The Methods for Students Improve Speaking Skills in English

Introduction
English is an international language, spoken in many countries both native
language as well as a second language. English language today is a powerful
unifying factor in our national and international life. We are connected with
everything by using English. Knowledge of speaking English has become an
important factor in modern society. Spoken English are developing every where of
our country. This is why speaking is the most important skills while learning a
language. In the case of second language, it has learnt with more effort.
Every college student in University seems to be studying English. College
students have even studied from Primary School, but their speaking skills is not
good. They just want to pass the exam so they can get their bachelor’s degree.
Others students study because they want to acquire a good job or study abroad.
Some study English for integrative reasons. They simply enjoy it and want to
make new friends. True students ask their teachers the same question: “Teacher,
my spoken English is very poor. How to improve my spoken English?”. This
essay is an answer to their question. It will reference modern research of famous
writers.
Summaries
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native
speakers of English. Procedia Social and Behavioral Sciences 2, 1305-
1309.
This article tries to find the factors enhancing the development of speaking
skills. It was usually gone ahead of work experience. Students who study
English as a foreign language neither have condition to speak English
outside the classroom nor also partners or members of the international
community. Due to the students, become lack of confidence and
competence in speaking English. The research of the study were 18
 participants of the course entitled, ‘Listening and Speaking for Special
Communication’ during the fifteen weeks. They were received a new topic
every day and practiced with the teacher and the partner; they also listening
to more news, songs and TV. After that, recordings of one speaking task
were analyzed, focusing on speaking content, pronunciation, and language
use. Strengths of speaking performance found in this study included a broad
of vocabulary is employed; the course helps them to be confident.
However, weaknesses are found in the pronunciation and grammatical
structure of the sentences. Errors of word stress and the final sounds such as
/s/ and /z/ are acquired. Another weakness is the use of incorrect tenses.
The study should be used to develop speaking skills in English or other
languages.
Oradee, T. (2012). Developing Speaking Skills Using Three Communicative
Activities (Discussion, Problem-Solving, and Roleplaying). International
Journal of Social Science and Humanity,2(6), 533-535.
This study focuses on the comparison of speaking skills using three
communicative activities: Discussion, Problem-solving, and Role-playing
of Grade 11 students before and after learning. The research were 49 Grade
11 students, with a group were 12 students, and divided into 3 English
levels (high, medium and low), using purposive selection. Students did a
test of English speaking ability as a pretest. Eight lesson plans with the
three different communicative activities were used in classroom. The
students were asked to write their Learning Log. After that, the students
were interviewed using a semi-structured form. Their English speaking
abilities and attitude towards after using the three Communicative activities
were significantly better, from 60.80 to 85.63 percent. Through the results
of this study, developing speaking skills using the three communicative
activities is a learning method focusing on the learner-centeredness. Using
this method, students in the group can support others when needing help.
 They can express themselves successfully while working in groups. This
can lead to be more confidence in speaking, and can encourage them to
participate more in learning.
Liao, G. (2009). Improvement of Speaking Ability through Interrelated Skills.
Retrieved September, 2009, from http:www.ccsenet.org/journal.html,2(3),
11-14.
The main purpose of this study improves students’ abilities speaking
English through interrelated skills. Some reasons of causing less effective
teaching such as: a focus only on reading or writing, reading the dialogue,
reciting texts, doing translation, and the materials chosen for the students
are non-authentic, all important examinations no consist of an oral test… It
is impossible to speak in a conversation if you do not listen as well, and
people seldom write without reading (Harmer, 1991, 52). The following
activities should be recommended how to integrate skills by getting the
students to work in pairs or groups. Firstly, communication activities
(describing and drawing, finding the difference between two partially
identical pictures, and discussing ideas/views/opinions) help students are
active than before. Next, questionnaires are a simple way of giving the
students meaningful question and answer practice. When students of pairs
or groups work together on the production and the answer of the
questionnaire, they will talk and write. Lastly, quizzes are similar to
questionnaires. This will involve talking and writing. Each pair should ask
another pair of students to answer the quiz orally, involves some talking,
listening and writing as well.
Mart, Ç.T. (2012). Developing Speaking Skills through Reading. International
Journal of English Linguistics, 2(6), 91-96.
This article investigates the relationship between speaking and reading
skills, how to develop speaking skills through reading skills. The factors
necessary for speaking skills are the following such as connected speech,
 expressive devices, lexis and grammar, and negotiation and language.
Vocabulary and grammar knowledge are emphasized among these factors.
Reading will develop learners’ vocabulary and grammar, which will
effectively contribute to their speaking skills. Through reading, learners
will have vocabulary knowledge, which will facilitate their speaking skill,
and their usage of structure in the target language will develop. “The more
reading you will do, the more you will increase your exposure to
vocabulary that doesn’t usually make its way into the spoken language”
(Cunningham, 1998). Communication need to have vocabulary knowledge.
Reading helps learners have better grammar skills. To sum up, learners use
vocabulary and grammar through reading to develop speaking skills.
“Integrating speaking and reading skills deepens students’ understanding of
the reading material, reveals any problem they have understanding a text,
and most importantly, lets them apply the information they have read into
authentic speaking practice that improves their fluency” (Zhang, 2009,
p.34).
References
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native
speakers of English. Procedia Social and Behavioral Sciences 2, 1305-
1309.
Oradee, T. (2012). Developing Speaking Skills Using Three Communicative
Activities (Discussion, Problem-Solving, and Roleplaying). International
Journal of Social Science and Humanity,2(6), 533-535.
Liao, G. (2009). Improvement of Speaking Ability through Interrelated Skills.
Retrieved September, 2009, from http:www.ccsenet.org/journal.html,2(3),
11-14.
Mart, Ç.T. (2012). Developing Speaking Skills through Reading. International
Journal of English Linguistics, 2(6), 91-96.
Conclusion