NATIONAL AUTONOMOUS UNIVERSITY OF NICARAGUA

UNAN-LEON

FACULTY OF EDUCATION SCIENCE AND HUMANITIES

Factor affecting English speaking skill on students of seventh grade "A" of Lirios de los
Valles High school from August to December 2019

Teacher: Edipcia chavez

Integrants: Mario Bonilla

Eduardo Cerda
 Introduction

English as a second language is becoming more and more competitive. Due to the weight the language
carries in the modern, professional world, speaking English is fast becoming less of a benefit and
more of an essential, or even basic, requirement when looking for a job therefore this research is very
worthy because is going to help to develop one the most important skill in a foreign language which
is speaking skill by looking for the main causes that affect an effective developing of the speaking
skill in some students , knowing the causes we going to be able look for a proper tool or research
work to empower the teachers and learners on the process of acquire a new language
Problem statement

Factor affecting English speaking skill on students of seventh grade "A" of Villanueva high school
from July 2018 to January 2019
Objectives.

Main objective

Find out what causes are affecting English oral skill development on students of seventh grade” A”
of Villanueva high school

Specific objectives:

 determine the importance of the teacher role in the development of oral skills on students
of seventh grade” A” of Villanueva high school

 track down what are the problems that the students of seventh grade "A" at Villanueva high
School encounter when they learn to speak English
Theoretical framework

 What is Language?

Language is a formal system of signs governed by grammatical rules of combination to communicate

meaning. This definition stresses the fact that human languages can be described as closed structural
systems consisting of rules that relate particular signs to particular meanings (Bloomfield, 1914).

Once we have definite what is language we will focus in the teaching process of the English
language and also in the actors who have an important role in teaching and learning.

This actor are going to be focus of our research due to that one of them if the one who try to produce
English and the other is the one who try to give the key points to encourage the speaking in his or her
students.

Individuals learning a second language use the same innate processes that are used to acquire their
first language from the first days of exposure to the new language in spite of their age this means that
the teacher have to expose the students to the language as much as possible this fact make us think
that the teachers are the responsible one for the acquirement of knowledge as well of the speaking
English in the classroom that way we going to start to talk about the teachers role in the classroom

 Teacher’s role in the classroom

The Teacher plays a very prominent role in attracting the student's attention by creating interest
among the students. A Teacher should play various roles such as Learner, Facilitator, Assessor,
Manager and Evaluator. Before teaching the students a teacher has to first place himself/ herself as a
learner and think from the learners perspective. In doing so, students can be captured with interest. In
the classroom.

We often fall into the error of thinking that anyone can teach a group of children, but all who dedicate
to teaching know that is not quite like this. The education we must transmit to our children should not
be only about a transfer of knowledge and content; it goes further. Prieto (2008) also states that all
that surrounds the transmission of content must be accompanied by a training in revitalizing
techniques, which can lead to a more direct and lasting communication, which at the same time,
allows the intercommunication between teacher and student and, therefore, create a much more
effective training.

Focusing on CLT, according to Savignon (1971), CLT theory is based on a proper educational
environment, which requires an appropriate organization of several variables. To begin with, we need
the experience and knowledge of teachers, students' needs as well as their attitudes are another
variable to consider. In addition, we must not leave out the scene where the lessons are carried out,
in this case, the classroom. In other words, a classroom, which promotes a communicative approach
to language, is considered to be a social context where teachers and students are the key players, and
the role they play is crucial for the performance of communicative teaching
that why all this factor are relevant in country like Nicaragua if we really want to see a change in the
proficiency of our students in the speaking despite the fact that we are none speaking English country
we can get proficiency if teachers master the English language also teacher must become in a
reflecting teacher and put him or her like we have already say before in the learner place

Role of the students in language classroom

Language classes often don't focus on the aspect of learning a language that intrigues students most
speaking it. We should get students talking more.

The role of students in traditional teaching is passive and receptive

In learning centered teaching, the students contribute to the overall design of the course content and
learning procedure

Students contribute to design language learning activities

Students are encouraged to take learning responsibility

Student Roles in a Collaborative Classroom

Students also assume new roles in the collaborative classroom. Their major roles are collaborator and
active participator. It is useful to think how these new roles influence the processes and activities
students conduct before, during, and after learning.

For example, before learning, students set goals and plan learning tasks; during learning, they work
together to accomplish tasks and monitor their progress; and after learning, they assess their
performance and plan for future learning. As mediator, the teacher helps students fulfill their new
roles.

Goal setting Students prepare for learning in many ways. Especially important is goal setting, a
critical process that helps guide many other before-, during-, and after-learning activities.

Although teachers still set goals for students, they often provide students with choices. When students
collaborate, they should talk about their goals. For example, one teacher asked students to set goals
for a unit on garbage. In one group, a student wanted to find out if garbage is a problem, another
wanted to know what happens to garbage, a third wanted to know what is being done to solve the
problem of garbage. The fourth member could not think of a goal, but agreed that the first three were
important and adopted them. These students became more actively involved in the unit after their
discussion about goals, and at the end of the unit, could better evaluate whether they had attained
them.
Sometimes, is a good idea to pick formal roles and to give them to the students, here is a list of
suggested roles.

Students as Facilitators: Knowledge comes from study, experience, and reflection. Engaging
students as learning guides and facilitators helps reinforce their commitment to learning and the
subject they are teaching; it can also engage both young and older learners in exciting ways.

Students as Researchers: Identifying issues, surveying interests, analyzing findings, and developing
projects in response are all powerful avenues for Student Voice.

Students as Planners: Planning includes program design, event planning, curriculum development,
and hiring staff. Students planning activities can lend validity, creativity, and applicability to abstract
concepts and broad outcomes.

Students as Organizers: Community organizing happens when leaders bring together everyone in a
community in a role that fosters social change. Students community organizers focus on issues that
affect themselves and their communities; they rally their peers, families, and community members
for action.

Students as Evaluators: Assessing and evaluating the effects of programs, classes, activities, and
projects can promote Student Voice in powerful ways. Students can learn that their opinions are
important, and their experiences are valid indicators of success.

Students as Experts: Envisioning roles for students to teach students is relatively easy; seeing new
roles for students to teach adults is more challenging. Students specialists bring expert knowledge
about particular subjects to programs and organizations, enriching everyone’s ability to be more
effective.

Students as Advisors: When students advise adults they provide genuine knowledge, wisdom, and
ideas to each other, adults, schools, and education agencies, and other locations and activities that
affect them and their world at large.

Students as Teachers: Facilitating learning for themselves, other students and educators, other adults
in schools, or adults throughout our schools can be teachers of small and large groups in all kinds of
topics. [Examples]

Students as Trainers: When they train adults, students, children, and others, youth can share their
wisdom, ideas, knowledge, attitudes, actions, and processes in order to guide programs, nurture
organization and community cultures, and change the world.

The success of classroom learning is very much dependent on how students relate to each other, how
effectively students cooperate and communicate with each other, and what roles the teachers and
learners play.
  Cause that makes the students difficult in speaking English

1. The first cause that makes the students difficult in speaking English is that the
environment does not support the students to speak English frequently
Since the students do not want to be rejected by the people around them, so they use their
native language in daily conversation. That makes the students unable to communicate
in English fluently outside the class

2. Lack of knowledge in English of the teacher in our country this is a serious problem
because many people do not consider English as real subject even the parents at home
focus more on subject like mathematic or physics
 Possible solutions

There are two ways to encourage students to overcome their problem. The first one is a way for the
teacher to do. It is considered necessary for the teacher to force the students only to speak English
during the class. The teacher may fine the students every time they speak their native language. The
teacher himself must be able to convince his students to be brave to speak English, does not matter if
they have very bad grammar. Just say whatever the students want to say. And the teacher must
convince his students that making errors is a normal thing in learning. This way will raise students’
confidence to try to speak English.

The second solution is for the students themselves. They can have an English conversation club that
consists of their own classmates. They can share and talk about anything in English during that time.
 Instruments

RESEARCH TOPIC

(High school Villa Nueva)

OBJECTIVE OF THE INTERVIEW

SURVEY GOAL

 to track down what are the causes witch are affecting students to develop
English oral skill
.

BIODATA

1. Teacher`s code _____

2. Sex : M____F___

3. How long have you been teaching English grammar?

__________________________________________________________________________

4. What are the subjects you have taught?

__________________________________________________________________________

5. What are yours certifications as a teacher?

__________________________________________________________________________

6. Have you taken a professional training course in English grammar?

(Basic degree, special courses or programs taken)
__________________________________________________________________________

7. Area of expertise(main courses taught over the past few years)

__________________________________________________________________________

8. What English classes are you taught?

__________________________________________________________________________

9. Do you have a degree in English grammar?

__________________________________________________________________________

10. Do you have a master in English grammar?

__________________________________________________________________________
 GENERAL DATA

1. What is the class name?

__________________________________________________________________________

2. How many students do you have in the classroom?

__________________________________________________________________________

3. How many times in the week do you teach the class?

__________________________________________________________________________

4. What is the goal of the class?

__________________________________________________________________________
 SURVEY

What are the specific techniques that you apply to develop speaking skill?
________________________________________________________________________

Are those techniques effectives in the classroom?

________________________________________________________________________

Do you use any special didactical material to develop English oral skill?
________________________________________________________________________

How was the student’s reaction when you encourage them to speak English?
________________________________________________________________________

How do you realize the students understand the topic?

________________________________________________________________________

Do you believe that speak in English as much as possible in the classroom would help the
students to develop oral skills?
________________________________________________________________________

How would you help students to lose the fear of speaking in English?
________________________________________________________________________

Do you think speaking English is difficult?

Do you consider English grammar is complex?

________________________________________________________________________
How can you help students to learn new vocabulary ?
________________________________________________________________________
What are the main difficulties your students have in speaking skill ?
________________________________________________________________________
What activities do you use in class to practice speaking?
________________________________________________________________________

Do you think is possible to develop oral skills in a non-speaking English country if you say yes
explain why?

________________________________________________________________________
 Classroom observation guide

Teacher code___________________________ Name of school______________________________

Full time: Part time Years experience _________ Degree _________ Training ______________

Grade_________________ Number of students ______________ Period ____________________

Unit _________________ Lesson ________________________ Date ______________________

Speaking skills

I don´t like speaking English in class The teacher uses Role play

I like speaking English in class I confident when I speak in the classroom

I use a clear pronunciation I have a good vocabulary

I have a good tone of voice

Language and linguistic Knowledge

1. The teacher has adequate level of language (fluency,

pronunciation and accuracy). NA 1 2 3

2. The teacher uses natural and comprehensible language NA 1 2 3

3. The teacher is able to present linguistic rules clearly and

Appropriately. NA 1 2 3

4. The teacher responds effectively to students question on

Linguistic points. NA 1 2 3

5. The teacher uses target language most of the time NA 1 2 3

 Table
Proposed activity Description Objective/expected Expected Participants Resources Monitoring
results results method
Investigate about In Villanueva What causes affect The study Students Printed Survey
speaking skills high school speaking skills in shows us that Mario survey
asking students classroom. students feels Bonilla
about speaking fears to Eduardo
class speak, lack Cerda
of
vocabulary,
lack of
confidence,
etc.
Observation guide To obtain To know what activities With this Students A format Observation
information the students does in activity we Teacher guide
about the class classroom and what know the Mario
problems present the causes why Bonilla
students. students are Eduardo
not speaking Cerda
English in
class.
Interview We use this The teacher has a degree The teacher Mario Questions The
tool to know by the local university, has a good Bonilla Interview
the teacher´s and English courses level of
level of english
English,
experience on
teaching.
Track down Asking for Detect weaknesses and As a result of Mario Questions Direct
difficulties to communication strengths when speaking this activity Bonilla and questions
speak English problems and English. we found Observation and
observing class many Eduardo observing
difficulties Cerda class
and some
strengths.
Identify the role To know the Determine what is the Good Mario Observation Observation
of the teacher in importance of role of the teacher in activities, the Bonilla guide
the English- the teacher in speaking activities and teacher foster
speaking class. the English- his effectiveness in the students to Eduardo
speaking class. classroom. speak english Cerda