Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1


Ratings: (0)|Views: 0|Likes:
Published by Ada Lena Ada Oten

More info:

Published by: Ada Lena Ada Oten on Dec 04, 2012
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as DOCX, PDF, TXT or read online from Scribd
See more
See less





4. Possible reasons
The reasons why this problem aros
e have been justified through writer’s
preliminaryinvestigation and are listed as follows:
Firstly, the students’ language levels are different. Some of them are good at English, but
some others are not. Their attitudes toward learning English are different as well. The morediscouraged they get, the less they practice and the worse their speaking skill becomes.Secondly, some students are introvert and they are afraid of making mistakes. Though someof the students want to improve their spoken English, they are too shy to speak English inclass.Thirdly, some of the students lack oral practice, as they come from a traditional educationalbackground. They usually used to focus their attention on the language structure, notspeaking when they were at high school.
Fourthly, most of the students don’t spend so much time to review orally what they have
learned. They pay much more attention to written work. This has led some of the students tothis belief that even practicing spoken English in class is a waste of time.
Fifthly, sometimes the teacher’s instructions are not detailed or clear enough and theteacher’s methods in handling exercises perhaps lack variety.
6. Rationale for incorporating activities into classroom
any researchers in their studies have proposed that students’ confidence is enhanced
1) increasing students’ communicative competence,
2) motivating activity,3) non-threatening activity, and4) providing a positive atmosphere.These activities and materials act as tools for accomplishing these purposes.Regarding the first factor, increasing favorable self-conceptions of L2 competence is one of 
the main factors to promote students’ confidence in language learning (D
ornyei, 2001).Students may discover that as they acquire greater skill, their confidence will grow and, asthey become more confident in their ability to speak, they will take advantage of newopportunities to speak, which will enable them to gain greater skill.The second factor is motivation which emphasizes basic human need. More specifically, the
key to learning is motivation (Edge, 1993). Brown (2002, p. 17) points out, “Motivation isone of the most important factors in your success in English”. In
the same line, I believe that

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->