POST WRITE

I have to face some challenges when I found and read the articles. Firstly, I feel confused

when I find the current and interesting articles about my topic. There are too many documents on

the Internet. Besides that, some of them have no apparent origin. Secondly, I have to spend more

time to identify the key points. There are a lot of ideas in an article. I have to read it careful to

find the suitable content for my topic. In addition, sometimes I cannot download it so that I

cannot highlight key points. Thus, I spent a lot of time reading over and over again.

To look for a suitable article, I firstly read the article’s abstract that summarizes the

content of the article. After that, I read the introduction to find main points as well as the author’s

argument. The main points sometimes are at the last paragraph of the introduction. In addition, I

find some key words such as “It was expected that the outcome of the study would...”, “the

researcher would study….”.Besides that, I also read the sentences behind the author’s quote

because they usually show their ideas here. I think that these articles are very useful and suitable

for my topic. Thanks to these articles, my paper value will be higher. So that, I think that my

grade for the paper is B+.

My instructor supports a lot of interesting materials to help me complete the assignment.

However, sometimes I feel confused because of a lot of materials. I do not know which material

to rely on. For example, I do not know I have to depend on the example or organization in rubric

or a summary: describe what the authors did… Thus, I hope the instructor could give specific

guidance.
 SUMMARY 1

The study is based on prior literature which agues lack of confidence is a reason why

students are not able to communicate in real situation with international speakers (Trent, 2009).

According to Boonlita (2010), there is lack of knowledge about how to increase the speaking

confidence. He performs a qualitative research to study how to enhance speaking proficiency and

confidence for non-native speakers of English. Actually, the author wanted to know the factors

affect to develop students’ speaking ability. In addition, the study also found out some strengths

and weaknesses in speaking English of special communication. In this research, the author used

interview and tests as two instruments. After analyzed the collected data, he found out some

findings. Firstly, the key factors that help students improving speaking proficiency are (1)

building up confidence in speaking; (2) practicing in real situations; (3) using out-of class factor

as listening English materials. Secondly, using a wide variety of real world topics is considered

as strength of the research results. However, in this study, incorrect in pronunciation and

grammatical structure are weaknesses of speaking. The author suggests that teachers should use

the research findings to enhance students’ speaking proficiency. In particular, using task-based

pedagogical design is considered (Boonlita, 2010, p.1309). In fact, thanks to this approach,

students have opportunity to practice in different situations that promote students’ speaking

confidence. The study is helpful to answer my questions about how to develop students’

speaking ability. Although this research did not look into how the task-base learning design in

this study affected a particular skill or integrated-skill pedagogy, it provides a method to apply

for EFL learners.

Boonkit, K. (2010). Enhancing the development of speaking skills for non-native. Social and

Behavioral Sciences, 2(2), 1305-1309. doi:10.1016/j.sbspro.2010.03.191

 SUMMARY 2

The study is based on prior literature which agues an important factor in teaching

language for communication is the language activities (Harmer, 1983). According to Oradee

(2012), there is lack of knowledge about the impacts of these activities in teaching language. She

performs a research to study the impacts of communicative activities (discussion, problem-

solving and role-playing) in speaking proficiency. Actually, the author wanted to know the

affects of three communicative activities in enhancing students’ speaking ability. In addition, the

study also found out students’ attitude when teachers used these activities in teaching speaking

skill. In this research, the author mixed method design: quantitative and qualitative. Lesson

plans, pretest, posttest, questionnaire, students’ Learning Log, interview, teacher journal are used

as instruments. After analyzed the collected data, she found out some findings. Firstly, after

teachers applied the three communicative activities, student’s speaking competence increased.

Secondly, students’ attitude was good after using the three activities. The author contends that

these three activities could help students have opportunity for language practice. In particular,

students can apply experience from these activities into real communication (Oradee, 2012,

p.534). In fact, thanks to these activities, students have opportunity to practice in different

situations that help students enhance their speaking ability. The study is helpful to answer my

questions about how to increase students’ speaking skill. Although this research did not look into

how interaction decreases students’ anxiety in learning speaking skills, it provides a useful

method to improve speaking ability for EFL learners.

Oradee, T. (2012). Developing Speaking Skills Using Three Communicative Activities

(Discussion, Problem-Solving, and Role-Playing). International Journal of Social Science and

Humanity , 2 (6), 533-535.