CHAPTER I

INTRODUCTION

1.1 Background
Speaking is the process of building and sharing meaning through the use of verbal
and non-verbal symbols. Speaking is a crucial part of second language learning and
teaching. However, today’s world requires that the goal of teaching speaking should
improve students’ communicative skills because students can express themselves and learn
how to use a language.
Nowadays, many teacher agree that students should learn to speak the second
language by interacting to others. For this case, students should master several speaking
components’, such as: comprehension, pronunciation, grammar, vocabulary, and fluency.
In brief, English teacher should be creative in developing their teaching learning process
to create good atmosphere, improve the students speaking skill, give attention to the
speaking components’, and make the English lesson more exiting.
For this reason, the English teacher should apply appropriate method and technique
of teaching speaking. The method used by the teacher is Communicative approach. In
communicative approach, language is primarily a tool of communication. Thus, learning a
language means learning to perform communicative speech acts with it (Brickerton. 1996:
1).
In general, speech acts are acts of communication. To communicate is to express a
certain attitude, and the type of speech act being performed corresponds to the type of
attitude being expressed. For example, a statement expresses a belief, a request expresses
a desire, and an apology expresses a regret. As an act of communication, a speech act
succeeds if the audience identifies, in accordance with the speaker's intention, the attitude
being expressed which realized in the language.
1.2 Purpose of CJR
1. Adding reader insight about teaching speaking
2. Increasing the motivation of readers in knowing more about teaching speaking
3. Strengthening understanding of the reader about the importance of learning teaching
speaking from an early age.

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 1.3 Benefit of CJR
a. For writers
1. Fulfill CJR assignments in the Academic Oral Laguage Skills course
2. Practicing the ability of writers to criticize a journal
3. Develop a creative mindset in comparing one journal to another.
b. For readers.
1. To increase knowledge and insight regarding the teaching speaking.

1.4 Identity of Journals

a. The Main Journal
 Title of Article :Teaching Speaking Skills in Communication Classroom
 Title of Journal : Assistant Profesorof Journalism and Communication
 Volume : 3, Issue 3
 Author : Shafaat Hussain
 Year : 2007
 Publisher : IJMJMC
 City : Ethiopia
 ISSN : 2454-9479
 Site Address : www.arcjournals.org
b. The Comparison Journal
 Title of Article : Teaching Speaking Skills in English Language using
Classroom Activities in Secondary School Level in Eldoret Muicipality, Kenya
 Title of Journal : Journal of Education and Pratice
 Volume : 6, No.35
 Author : Benter Oseno Gudu
 Year : 2015
 Publisher : IISTE
 City : Kenya
 ISSN : 2222-1753
 Site Address : www.iiste.org

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 CHAPTER II
DISCUSSION
2.1 Main Journal Summary
Language is primarily speech. A very large number of languages in the world are only
spoken with no writing script. Majority of languages even with writing scripts use their
spoken forms more than the written ones. It is an agreed fact that language is learnt by
speaking it first after a lot of listening to the sounds, words, phrases and sentences from
the surroundings (Anuradha, Raman &Hemamalini2014). Listening and speaking are the
fundamental skills, and if only the foundation is firm, the edifice built on it will be
durable. In mother tongue, children get a very natural opportunity of listening and
speaking in their surroundings. Thereafter, they are sent to the school to learn reading and
writing skills. But, in the case of communication classroom, the available environment of
the learner is mother tongue in his surroundings; therefore, the teaching learning strategy
should differ greatly. Hence, there is a dire need of paradigm shift on teaching and
learning speaking skill through focus deviation towards oral orientation, training the
teachers, and developing suitable curriculum (Suchdeva 2011).
BELIEFS ABOUT DEVELOPING SPEAKING SKILLS
According to Rao (2012), the experts believe about developing skills that:
 Of the four skills, listening and speaking are taught and learnt in quick
succession. The teacher introduces the language item in the class and the
learners situationalize it
 Speech is the best introduction to other language learning skills. Learning
through speaking is a natural way of learning a foreign language
 Speech is important because it provides the opportunity for the practical usage
of a foreign language
 Speech brings fluency, correction then accuracy among EFL learners
 It enables the teacher to use the class time economically.
PRINCIPLES OF TEACHING SPEAKING SKILLS
According to Anuradha et al (2014), following are the principles of teaching speaking
skills:

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  Encourage students to speak right from the first day. If not, as early as
possible and not to wait till she teaches them a stock of words, phrases or
sentences.
 Tolerate the students if some of them simply repeat what they say.
 If a student gives one word answer to any question, bear it for the time being.
 Let the learners speak actively with whatever English knowledge they have.
 Propose structures/phrases/words and let the learners use it in different
situation and drill as much as possible.
 Encourage back-chaining or tail-forwarding technique to make long sentences
by combining more than ten sentences.
 Organize role play and pair-work as much as possible and supervise the
learners to correct the active ones and activate the passive ones.
 Be well prepared in advance in terms of lesson planning, activities and tasks.
 Let the learners commit errors and mistakes at the primary stage. Interruption
and correction hinder fluency and discourage the learner.
 Individual weaknesses should be taken into account and the teacher should be
sympathetic in outlook for individual attention.
CLASSROOM ACTIVITIES AND TASKS FOR PRACTICING SPEAKING
SKILLS
Repetition of rhymes, look and say, oral composition, pronunciation drills, read aloud,
open ended stories, narration, description (festivals, celebrations, occasions) are
important practices to improve speaking skills (Jyothsna&Rao 2009). Moreover,
according to Kumari (2014), a variety of function based activities and tasks can be used
to develop speaking skills which are given as under :
 Dialogue
 Role Play
 Opinion / Ideas
 Problems
 Surveys and Interview
 Visual Comprehension
 Dreams and Ambitions

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  Rhyms and Tongue Twister
 Songs
TEACHERS’ AND LEARNERS’ ROLE
According to Anuradha et al (2014), teachers play significant role in stimulating
interactionand developing speaking skills. The roles are as follows
 The teacher must be fluent and accurate in spoken elements of language so as
to be a role model for the learners.
 The teacher asks questions to stimulate learners to practice the target
language. Throwing questions and compelling them to answer something is
one of the types of oral drills. Further, encouraging students to ask questions
to the teacher and peers is also a good technique to propel discussion and
involve learners to speak.
 The teacher brings chart containing pictures in the classroom. Teaching aids
like charts containing pictures are good stimulators of interaction in the
classroom. The teacher highlights that part of the chart which breeds
discussion in the class.
 The teacher brings a chart containing picture of a bakery. The model sentence
is ‘He wants to buy some bread.’ If the teacher points to biscuits, students
will say, ‘He wants to buy some biscuits.’ and so on.
 The teacher uses language laboratory (if available) for students speech
practice through repetition whatever they listen with earphone.
 The teacher narrates a story or a joke in the classroom and evokes the learners
to do the same. The narration is corrected by the students and the teacher if
mistake is done. This way the interest to speak may be kindled among
students.
 The teacher uses minimal pairs (pairs of words differing by one single sound)
to teach some difficult sounds in the classroom with the help of familiar
sounds of the students.
Speaking is an art and to achieve it, students should:
 Be conversational and courteous in conventional greetings and other
expressions.

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  Ask questions and answer them too to maintain dialogue with other
classmates and the teacher.
 Strive for building vocabulary, acquiring fluency and achieving accuracy.
 Make an attempt for better pronunciation, appropriate intonation and stress
in the expressions of ideas and feelings.
TEACHING PRONUNCIATION
Pronunciation refers to speaking a language with appropriate stress, rhythm and
intonation and it should be taught scientifically.Good pronunciation in a speech is an
ornament of a person and a passport to the cultured society. The reasons of defective
pronunciation of the learners of EFL are – pronunciation discarded curriculum, absence
of well pronounced teachers, and dearth of audio video aids, least listening environment
and few difficult sounds (Sachdeva 2011).

2.2 Comparison Journal Summary

In Kenya English is taught as a second language, it has been given a high status
than native languages by the Government due to its status as a national and international
language (Chesang, 2005). It is used in all government communications, compulsory
subject in educational system hence taught from standard one to university and a
language for instruction from standard four to university (Ongondo, 2009; Sewe, 2009).
This recognition has enhanced penetration of English language even to domains such as
inter-ethnic and social communications where the indigenous languages were being used
(King’ei, 2004; Chesang, 2005; Kembo and Ogechi, 2009). Although, it has been used
for linguistic imperialism by the colonialists to perpetuate their own culture and interest (
Nabea, 2009; Kembo and Ogechi, 2009), it still holds a prestigious position in the
country because it is the language used across the curriculum in Kenyan Educational
system, official language used in office, media houses, courts, diplomacy, used to
conduct all government business and an international language (Chesang, 2005). As such,
the importance of one attaining communicative competence in English language in
Kenyan Education system cannot be overemphasized.
The problem of poor spoken English language among Form four graduates has led
to a general feeling that there is a need to re-examine the teaching of English language in

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 Secondary Schools in Kenya (Mwamba, 2005). According to many researchers, the
reasons for poor speaking skills could emanate from lack of emphasis on speaking skills
in the curriculum since it is not examined in national examinations, teachers’ own limited
English proficiency, class conditions that do not favor oral activities and limited
opportunities outside class for practicing using English language (Mwamba, 2005; K. I.
E, 2002; Kioko and Muthwii, 2001; Alharbi, 2015; Bashir et al., 2011; Soureshjani and
Riahipour, 2012; Alharbi, 2015).
According to English language scholars, use of learner-centered classroom
activities including group discussions, speeches, storytelling, drama, debates, poem
recitation, songs, and tongue-twisters could alleviate the problem of low oral skills
(Johnson, 2006, Villegas and Lukas, 2002, Gathumbi and Masembe, 2005; Okech, 2005).
These classroom activities improve student’s active participation, motivate and expose
students to authentic use of English language in context. Many researchers have also
proven that students are much more ready to interact with each other with more complex
responses than with their teacher (Achmad and Yusuf 2014: 151) ‘students feel
comfortable working, interacting and making mistakes with their partners rather than
with their teachers and corrective feedback from peers are found to be less daunting than
the correction by teachers. This study therefore sought to establish classroom activities
employed and how they are used by teachers in form three English lessons to enhance
learners’ active participation in secondary schools.
METHOD
The study employed descriptive survey research design (Orodho and Kombo,
2002). Simple random sampling procedure was followed as described by Mugenda
(2008). A table of random numbers was employed to sample the Provincial and District
secondary schools except national school category where there was only one in the entire
Municipality thus purposively sampled. A total of eight out of twenty three secondary
schools, constituting about 30 % of sampled population of secondary schools in the
Municipality were selected. The same technique was again used to select 30% of form
three students per school. Purposive sampling was used to select two form three teachers
of English from each school. In this study two data collection instruments were used
namely: questionnaire and observation schedule. Tape recording was used alongside

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 observation to capture verbatim communication (Mutai, 2000). The data was analyzed
using SPSS computer package.
RESULT
Based on questionnaires from teachers and students and classroom observations,
the activities used by teachers of English language in their lessons included
dramatization, discussion, debating, impromptu speeches, storytelling, role play,
dialogue, oral narratives, , poems recitation, songs and tongue twisters.
1. Teacher’s Respons
Fourteen teachers (100%) indicated that they use different classroom
activities depending on the situation. The most preferred classroom activity
among the teachers was discussion used by 92.9% of teachers, dramatization
(85.7%), songs (78.6%), impromptu speeches and tongue twisters each
(71.4%). Moderately preferred activities included short stories and role play
(64.3%), debating and poem recitation each (57.1%). The less preferred
activity was oral drills (42.9%).
2. Students’ Responses
According to the student responses, the most widely used classroom
activities included discussion which was confirmed by 88.9% of the students,
story-telling (82.7%) and poem recitation (82.9%). Other activities that are
moderately used include dramatization confirmed by 69.4% of students,
debating (67.1%), songs (56.7%), tongue twisters (58.3%) and role play
(53.6%). According to the respondents, impromptu speeches (37.3%) and oral
drills (35.3%) are rarely used.
3. Observed Lessons
One major observation was that classroom activities were carried by
teachers in varying degrees. Discussion was more popular than oral drills in
all school categories. In general, teachers in the National school were able to
integrate several classroom activities within a lesson for instance dialogues,
discussions, impromptu speeches and role play as opposed to provincial and
district schools. Provincial school teachers used question and answer sessions,
whole class discussion and group discussions. In the District school category,

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 whole class discussion and story-telling were the mostly used classroom
activities and students were noisy in their discussion groups. Although,
observed lessons revealed that most teachers across the school categories used
discussion comprising of whole class discussion, group discussion and pair
discussion, in some cases learners code switched to use Kiswahili and Sheng
in their group discussions.

DISCUSSION

1. Variation on use of Classroom Activities

The observation between students and teachers on variation of use of the
classroom activities was not similar. However, it showed a general agreement
that some activities such as discussion were used more than oral drills.
Although in the questionnaires teachers indicated that they use the learner-
centered classroom activities, observed lessons by the researcher revealed that
a majority of them adopted lecture method, explanation, question and answer
which are mainly teacher-centered teaching methods. It was also observed
during class observations that students’ participation was low as most learners
were passive.
2. Motivation
Al-Hosni (2014) observes that some learners lack motivation to speak
English because they do not see the need to learn or speak English. This
means that teachers should endeavor to explain to their learners the
importance of learning English language in order to develop internal
motivation.
3. Teacher’s Role
In speaking class, teachers are required to create communicative and
interactive activities by giving students a great deal of opportunities to practice
the target language. Essentially, the class manifests student-centred backdrop
rather than teacher centered… teachers are to prepare classroom activities that
are devoted and best facilitate speaking exercises
4. Learner’s Role

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 Talley and Hui-ling (2014: 40) propose four strategies in classroom
communication interaction. A learner should: Think of what they are going to
say, think about the structures they are using but do not let them interfere with
what they want to say, do not be afraid to make mistakes (mistakes are normal
as you are learning a language) and when you are not understood, use
repetition, gestures, synonyms, definitions, acting out, whatever comes
naturally as you begin to feel more proficient in the language.

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 CHAPTER III
ADVANTAGES & DISADVANTAGES OF JOURNAL

A. ADVANTAGES OF JOURNAL
3.1 Main Journal
a. The author displays material in a language that is easy to understand.
b. Identity of journal very complete

3.2 Comparison Journal

a. Identity of journal very complete
b. Explanation of journal articles is so detail
c. The component of journal very complete

B. DISADVANTAGES OF JOURNAL
3.3 Main Journal
a. The component of journal incomplete
3.4 Comparison Journal
a. The language is too complicated so it cannot be understood quickly

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 CHAPTER V
CLOSING
A. Conclusion

The equation of the two Journals is that both Journals explain the material about Teaching
Speaking. In the first journals , Good pronunciation and fluency in speaking skill is the hallmark
of culture and it is the duty of the teacher to accomplish this goal approximately as an Englishman
does. Incessant effort is needed in this direction from the teachers and learners. The teachers should
be given training in pronunciation. The syllabus should focus over the skill of speaking and
pronunciation. The examinations should also tilt towards spoken abilities of the student. Then there
is no reason that the students may fail to acquire good speaking skill and pronunciation and in the
second journals, first all the classroom activities including discussion, dialogues, drama, oral
narratives, songs, tongue twisters, debate, poem recitation, story-telling and role play were used
during lessons but with different frequencies. For example, discussion was used more across
schools than oral drills. This could bring imbalance in the contribution of these classroom activities
to the learner. Two, code switching to use Kiswahili or Sheng by students was a problem in certain
class group discussions which could hamper learning of the target language. It was found that
learners speak in mother tongue in their discussion groups (Kiswahili and Sheng).

B. Recommendations
Both of these journals are very good to be used as references because they have very good
articles and the articles in the journal are also not too long so it does not saturate the reader

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 REFERENCES
Hussain, Shafaat. 2007. Teaching Speaking Skills in Communication Classroom. Assistant
Profesorof Journalism and Communication Volume 3, Issue 3. Ethiopia: IJMJMC

Gudu, Benter Oseno. 2015. Teaching Speaking Skills in English Language using Classroom
Activities in Secondary School Level in Eldoret Muicipality, Kenya. Journal of Education and
Pratice Volume 6, No.35. Kenya: IISTE

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