his rason h rsarch givs som rcommndaions lik chniqus, sragis and som ips o dvlop h spaking skill. Th consquncs ha wr found principally ar: sudns us h mohr ongu consanly and hy ar afraid o alk in English. Th English class should b focusd in inraciv class basd on spaking aciviis. VI

9 Inroducion Th hm of his sminar is Mhodological sragis in h aching larning procss of English forign languag in Maagalpa and Jinoga during h 2nd smsr 2011 and h sub hm is Causs and consquncs ha affc h spaking skill prformanc in h sudns of 7 h grad A of Abisinia high school of l Cua Jinoga during h 2 nd smsr I is a fac ha h low spaking prformanc ha h sudns show in English class is a problm ha occurs in Nicaraguan classroom. This problm affcs: achrs, sudns and all ducaion sysm. In addiion, i is a problm ha hav bn prsning during h las yars. Simpl asks lik simpl phrass, commands, gring, qusions and basic vocabulary a las in h minimum lvl ha sudns mus masr, bu hy do no. For his rason, his rsarch focusd on assssing h causs and consquncs in 7h grad of Abisinia from l Cua bcaus 7h grad is h roo of English larning in h high school whr h sudns larn hir basic knowldg. This rsarch is dscripiv bcaus i provids informaion ha occurs in h raliy of schools. This rsarch dscribs h causs, consquncs and givs som rcommndaion lik sragis, chniqus and ips o improv h spaking skill prformanc in h highschool basd on spaking aciviis. Diffrn insrumns wr usd lik Inrviw o achr, survy o sudns and obsrvaion o h English class. Th populaion was 40 sudns of svn grad A of Abisinia Highshool in El Cua, Jinoga and h pool was 20 sudns, which rprsn h fify pr cn of hm.

10 Th variabls ha wr sudid ar: 3. Th causs ha affc h dvlopmn of spaking skill prformanc 4. Th consquncs ha affc h dvlopmn of spaking skill prformanc 5. Th spaking skill Procss

11 Jusificaion This rsarch is focusd on how o assss h causs and consquncs ha affc h spaking skill prformanc in h sudns of 7 h grad A of Abisinia high school of l Cua Jinoga during h 2 nd smsr 2011, and bring h rcommndaion o fac h problms ha affc h dvlopmn of spaking skill prformanc. Th low lvl prsnd in h dvlopmn of English of sudns in h high school, givs many difficulis, i is a raliy of h Nicaraguan classroom, bu h mos principal problm is h spaking skill, i dosn` improv yar by yar, for his rason his rsarch looks a soluions o his problms. Drmining h causs and consquncs, in his rsarch givs som rcommndaion o improv principally in h sudns ha ar bginning h sudis of English in h high school of Abisinia. I is of vial imporanc o know h raliy of h difficulis ha affc h spaking skill prformanc in h sudns, achrs and h ducaional sysm bcaus h English class mus dvlop h spaking skill a las a minimum lvl, mayb h Nicaraguan classrooms do no produc a spakr wih fluncy and communicaiv skill, bu i givs h sudns h fundamnal communicaion. This rsarch will b a usful ool, bcaus h impac will b urnd ino a br class, dvloping spaking skill in h sudns. Th rsarch will b a usful ool for English achrs, and h ducaional sysm, sudns and h produc of his rsarch maks a prcdn in h Abisinia School and h scondaris of El Cua.

12 Gnral Objciv: To assss h causs and consquncs ha affc h spaking skill prformanc in h sudns of 7 h grad A of Abisinia high school of l Cua Jinoga during h 2 nd smsr 2011 Spcific Objciv a) To idnify h causs ha affc h spaking skill prformanc in h sudns of 7 h grad A of Abisinia high school of l Cua Jinoga during h 2 nd smsr 2011 b) To drmin h consquncs ha affc h spaking skill prformanc in h sudns of 7 h grad A of Abisinia high school of l Cua Jinoga during h 2 nd smsr 2011 c) To rcommnd chniqus and sragis o improv h spaking skill prformanc in h sudns of 7 h grad A of Abisinia high school of l Cua Jinoga during h 2 nd smsr 2011

13 Dvlopmn 1. Procss of spaking skill 1.1 Dfiniion of spaking skill Spaking has bn o focus on basic compncis ndd for vryday lif for xampl, giving dircions, asking for informaion, or providing basic informaion in an mrgncy siuaion (Mad,1985).Each English class mus follow common xprincs ha liv vry day, h English class mus prpar sudns o fac h ral world, pracic how giving dircions, asking for informaion on basic compncs ndd for vryday lif, h majoriy of dvlopmn of spaking aciviis in English classroom of Nicaragua ar no basd on ral aciviis,sudns larn o mmoriz conns in ordr o giv spchs, vocabulary, dialogs and ohr subjcs, somims hy don know wha hy ar alking abou,english achr in Nicaragua should cra spaking aciviis basd in ral siuaion, aking h spcific vocabulary of ach zon(rural or urban), if i is a rural ara or urban zon, prpar sudns in how o giv dircions of hir communiis, answr and ask informaion in a rsauran, in a shop, in a hospial, i will b mor inrsing and produciv for h sudns. Spaking is h oral procss xprssing houghs and flings of rflcing and shaping xprinc, and sharing informaion, h spakr combins words o snncs and paragraphs and us a languag syl ha is appropria o a social conx. (Suryai, 2011) Th spaking is a procss whr h sudns should inrchang idas in an oral way, whr on is a ransmir and rcivr in boh funcions, h poin is ha popl in spaking aciviis xchang hinking, shar informaion, bu in Nicaraguan Classrooms many spaking aciviis ar focus on larning a qusion and answring in a dialog in h form ha is prdicabl, h sudns in fac ar no xchanging hir own idas, ach aciviis should follow o a ral spaking whr h sudns us hir hrough.

14 1.2 Micro-skills According o Carol Orwig (1998) hr ar micro skills of spaking Pronounc h disinciv sounds of a languag clarly nough so ha popl can disinguish hm. This includs making onal disincions. Us srss and rhyhmic parns, and inonaion parns of h languag clarly nough so ha popl can undrsand wha is said. Us h corrc forms of words. This may man, for xampl, changs in h ns, cas, or gndr. Pu words oghr in corrc word ordr. Us vocabulary approprialy. Us h rgisr or languag variy ha is appropria o h siuaion and h rlaionship o h convrsaion parnr. Mak clar o h lisnr h main snnc consiuns, such as subjc, vrb, objc, by whavr mans h languag uss. I should b ak in accoun ha spaking involvs sub skill lik pronunciaion, spch, fluncy and h conx in ha w alk. Thos subs kills form a good spaking. In many English classrooms many achrs don` focus in hos subskills, hy do no pracic hm for improving h dvlopmn of spaking. 1.3 Characrisics of h spaking skill Carol Orwig (1998) nam h Characrisics of a succssful spaking aciviy ar:. Larnrs alk a lo Th mor h br Paricipaion is vn and fair conrol alkaiv paricipans giv vryon a chanc Moivaion is high Inrsd in h opic

15 Somhing nw o say Conribu o achiving a ask objciv. Languag is ofn accpabl lvl of accuracy and rlvanc A good spakr ha has rcivd 5 yars of English larning, mus spak wih hos characrisics, bu h sysm of ducaion of Nicaragua dos no prmi ha sudns achiv his goal, hr ar many facors ha inrfr in his, vn h nw curriculum prsns good idas bu h im sill is insufficin, also som ohr facors such a social, culural and ducaional inrfr wih h dvlopmn of h spaking skill. II Causs ha affc h spaking skill prformanc Thr ar som causs ha affc h spaking skill prformanc such: 2.1 Mhodology Sudns larn o spak in h scond languag by "inracing". Communicaiv languag aching and collaboraiv larning srv bs for his aim. Communicaiv languag aching is basd on ral-lif siuaions ha rquir communicaion (Wands, 2004) Inracion is h word ha dfin on of h mos produciv sragis o dvlop spaking skills, i is h xchang of idas o spak, i allows o sudns o inrac wih classmas and achr using L2, bu many mhods usd in Nicaragua, whr h achrs hav crad wriing class, i is a consan raliy whr h sudns in h highschool rsolv aciviis basd on grammar, rading in h majoriy bu in a shor im lisning and spcial spaking skill, i harms h funcion of inrs of sudns using English, h mhod is basd in sudns ha did hir xrciss in h nobook, achr chcks and h spaking is no dvlop, for English Nicaraguan achrs mus b clar ha spaking aciviis focus in aciviis whr h sudn-sudns or achr-sudns using English, i will b a good way o dvlop h spaking skill prformanc. Afr h survy o sudns, hy say ha h English class is no basd on spaking, 100% of

16 sudns say ha h skill dvlopd for h English achr is wriing, in h sam way h obsrvaion o class dmonsrad i. On h conrary in h inrviw applid o h achr, sh sas ha sh dvlops qually h skills, also sh says ha h mos imporan skill is wriing, likwis in h obsrvaion o class, i was dmonsrad h sam way, h class was focusd on grammar xrciss mos of h im, on h conrary h raliy is anohr.(s h graphic N 1) Inraciv Larning Givn ha languag primarily xiss o facilia communicaion, inracion in ha languag mus hav an imporan rol o play in dvloping a larnr's abiliy in ha languag. In ohr words, achrs nd o promo larnr inracion in ordr o hlp h larnrs succd (Howarh, 2006). Th inraciv larning cras a ral nvironmn i is possibl sinc a sudn cam in h classroom h achr and sudns should alk in English, h achr should ach phrass, commands, idioms, ha h sudns us vry day and cras a nw knowldg wih opics o improv h English in a br way. In paricular h survy o sudns sa ha hir English class is basd on xrciss of wriing and hy do no dvlop aciviis wih hir parnrs and achrs and whn hy inrac wih hir classmas and achr, hy us Spanish, in h sam way h obsrvaion o class dmonsras i, in addiion h achr in h inrviw said ha sh dvlops spaking aciviis basd on radings, consqunly h class is mainly basd on rading and wriing Tradiional Class Tradiional classroom spaking pracic ofn aks h form of drills in which on prson asks a qusion and anohr givs an answr (Wands, 2004). I is vry common ha h fw opporuniis o pracic spaking ha h Nicaraguans sudns hav follow a radiional class loading of a common aciviy vry class, an xampl ar h dialogs, whr sudns mmoriz a srucur, a lo of sudns larn h sounds, bu hy do no undrsand wha hy ar alking, many ims if h ordr changs h qusion and answr, h way of dialog is incomprhnsibl,

17 i aciviy do no dvlop h nglish spaking prformanc, do no dvlop h hinking abiliy, achrs ar craing robos, hos aciviis should b craiv, inrsing, nw vry day, aching o sudns how o spak, undrsand wha h or sh is lisning and spaking. In h inrviw applid o h achr, sh said h class is basd on dvloping in qual way h diffrn skills, also h spaking aciviis ar basd on rading, basically lisning and rpaing h words, in ha way according o h obsrvaion o class is in h sam way in fw aciviis, in addiion h survy o sudns says ha 100% of sudns rflc ha h achr dvlops mos wriing in class. Th radiional English class has shown a class full of wriing asks, focus in h dvlopmn of hings lik grammar and srucur for his rason in Nicaragua many sudns graduad in highschool canno alk in English, or a las h basic English, bcaus h mhodology ha was usd in h aching of English, do no dvlop h spaking skill. 2.2 Moivaion If h moivaion is high in h class, h sudns ar xcid and ar willing o invs ffor in larning aciviis and o progrss (Bordon, 1998). Th inrs o class is dfind by h moivaion ha h achr cras, if h sudns hav a high moivaion, hy will b succssful in larning English, bcaus hy ar rying o sudy hard and paricipa o do h homwork and hy wan o sudy vry day, vry im. Anohr imporan poin is h aiud of achrs, a boring class givs a lack of moivaion, h nrgy ha achr dmonsras in class hlps h sudns o involv ino h class, i is a conagious nvironmn, whr h sudns ak advanag of i. Som English achrs ofn giv an English class wih lil informaion and fw aciviis so sudns los moivaion in h class, considring ha in 7 h grad h sudns com o sudy English for 1 s im, i is an opporuniy for h achrs ach English. An English class whr h achr shows posiiv

18 nrgy, full of nhusiasm, funny and craiv, for ha h sudns will hav o b rady o involv ino spaking aciviis. Th survy applid o sudns illusras ha hy lik English and h sam way hy fl moivad, on h ohr hand in h inrviw applid o h achr, sh sas ha h moivaion is imporan bcaus sudns fl h class inrsing, in conras in h obsrvaion o class h achr did no dvlop dynamics nor gams, in addiion sh did no cra marial o class, consqunly h English class lacks of moivaion. 2.3 Bhavior problms Bhavioral problms can b highly disrupiv in a forign languag classroom sing, Violnc, inanion, xcssiv cross-alk wih ohr larnrs, absnism, physically moving around h classroom and ohr disracions ar bu a scarc fw of h problms rlad o his cagory (Lynch, 2008) Th bhavioral problms can affc h dvlopmn of h English class, whil som sudns wan o focus in class, ohrs ar alking craing ha h anion o class, a h nd hos sudns affc h full class. Th obsrvaion o class sas ha in paricular som sudns somims inrrup h class alking wih hir frinds howvr according o h survy h 60% of sudns say h bhavior in class is good and 20% say i is rgular morovr in h inrviw h achr says ha hr ar som sudns ha prsn bhavior problms, in paricular whil h achr spaks som sudns ar alking which cras a disordr in class.(s graphic N 2) Th Aiuds ha show a bad bhavior ar: 1. Challng h achrs auhoriy. 2. Inrrup h class 3. B la o class Somims in h classroom h achr finds sudns wih bhavior problms ha harm hir prformanc, bu h achr can ak advanag of i, for h alkaiv

19 sudns h achr may invi hm o paricipad in spaking asks in ordr o avoid inrrupion class. 2.4 Ag of Languag Larning If a child has no larnd English as hir firs languag, hn h nx bs im o g hm o larn i would b during h im in hir lif whn hy ar hinking abou doing primary schooling. (Nu, 2010) Th bs ag o non naiv English spakrs o ak L2 whr hy ar in h primary school, sag whr h srucur of knowldg is building h bas, in his sag is h bs im o larn English. Th ag whr sudns sar h larning of English in Nicaragua spcially in h rural ara in public schools is 12 or ovr, during h scondary school, h ducaion sysm jus giv h English class in 7 h grad for 1 s im, liminaing h chanc ha hy sudid during primary school, i harms h prformanc of spaking skill in h sudns. Th raliy in Nicaraguan sudns would b diffrn if hy bgan o sudy English in 1 s grad lik ohr ducaions sysms, a child should larn br han a nagr, for improving h English lvl h ducaion sysm mus chang h ag in h English aching. In h inrviw applid o achr sh said h sudns ag rang bwn 12 o 15 yars old, i dmonsras ha sudns bgin larning English whn hy ar nagrs. Wha is h bs ag? Profssor Paul Naion(2009) Sa a child s brain is mor flxibl han ha of an adul, which mans ha bfor h ag of 9 a child is such a spcialis in larning o spak ha h/sh can larn 2-3 languags as asily as on (Naion, 2009 ) On of h mos imporan facors in acquiring a scond languag is h ag. Larning a scond languag is a difficul ask; sudns who bgin o sudy whn hy ar nagrs show mor difficulis in larning. Tha is h cas of Nicaraguan sudns whr hy bgin h larning of English languag during h highschool, bcaus in h primary school, English is no augh in h public

20 school, i`s a facor ha harm o achrs in h dvlopmn of spaking, h sudns ar yars old, if h Nicaraguan sudns hav bgan in h primary school sudying English i will b br han in h highschool. 2.5 Social Facor Environmn of Communiy Sudns of English nd o har naiv spakrs undrsand hir accn and slang, and also i hlps hm o spak mor naurally - mor lik hm. This is accomplishd by improving pronunciaion, larning xprssions and larning abou h "convrsaion culur". (Yun, 2010) Th communiy whr h sudns liv is a facor ha hlps or harms h larning of English and spcially h spaking skill, communiis ha giv opporuniis o h sudns building h knowldg, lik popl who spak English, in spcial naiv spakrs, or ohr ools lik inrn, libraris, booksor, whr h sudns can find English marials (books, rading, magazin,rcords c ) improv h English prformanc. In Nicaragua spcially in h rural zon h raliy is vry diffrn, hardly vr h sudns ou of school find popl who can spak nglish or popl who hlp hm in improving h English prformanc, i harms h progrss, bcaus h im of pracic is rsumd jus in 45 minus class, fundamnal opics lik culural, only h achrs know, jus English achrs hav h capaciy o corrc h sudns rrors or misaks, in a fw words h sudns in h rural communiis do no hav ools whr hy can find hlp o improv h nglish prformanc. Th survy o sudns illusras ha h 100% says ha hy do no hav accss o libraris, inrn and popl who can hy pracic nglish in h sam way h inrviw o achr sa ha sudns do no hav opporuniis o improv and pracic nglish ousid h class.(s graphic N 3)

21 2.6 Sudns aiud Habis sudy Th homwork xnds formal larning byond h school day (Evil, 2009). If h sudns do h homwork vry day hy could improv hir English larning, bcaus h sudy a hom is an insrumns ha is complmn of h class ha sudns ak in h school. Habis sudy ha sudns hav in Nicaragua is prsn in English class, whn hy ar a hom hy do no pracic h nw vocabulary hy prsn many difficulis whn is h im for spaking aciviis. Th survy o sudns says ha 80% of sudns do h homwork vry day in conras h achr says in h inrviw applid ha sudns somims do no do h homwork Inrs Is imporan o provid lssons which kp our nag sudns inrsd. If h sudns ar no inrsd in h marial w ar using, i is probabl ha boh sudns and achrs will nd up bord and frusrad. (Thomson, 2006) lssons ha kp h sudns focusd in h class hlp h sudns nglish prformanc, Tachrs should incorpora in English class opics whr h sudns ar involvd lik music, spor, TV, inrn o kp a class inrsing and craiv. Tachr mus find ou mor abou ach of hir sudns and hn incorpora hir inrss and livs ino h conn of h class. According o h survy h 90% of sudns lik o sudy English,i is a facor ha h achr mus ak advanag o dvlop h spaking aciviis in a craiv way.(s graphic N 4) Th far o spak Thr's no br way o ovrcom your far of making misaks han ngaging in convrsaions wih ohr English spaking popl. Pracic maks on prfc! (Robby, 2011) Making misak h sudns improv hir knowldg, spcially in h dvlopmn of spaking skill i is somhing vry common, h sudns mus know from hir misak hy larn, h achr s mission is o cra a

22 nvironmn whr h sudns fl ha misaks do no harm hm, on h ohr hand hy ak advanag of h misaks bcaus hy corrc i and hn hy alk in h corrc way. According o survy o sudns h 60% of hm said ha hy far o spak in addiion h inrviw o achr says hy fl nrvous, finally in h obsrvaion o class h majoriy of sudns whn hy spak show nrvous.(s Graphic N 5) Tim Larnrs nd o pracic as much as possibl if hy ar o b succssful (Howarh, 2006). Th spaking skill nds im o pracic ha is h jus way o dvlop i, if sudns spak English in h class or a las hy paricipa in spaking aciviis hy will show progrss and i will b br if h spaking im is mor bu in Nicaragua h im ha giv h English class during h wk is 1 hour and half ha is lil, in addiion h English achr dvlops wriing skill mor han spaking skill, finally h im o his skill is lil. According o h inrviw applid o achr says h im in h English class during h wk is no nough, in addiion h curriculum of h ducaional sysm from Nicaragua kps jus on hour and half pr wk, i is obvious non can givs good rsuls whn hr is no im o pracic, English is a class ha nds mor pracic han anohr, h mos imporan facor is how much h sudns ar immrsd in h languag. 2.7 Transiion o primary o highschool Transiion o scondary school is markd by svral changs in ducaional xpcaions and pracics. In mos primary schools, sudns ar augh mainly in singl classrooms, wih a familiar s of classmas, by on o hr achrs. Howvr, onc sudns rach scondary school, hy inrac wih many mor sudns, in diffrn classrooms, wih mor achrs (Fung, 2009) Th ransiion o primary o highschool harm vry class, hr ar mor difficulis in h English class bcaus i is a nw languag ha in primary school h sudns do no sudy.

23 Th survy o sudns say ha 70% of hm fl difficul o sudy English for h firs im, morovr h inrviw o h achr sas ha sudns fl unfamiliar alking English bcaus i is nw. 3. Consquncs 3.1 Inracion Inracion Tachr-sudns A common problm for EFL achrs is daling wih a passiv class, whr sudns ar unrsponsiv and avoid inracion wih h achr. This can b a frusraing xprinc for boh paris. Obviously, hr will b ims whn no sudn can answr a achr's qusion, bu ofn sudns do no answr vn if hy undrsand h qusion, know h answr, and ar abl o produc h answr (Jonahan, 1999). A passiv class dos no giv good rsuls, somim h Nicaraguan English class finish bord, whr jus h achr alks and h sudns ar in compl silnc bcaus hy do no undrsand wha h achr is saying. According o h obsrvaion o English class ha i was passiv, som sudns ask and answr qusions o achr, bu h majoriy of sudns jus lisn, h achr mus alk slow for h class lisn and undrsand h mssag, h achr mus us som common phrass for h sudns ha h sudns lisn vry day and hy rcogniz h spch of h achr and undrsand, In addiion h survy applid o sudns says h 60% of sudns do no us English o communica wih h achr.(s graphic N 6) Sudns sudns Inracion is h abiliy of h sudns o mak susaind convrsaion in English. I mans ha h sudns ar no only abl o rspond in on-sidd dialogu, bu hn h/sh is abl o giv a promp for his/hr parnr o giv rsponss and vic vrsa (Jonahan, 1999) Th inracion in English class is an xchang of mssags bwn h English achr and sudns or bwn sudns-sudns using English languag, bu in

24 h Nicaraguan classrooms i dos no happn frqunly bcaus hy (achr and sudns) ofn communica using Spanish, Of cours if h achr achs som phrass and commands ha hy us vry day in class and pu hm ino pracic, h sudns and achr probably can pracic mor inracion. According h survy applid o sudns hy inrac wih hir classmas using Spanish, h 80% us Spanish o communica wih hir classmas, hy do no us English in addiion o obsrvaion o class shows ha sudn inrac using Spanish, and also h inrviw o achr says ha sudns alk lil in English.(s graphic N 7) 3.2 Problms wih spaking aciviis Loann Piccolo (2010) wris ha h principal problms in spaking aciviis ar: Inhibiion a. Worrid abou making misaks. Th sudns mak a misak whn hy alk i is vry common in h spaking pracic, hy hink hy mus look fin, and do no mak misaks, if hy do no hav h confidnc o alk, h br is do no alk. According h survy o sudns h 60% of sudns fl mbarrassd whn hy mak misak, in addiion in h obsrvaion o class som sudns frqunly laugh whn h classmas alk in English, h majoriy show nrvous whn hy spak English. b. Farful of criicism or losing fac. Trror abou criicism, h nagrs kp in mind wha hir classmas hink abou hm wha hy say, good or bad hings, hy do no wan ha classmas criiciz hm. c. simply of h anion ha hir spch aracs. If hy pronounc bad, h classmas laugh abou hm, hrfor hy los slf confidnc, for his rason hy do no wan o b criicizd. Spaking aciviis can fail misrably du o som ral problms in h EFL class. Th mos common problm is sudn s inhibiion. Thy may also b worrid abou

25 making misaks, bing criicizd or losing fac in fron of h rs of h class. Th survy o sudns sas ha sudns fl mbarrassd whn hy spak in English in h class, h 60% fl i, in h sam way in h class obsrvaion h sudns ofn show afraid o spak in English consqunly h inrviw applid o achr says ha h sudns fl mbarrassd whn hy pracic English Nohing o say. Thy hav no moiv o xprss hmslvs Th sudns of Nicaragua do no hav h habi of sudy vry days, i harms ach class in spcial English class, h class should b a consan sudy of grammar, vocabulary, pronunciaion and pracic of spaking bu if hy do no pu hos habis hy will fail. Th inrviw o achr illusras ha sudns hav lil vocabulary o xprss in English, howvr h survy o sudns sas ha h 100% of sudns hav a good vocabulary hy do no hav problm in h vocabulary, bu h obsrvaion says h conras bcaus hy us lil vocabulary o xprss in English Low or unvn paricipaion a. Only on paricipan can alk a a im b. Tndncy of som larnrs o domina, whil ohrs spak lil or no all Somim in h English class hr ar som sudns ha paricipa in vry aciviis ha h achr promos bu hos sudns always ar h sam and h ohr par of h class ar passiv, i harms h dvlopmn of ohr sudns, h achrs should kp h im limid for ach sudn and giv h sam opporuniis for vry sudn. According o h obsrvaion fw sudns paricipa in h English class, similarly h survy o sudns illusras ha h 60% of hm do no paricipa in spaking aciviis, in h sam way h inrviw o h English achr sas ha h sudns paricipan in Spaking aciviis is vry poor.(s graphic N 8)

26 3.2.4 Mohr ongu us Th English sudns us Spanish in class bcaus: a. is asir b. hy fl unnaural o spak o on anohr in a forign languag c. hy fl lss xposd if hy ar spaking in hir mohr ongu Th sudns in English class ofn us Spanish o communica, somims h English achr us Spanish oo, bu how improv h English lvl using h mohr ongu, of cours o us mohr ongu dos no improv h English larning, i harm. Th achr and sudns alk in Spanish, hy hink ha if hy spak in Spanish h sudns undrsand br, whn hy alk in h naiv ongu hy los opporuniis o alk in English. h majoriy of sudns in h rural zon, do no hav English influnc lik movis, music, TV ha hav English languag, and hy always alk in Spanish in h English class, bcaus is a habi in addiion h English achr harms h siuaion oo using Spanish, h or sh should us English frqunly and us Spanish somims if i is ncssary bu no vryim. In h class obsrvaion h English achr ofn uss Spanish in h sam way h survy applid o sudns says ha 40% of hm lik ak h xplanaion using English, on h conrary in h class obsrvaion h sudns us Spanish o communica wih hir classmas and h 80% of hm lik o us Spanish o communica wih hir classmas. (S Graphic N 9) According o h survy applid o h sudns hy say ha hy us Spanish o communica during h English class morovr during h obsrvaion o class h sudns show h sam way, finally according o h inrviw applid o achr sh sas ha h sudns us much Spanish in h English class also h obsrvaion o class shows ha h English achr ofn uss Spanish in h English class.

27 3.2.5 Sudns canno paricipa acivly in convrsaion In h high grads h sudns hav a low lvl of convrsaion, bcaus hy sudy English lik a rquirmn and hav a poor bas (fw vocabulary, grammar), according o h survy o sudns 80% of hm do no look up nw words and 80% do no hav dicionaris, in addiion in h inrviw applid o h achr says ha hy hav fw vocabulary, hy frqunly do no alk in English bcaus hy do no hav words or vocabulary o xprss hir idas. 3.3 Why nagrs avoid using English Clarinda Rybowiak (2011) liss why h nagrs ofn avoid pracicing spokn English in class: 1. Thy fl silly spaking a languag in which hy know hy ar making misaks. 2. I is arificial o communica wih hir classmas in a forign languag. 3. Whn hy wan o say somhing imporan o ach ohr, hy do so sponanously in hir mohr ongu. 4. Thy do no hav h English o xprss h concps ha h achr wans hm o xprss. 5. Thy do no undrsand h poin of spaking English all h im in class. 6. I is vry iring o concnra on producing a forign languag spcially whn your lvl is low. 7. Th opic / aciviy ha hy ar supposd o b alking abou in English is boring, so hy alk abou somhing ls in hir mohr ongu. 8. Spaking English is difficul. 9. Spaking English is no fun. Th us of h mohr ongu in English class is a hing ha is happning vry ofn, h sudns fl br using Spanish and hy do no wan o concnra in

28 wha hy can say in English in addiion som class full of wriing aciviis brok h dvlopmn of spaking prformanc, and hy canno us English. 4. Rcommndaion 4.1 Sragis o dvlop h spaking aciviis How o dvlop h Inracion Inracion is h abiliy of h sudns o mak susaind convrsaion in English. I mans ha h sudns ar no only abl o rspond in on-sidd dialogu, bu hy ar abl o giv a promp for hir parnr o giv rsponss and vic vrsa. (Wuryano,2010). Th English classroom in 7 h grad should giv o sudns h nvironmn whr hy can xchang informaion using English, h class mus focus in cra a consan communicaion bwn achr and sudns or sudns-sudns using dialog, rol plays, inrviws and ohr sragis. According o h survy applid o sudns h 100% says ha h skill mos dvlop for h English achr is wriing, in h sam way h obsrvaion o class dmonsra i, on h conrary h inrviw o achr sas ha sh dvlops all diffrn skills Ral inracion parns Amy Dickison (2006) says ha h achr should Tach ral inracion parns. Inroduc h following basic inracional parn: Iniia, Rspond, Follow-up. Th following inracion could b analyzd as follows: A: Wha did you do las nigh? (Iniia) B: Wn o h cinma (Rspond) A: Oh rally? (Follow-up) Wha did you s? (Iniia) B: Lord of h Rings (Rspond) Hav you bn y? (Iniia)

29 A: No i's difficul wih h kids (Rspond) B: Yah of cours (follow-up).ral-lif ask. Try o us ral-lif asks as par of your aching. Tak hings of ral lif, lik alk abou h vn of all days, if h sudns ar nagrs, alk abou aris, music hings ha hy hav inrs, ral conns could b incras h moivaion and cra a class English fun ha moiva hm. Through wll-prpard communicaiv oupu aciviis such as rol plays and discussions, h class ncourags sudns o xprimn and innova wih h languag, and cra a supporiv amosphr ha allows hm o mak misaks wihou far of mbarrassmn. This will conribu o hir slfconfidnc as spakrs and o hir moivaion o larn mor Inracion spaking aciviis According Gibson (2004) hr ar som spaking aciviis ha can b pracic by inracion: 1. Simulaing "Ral" Convrsaion 2. Exchanging An inraciv ask should rquir sudns o xchang informaion, opinions, aiuds, bu no for is own sak. Thr should b a ral purpos; ach paricipan should nd o find somhing ou from h ohrs in ordr o compl h ask. 3. Chcking Undrsanding Th ask should rquir h paricipans o mak sur hy fully undrsand wha h ohrs ll hm and o mak hmslvs fully undrsood o h ohrs. In his way, sudns will nd o adjus o ach ohr's conribuions.

30 4. Equal Opporuniy Whr possibl, h ask should allow paricipans (and dfinily xam candidas) an qual opporuniy o srucur h convrsaion. Idally, hy should hav qual accss o imporan faurs of urn-aking such as slfslcion and nominaion and should b abl o iniia, ngoia and follow up ohr paricipans` conribuions. Car mus hrfor b akn no o dvis assssmn asks ha rquir or ncourag h adopion of unqual rols in convrsaion (unlss, of cours, i is spcifically dsignd o pracic unqual social rols, such as boss-mploy, c). Taching o sudns siuaion from ral lif is h bs way o prpar sudns o fac hir livs, simulaing alhough dialog, rol plays or inrviws, siuaion in a rsauran, in a mark, in shop, in a bus sop in a hospial, in an airpor whr h sudn xchang informaion for xampl if hy ar in a bus sop, his aciviy mus hav qusions and answrs looking for a bus or a rou whr hy wan o ravl. In h sam way h aciviy should b basd in o giv h sam opporuniis for ach sudn. Adrian Doff (1998) wri abou h mission of English achr in h aching of English: Th aim of achr in pracicing oral English is o dvlop sudns abiliy o communica frly and sponanously in English Of cours h mission of h achr is ach, h English achr mus mak ha h sudns can communica, ha hy can undrsand, rciv and giv mssags in an oral way, for his rason h achr of English should ffor and giv h bs for ha h sudns ak h succss, looking h bs mhodology and chniqus for improv h spaking lvl of h sudns Dvloping Spaking Aciviis Th purpos of ral communicaion is o accomplish a ask, such as convying a lphon mssag, obaining informaion, or xprssing an opinion. In ral communicaion, paricipans mus manag uncrainy abou wha h ohr prson will say. (Kaufman, 2006)

31 To cra classroom spaking aciviis ha will dvlop communicaiv compnc, aciviis ha giv muliplis forms of xprssion, a h nd hos aciviis giv sudns opporuniis o pracic languag and us mor frly. 4.2 Rcommndaion o dvlop English spaking aciviis Kp h inrs Somims h nag sudns do no wan o b in class in h firs plac and ofn hir minds can b on ohr hings whn w ar giving an English lsson. Howvr, n classs can also b fun and vry rwarding for boh h achr and sudns (Thomson, 2006) Th class bord giv a sudn s boring, a class wihou lmns ha rprsns an aracion for h sudns do ha hy involv in ohr aciviis during h class, and hy los h inrs on h class, is so imporan o provid inrsing lssons which h achrs kp h nag sudns inrsd, hr ar many ways lik music, spor, chnology hos ar som opics ha hy lik and ar inrsing. If h sudns ar no inrsd in h marial hy ar using, i is probably ha boh sudns and achr will nd up bord and frusrad, sudns can b givn pracic in forming qusions by wriing hn asking qusions o ach ohr. I is usually a good ida for h achr o giv an xampl of an inrsing qusion bfor h sudns sar wriing hir qusions. Th survy o sudns says ha 90% of hm lik English, i rprsns a good lmn o dvlop a fun English class, on h ohr hand h English achr dvlops a bord class i was obsrvd in h class, i harm h procss of sudns in find a inrsing class, if h sudns lik h class and h achr adds an inrsing class, h produc will b h bs Hlping sudns larning English Thr's no br way o ovrcom your far of making misaks han ngaging in convrsaions wih ohr English spaking popl. Pracic maks on prfc (Robby, 2011). Th mission of a achr is hlp o sudns a undrsand ha h

32 misak is somhing vry normal whn hy ar sudying English, consqunly in h pracic of English vry sudn hav mad misaks and no on scap from hm. According o h survy applid o sudns 60% of hm fl afraid o spak in English class consqunly h inrviw o achr says ha sh hlps o sudns ha fac spaking problms, giving hm opporuniis o paricipa In h class lil by lil. Th achr would corrc rrors as lil as possibl, bu nvr inrrup sudn o corrc hm (Doff,1998). If h sudn maks a misak h bs is corrc hm no in prsonal way, a h nd of h class h achr givs h corrcion of misaks in gnral way caring ha h sudns do no fl shy bcaus h achr is corrcing hm. To hlp sudns dvlop a posiiv aiud o rrors, ncourag hm, focusing on wha hy hav go righ and prais hm for corrc (Doff, 1998). Making misaks is a naural hing of humans, in h larning of a scond languag, his includ ha h larnrs mak misaks, and of cours in h spaking pracic is a naural hing, whn h achr corrcs h sudns mus b carful, rying ha h sudns do no fl bad for h misaks, in h mind of sudns mus b h ida ha h misak is normal and i hlps o improv hir English lvl and i is a insrumn o ak h bs Spnd h im By far h mos imporan facor is how much im h class is immrsing in h languag. If hr ar mor im h class spnds wih h languag, fasr sudns will larn. Tha is h gras guaran of succss (Piccolo, 2004) If h English achr spnds h im of English class in spaking aciviy mainly, i will b a succss in h basic lvl of sudns, h achr should ak advanag of h im wih a full class aciviy whr h sudns us spaking. According o h survy o sudns h 60% of hm say ha jus 10 minus pr class hy pracic spaking in addiion during h wk hy hav h English

33 class frquncy in jus 2 hour and quarr minus all hos facor indica h im o shor is no nough o dvlop a good English class Succssful spaking aciviy Loann Piccolo(2004) givs som ips o do a succssful spaking aciviy Tachr alking im mus b kp o a minimum in h EFL classroom, nsuring ha sudns hav h opporuniy o spak as ofn as possibl. Allocaing as much im as possibl o sudn alking can hlp cra h bs nvironmn for oral aciviis. Ohr characrisics of succssful spaking aciviis includ: making sur ha sudn paricipaion is no dominad by a fw alkaiv sudns making sur ha sudns wan o spak bcaus hy ar inrsd in h opic making sur ha sudns hav somhing rlvan o say making sur ha sudns can b undrsood by vryon making sur ha hr arn' frqun inrrupions whil a sudn is spaking in h obsrvaion o class was obsrvd ha hr is a lil group ha alks whil h achr is spaking, in addiion in h inrviw applid o achr said hr ar som sudns ha inrrup h class bcaus hy hav bhavior problms in h sam way h 20% of hm say ha hir bhavior is rgular during h class. Th achr should involv h sudns wih bhavior problms in h English class giving spcific rols, asking qusions, giving opporuniis o paricipa in class. If in h English class h sudn paricipaion is dominad by a fw alkaiv sudns a good way o avoid ha fw sudns always alk and paricipa in class

34 is craing opporuniis alking for vry sudns in h classroom, avoid ha h sam sudns alk all h im. Th following idas can cra opporuniis o alk. A card (moving around of class) B. Playing Bingo C. Calling h andanc D. Slcing h paricipans Evry sudn will hav h sam opporuniis o alk in h spcific im Twlv Sp Program Mary Dawly (1999) givs som sps o hlp h achrs o improv h sudns English lvl 1. Idnify failur arly and ac on i. This includs ging vidnc of sudns lvl and abiliis wihin h firs wk of class hrough sing, in class wriing, and inrviws. 2. Confron h sudn privaly wih facs (s paprs, lack of sudy and homwork, class rquirmns including im, c.). Many sudns ar anxious o dny hr is a problm. "Don' worry, achr. No problm." B spcific and blun. Thr is no a singl corrc snnc in his composiion. Also us your good judgmn. Som sudns nd his mor han ohrs. 3. G h sudn o vrbaliz hr own problm and idnify causs and soluions. Don' allow h sudn o minimiz h problm. Analyz h problm wih h sudn. This slf rcogniion is h ky o any slf hlp program. Th sudn mus rcogniz h problm and dcid sh wans o fix i.

35 4. Lisn. B hons and dirc in your rsponss. Offr rspc and ncouragmn. Lisn and look wih gra anion. Look a h disanc a sudn holds h book from him as h rads. Lisn o wha sh says abou hr sudy im. L h im you spnd wih his sudn b xploraory. You may hav only sn sympoms of h problm, bu no hav any ida of is sourc. 5. Hlp h sudn cra a plan of acion wih ralisic goals. Hlp hr o mov back o a rasonabl saring plac. Hlp hr dvlop sps o raching hr goal. Don' guaran hr a passing grad. Offr hr a chanc o mak progrss. 6. Mak sur h sudn adops h plan as his own s of goals and rsponsibiliis. L him wri or aricula his plans. Chck carfully o s if you ar on h sam rack. Mak sur h includs his own idas. 7. Follow up on h plan daily or ach im you m. L h sudn know you ar inrsd in hr succss. Congraula hr on daily succsss in fron of ohrs if i's appropria. "Your grammar was much br in his papr." "This is your highs grad his rm." Your rinforcmns can bcom lss rgular as h sudn improvs. 8. Rmind h sudn of his goals. B posiiv, bu firm. Don' rinforc h sudn's bad rpuaion. Don' mak ngaiv commns in fron of h class, bu do ask him o com and s you. H may nd hlp. Wach for backsliding. Old habis ar hard o brak. According o h inrviw applid o h achr sh said ha sh hlps sudns wih spaking problms in ordr o improv hir English lvl and sh givs fdback of opics ha hy do no undrsand, a good way o undrsand why h sudns show nrvous, fl mbarrassd, do no paricipa in class, fail in class, why hy ar shy is alking wih hm in prsonal form, xploring wha happnd wih hm, and wha acion hy can do o ovrpass h diffrn difficulis, h achr mus giv h sudns confidnc o alk abou h problms.

36 4.2.6 Asking for Clarificaion Ry (1999) wris som phrass ha h sudns and achrs can uss ino h class: Excus m, I didn' qui cach ha. I'm sorry, could you rpa ha mor slowly, plas. I sill havn` qui go ha. Would you mind rpaing i again, plas? I'm sorry, I don' undrsand. Wha dos X man? Could you spll ha, plas? Th us of common phrass in h dvlopmn of English class, giv a English ral communicaion, i phrass giv h opporuniis of xchang informaion bwn English achr and h sudns or sudns-sudns, if h sudns nd som clarificaion abou h languag is ncssary ha hy us hos phrass o ask o achr, in svn grad is ncssary ha h English class bgin lil by lil, h English class mus ach fw xprssions in a spaking aciviy, mayb much English is ird for sudns ha ar sudying English for h firs im. 4.3 Spaking ips o achr and sudns Thr ar som ips o improv h oral xprssion in English, whn h achr mus b h guid. Tachr mus ach o sudns 1. confidnc b. Sudns mus paricipa in oral aciviis, hough hy hav afraid c. Th achr mus no us srucur so complica d. Th achr mus us simpl phrass. Sudns mus no b worry abou misaks,i is br o mak misak han nvr o alk. Popl larn from hir misaks

37 2. Taching words and us full xprssions a. Taching basic vocabulary b. Taching commands and phrass of common us c. Us h phras in consan form 4.Dvlops inrviws o all opics 5. Taching aclaraion and rpiions of phrass 6. Giving opinions 7. Hav an English cornr, whr h sudns hav phrass command, srucur of grammar ha us vry day wih h objciv o s and fdback h opics. 8. Pracicing informaion qusions ha sudns us in an inrviw lik: Wha is your nam? Wha is your surnam? Can you spll your surnam? Whr do you liv? Whr wr you born? How long hav you livd in his ara? Wha do you hink of his ara? How far do you ravl o school? How long hav you bn sudying English? Wha ar h problms wih larning English? Can you ll m somhing abou your family? Wha do you do in your fr im? Do you pracic any spors? Which on? How ofn do you pracic i/ do you rain? Do you lik rading? Wha sor of books do you rad? Wha is your favori lvision programm? Wha did you do las wknd? Wha do you do whn you ar wih your frinds?

38 Wha ar you favori school subjcs? Hav your vr bn abroad? Hav you go any plans for h summr? Wha would you lik o do whn you lav school? Hav you hough abou a carr? Would you lik o go o univrsiy? Clarify and rpa us som phrass lik: I m no sur wha you man. Do you wan m o.? Do you man? Sorry?/ Pardon? Could you say ha again, plas? Could you rpa ha, plas? Sorry, I didn har you. Mak im o hink abou h answr Wll, l m hink... Tha is an inrsing qusion. I suppos I v nvr hough abou ha bfor. Lik and dislik I lov/rally lik I can sand/ ha I don mind I is gra/ rribl whn. To xplain main aspcs Who is in h phoo? Whr ar hy? Wha ar hy doing? How do you hink ha hy fl? Why do you hink hy ar in his siuaion?

39 To giv Opinions Wha do you hink abou..? Wha abou you? Do you agr? Why do you hink ha? Wha maks you hink ha? To mak inviaions and answr hm Would you lik o...? I d lov o. I d lik/ prfr o I d rahr (no). W ll s Taching English hrough English English achr should rmmbr h following phras Spaking and using English in h classroom as ofn as you possibly can"(evil, 2009). According o h survy o sudns h achr uss English 90% in h class in conras in h class obsrvaion h English achr frqunly usd English, English achr mus always us English languag in class, of cours hy can us Spanish whn i is appropria Tips for Improving Spaking Skills Dori Sasson (2007) wro abou how o improv h spaking skill of h sudns a. Allow a im limi for ach and vry spaking aciviy. Tak ino considraion hos aciviis ha involv ihr group or pair work. b. Kp h aciviy fun and simpl. Mak sur h insrucions ar also crysal clar.

40 c. Don ovrdo spaking aciviis in on lsson. d. Mak sur you aim for a balanc bwn spaking and lisning.. Hav a back-up plan for h nir class and for individual sudns who ar wihdrawn. f. Always rflc on wha can you do as a achr o hlp sudns improv hir spaking skills. Th mor divrs and craiv spaking aciviis bcom o h asir i will b for h rain of sudns o improv hir spaking skills and spaking xrciss will bcom much mor auomaic. Always ha a achr kping a class aciv wih fun, h sudns find araciv h class and hy will involv in volunr form, hrfor h sudns ak h goal of spaking. In Nicaragua som English achrs do no pu in pracic dynamics, h class is radiional and sudns los h moivaion for h class. According o h obsrvaion o English class h achr do no dvlop dynamics, in addiion h survy o sudns say ha sudns do no pracic, dynamics on h conrary h inrviw o achr says ha sh dvlops songs, dynamics and dvlops inrsing opics Humor Th humor in class is a good way for kping h inrs in h class (Mills, 2009) If h achr chooss o hav fun in class h sudns will also hav fun. Evn h opics mos complicad can b lighnd and dlivrd in an njoyabl way. I is obvious ha a funny class kps h inrs in h sudns, h sudns do no wan boring class, a h conrary if h achr maks h class fun h sudns could sudy mor and hy will fl moivad and paricipa in spaking aciviis. Tchniqus, sragis and som ips o dvlop spaking aciviis wr addd for h achr and h sudns whr hy can improv h spaking skill prformanc using his:

41 Conclusions Th causs ha affc h spaking skill prformanc in h sudns of 7 h grad A of Abisinia high school of l Cua Jinoga during h 2 nd smsr 2011 ar: 1. Th English class is basd on wriing aciviis 2. Thr ar fw opporuniis o alk 3. Th sudns do no paricipa in spaking aciviis during h English class 4. Th sudns do no hav accss in hir communiis o rsourcs lik inrn, libraris and popl who hy can pracic hir English. 5. Th sudns hav no dvlopd h habi of sudy. 6. Lil im o dvlop h English class. 7. Th ransiion from primary school o highschool cras difficulis o sudy English by h firs im. 8. Th English languag for h sudns is nw and unfamiliar. Th consquncs ha affc h spaking skill prformanc in h sudns of 7 h grad A of Abisinia high school of l Cua Jinoga during h 2 nd smsr 2011ar: 1. Th sudns us h mohr ongu consanly 2. Low or unvn paricipaion of sudns in class 3. Th Sudns had no larnd how o xprss hir idas. 4. Thy fl afraid o alk in English. 5. Thy hav bad pronunciaion in som fw words ha hy say. 6. Thy canno communica using English. 7. Thr is no English inracion.

42 Rfrncs

43 Bordon, M. (1998). Aricls.bas.com. Rcuprado l 12 d Spimbr dl 2011, d ww.aricls.com/ar-aricls/moivaion-is-an-ssnial-par-of-aching-nglish Dawly, M. (4 d abril d 1999). Th Inrn TESL Journal. Rcuprado l 23 d agoso d 2011, d hp://islj.org/tchniqus/dawly-failingsudns.hml Dickinson, A. (17 d Marzo d 2011). Dvloping achr. Rcuprado l 17 d ocubr d 2011, d. hp://dvlopingachrs.com/ips/pasips4.hm Doff, A (1998) Tach English.Cambridg Univrsiy prss,pag 46 Evil, E. (30 d marzo d 2009). Hub Pags. Rcuprado l 17 d spimbr d 2011, d Hub Pags: //mivil.hupags.com/hub/7-bad-sudy-habis-a-collg- Sudns-Mus-No-Hav Fung, D. (22 d Marzo d 2009). Th Univrsiy of Hong Kong. Rcuprado l 6 d spimbr2º11hp://cd1.db.hkdciy.n/cd/languagsuppor/ransiion/school/n g/sudns/0906_sudns.hm Gibson, G. (9 d spimbr dl 2004). Th TESL Journal. Rcuprado l 23 d agoso d 2011, d //islj.org/cniqus/gibson-convrsacion.hml Howarh, P. (27 d spimbr dl 2006). Taching nglish. Rcuprado l 12 d agoso d 2011, d hp:// Jonahan, S. (4 d abril d 1999). Th Inrn -TESL Journal. Rcuprado l 5 d spimbr d 2011, d hp://islj.org/aricls/snll-inracion.hml Kaufmann, s. (15 d julio d 2010). Larn foring languag. Rcuprado l 3 d spimbr d 2011, d :// Linch, L. (14 d Fbrro d 2008). Earicls. Rcuprado l 23 d Spimbr d 2011, d Mills, V.(2009) A o Z rcuprado l 13 d marzo dl 2010 d //jobs.wikinu.org/ao-z_ofpublic_spaking-for-bginrs/22pid5f10 Mad, D. R. (1985). ERIC Claringhous on rading and communicaion skill urbana IL. Rcuprado l 21 d Agoso d 2011, d 923/spaking.hml

44 Naion, P. (3rd d agoso d 2009). Ajar jhon. Rcuprado l 4 d agoso d 2011, d ajar jhon: hp://ajarnjohn.com/abou-childrn/h-bs-ag-o-sar-larningnglish/ Nu, A. (14 d Agoso d 2008). Th TEFL Tims. Rcuprado l 23 d Agoso d 2011, d Orwig, C. (23 d 0cubr d 1998). Lingualinks library. Rcuprado l 21 d spimbr d 2011, d hp:// lrnngprgrm/spakingskill.hm Piccollo, L. (16 d fbrro d 2004). Taching Spaking Skills. Rcuprado l 12 d spimbr d 2011, d Taching Spaking o English Scond Languag Sudns Sui101.com hp://louannpiccolo.sui101.com/aching-spaking-onglish-scond-languag-sudns-a261761#ixzz1agt3auds Robby, K. (2011, march 22). Hlping you larn nglish. Rrivd spmbr 5, 2011, from hp:// Mar 22, 2011 Rybowiak, C. (24 d May d 2010). On Sop English. Rcuprado l 23 d Augus d 2011, d Ry, D. (23 d Ocobr d 1999). lingualinks Library. Rcuprado l 10 d Ocobr d 2011, d hp:// Sasson, D. (21 d spimbr d 2008). Lsson Aja Aja English. Rcuprado l 11 d agoso d 2011, d hp://sllsson.blogspo.com/p/ips-for-achrs.hml Suryai, R. I. (13 d Fbraury d 2011). Univrsiy of Indondsia. Rcuprado l 23 d Augus d 2011, d //univrsiyofibnkhaldunbogorindonsia.blogspo.com/2011/02/aching-spaking-hrough-audio-visual.hml Thomson, K. (21 d fbraury d 2006). Taching nglish. Rcuprado l 4 d 7 d 2011, d Taching nglish: :// Wands, S. (2004). Th Essnial Of Languag Taching. Rcuprado l 23 d spmbr d 2011, d

45 Wuryano, A. (2 d Augus d 2010). Improving sudns nglish inracion. Rcuprado l 2 d Augus d 2011, d hp://aguswuryano.wordprss.com/2010/08/02/improving-sudns -nglishinracion-hrough-jazz-chans-mod Yun, H. C. (2010). mylanguagxchang.com. Rcuprado l spmbr d 23 d 2011, d

46 Appndics

47 Graphics

48 Graphic 1 Wha skill dos h achr pracic h mos? 100% 50% 0% Wha skill dos h achr pracics mos? wriing spaking wriing lisning Graphic 2 How is your bhavior in h English class Exln 30% good50% rgular 20% bad Graphic N.3 Do you hav accss o any of hs rsourcs libraris inrn naiv spakr somon who pracic Nohing 100%