Speaking Experience In Speaking English

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1.1 Background of the Study
Speaking English is considered the most fundamental skill to be mastered in language learning (Aleksandrzak, 2011; Bashir, Azeem, & Dogar, 2011; Hasan, 2014; Malihah, 2010; Oradee, 2012). It is supported by the fact that speaking proficiency is often used as the measurement of the success of learners in learning English (Richards, 2008). In Indonesian context, speaking skill is considered an important skill to be mastered by senior high-school students, either public high school or vocational high school.
However, speaking is considered a difficult skill to develop. It is because of the students’ lack of exposures, lack of confidence, and lack of motivation (Febriyanti, 2011). Speaking skill is also considered challenging
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The observation showed that many students were reluctant to speak and looked nervous to speak in English. Some of the students did not want to raise hands to answer teacher’s questions. The preliminary observation also showed that the students need more hours to practice speaking because they are trained to be ready to work in companies and demanded to speak communicatively. Hence, it is noteworthy for organizing instruction, which can accommodate the demands of curriculum and the students’ needs. In other words, it is prominent in having a teaching-learning process which encourages the students to speak…show more content…
The research in Turkish context showed that TBI develops students’ speaking and engages meaningful interaction among the students (Kırkgöz ,2011). Additionally, TBI also had beneficial effects on students’ learning process, enhances the interaction among students, gives the students opportunity to practice target language and gives a relaxed atmosphere with enjoyable activities (Ismaili, 2013). In Thai context, Uraiwan (2010) found that TBI helps the students improving their English-speaking and gives positive opinions such as learning with TBI was fun, interesting, and relevant to real-world language. In China, Xiongyong & Samuel (2011) explored the implementation of task-based language teaching among 132 secondary schools EFL teachers in China, which showed that most of the teachers had positive attitudes toward TBI execution, but many teachers did not employ TBI. Further, in Korea, Yim (2009, cited in Wichitwarit, 2014) revealed that TBI could increase class participation, students had greater confidence in speaking English, and they have positive attitudes towards learning
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