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Title: Increasing the Usage of English Language of 4k1 Pupils by Using Speech Box

a!e: "h!a# $akaria %a&lan

a!e of Super'isor: %a#a! (usnee (usoff

Intro#uction an# Backgroun# of Stu#y

The use of English among ESL learners is not at satisfactory level. According to Naginder (2006)

A!al "a#ar (200$) as cited in %amidah& 'isher ich (20*)& various studies have

attem+ted to e,+lain !hy -alaysian students have continuously een unale to achieve a

reasonale com+etency level in English es+ecially in s+ea#ing des+ite learning it for years in

schools. This scenario has al!ays een an issue es+ecially for teachers to overcome. Even so&

little to no action has een ta#en to tac#le this !ide/s+read issue that can e found all across the

country.

The +rimary focus of my research is mainly on s+ea#ing. The use of English during

English lesson in * is e,tremely lo!. The students arely use English !hen ans!ering

1uestions or even s+ea#ing !ith teacher and friends. t occurred to me that they have not een

e,+osed to the language as much. This is due to several factors such as the location of S Sri

iamang. The neary to!n is ten #ilometers a!ay !hich means that the school is in rural area.

'urthermore& the ma3ority of the students are from the neary area.

have concluded that due to the minimal use of English during English lesson in S Sri

iamang& !ill focus my investigation on ho! to get the students to use English more in school

4 during English lesson s+ecifically.

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Literature )e'ie* + ,ata -ollection %etho#

Nesamalar& Saratha Teh& (2005) elieve that +art of learning to s+ea# involves learning to use

the formulaic e,+ression that go !ith different situations so !ell that the s+ea#er +roduces them

almost automatically at the a++ro+riate time and in the a++ro+riate situations. This is e,actly !hy

teacher should e the +erson to model s+o#en English as accurate as +ossile. Ta#ing into

account the environment and surrounding factor& it is clear that teacher is the +rime source for the

ESL learners to learn from.

'rom#in& odman %yams (20) state that second language learners (L2ers) do not

re1uire their second language overnight they go through stages. Li#e Lers& L2ers construct

grammar. These grammars reflect their com+etence in the L2 in each stage& and so their language

at any +articular +oint& though not native li#e& is rule/governed and not ha+ha7ard. This e,ert

suggests that the L2 learners re1uire grammar through different stages.

8ith the use of the s+eech o,& learners !ill e ale to access the cards at all time&

any!here they !ish so. This !ould e a convenient alternative for young learners. They !ill e

ale to ac1uire the hel+ of their friends to aid them rememer the sentences on the cards. -y

research !ill +ut more focus on learners using as much English as +ossile in the class. They are

from year * and all of them are 0 year/olds. They should e ale to at least s+ea# "asic

English es+ecially !ith teacher. That !ay can e sure that they are using the correct form of

English.

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This research loo#s at +u+ils9 +erformance in s+ea#ing s#ill. Therefore& have decided to

use three methods for data collection !here !ould e ale to identify the necessary information

in this research. The first ste+ to gain insight of the +rolem is to understand the underlying

factors. Therefore& have chosen oservation as one of my data collection method. :iven the

criteria that have listed in a s+ecific form& !ould e ale to focus on the information that

corres+ond to my oservation 4 s+ea#ing s#ill and their general ehaviour to!ards using the

language.

This method is designed to address the relevant information regarding +rere1uisite

condition to identify the factors involved for to +u+ils to +erform in certain condition. !ill also

e ale to tell !hat +u+ils are really interested in !hich +rovides and insight to devising a !ay

that could engage them accordingly. ;n to+ of that& can com+are my +revious data !ith the

e,isting one so !ould e ale to assess them individually.

To e ale to understand the issue that the selected corres+ondents are having& !ill

record their s+ea#ing time during TL. This !ay& could gain a etter insight on !hat area they

are lac#ing in (sentence structure& grammar& +ronunciation etc). Suse1uently& !ill e ale to

aid them not only in s+ea#ing ut also im+roving their s+ea#ing s#ill in general.

To achieve a lin# et!een !hat corres+ondents have learnt to !hat they have actually

gained& have decided to conduct an intervie! session. "y intervie!ing& !ill e ale to

+ro+erly assess them individually. could also clarify !hat they actually need and !hat

methodology should e used during TL to ma#e my lesson even more engaging and

com+elling. <ltimately& !ill e ale to closer the ga+ et!een my understating to theirs so

could attend all the +ossile issues that they may have.

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)esults an# I!plication of Stu#y

have managed to record them s+ea#ing during English lesson. They sho!ed a great confidence

!hen using English. They !ere also eager to s+ea# English !ith the aid of the S+eech "o,.

=orres+ondent = used the correct form of sentence !hen as#ing +ermission to go out.

>reviously& he !as struggling !ith +utting sentences and !ords together. No! he could

understand ho! a sentence is +ut together y referring to the s+eech card at any time. ;ther

students also influenced !ith ho! he s+ea#s in the class. Evidently& everyody is ale to

correctly as#ing for +ermission !ithout any issue.

=orres+ondent A dis+layed a good understanding of the S+eech "o, y correctly using

the a++ro+riate card to as# 1uestion in class. She also sho!ed that she has the confidence !hen

s+ea#ing ecause she voluntarily as#ed 1uestion !ithout eing told y anyone. =orres+ondent "

on the other hand also sho!ed an im+rovement in s+ea#ing y using the cards to tal# to her

friends as !ell. Even though the +rogress !as not ra+id ut could see that she is trying hard to

tal# in class regularly. egardless& she did s+ea# more then she +reviously !as y using S+eech

"o,. -aye all she needs is more motivation from me.

noticed that focused too much on getting her to s+ea# !ithout #ee+ing her motivated.

=onsidering she is naturally a 1uiet student& it !ould e est if give her more motivation y

constantly encouraging her to s+ea# in class. Suse1uently& she can learn ho! to e,+ress herself

etter and im+rove her communication s#ill significantly.

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The im+lication of using s+eech o, is evident es+ecially in teaching and learning

session. have found that all of the corres+ondents e,hiited a +romising outcome after

im+lementing the intervention (S+eech "o,). At any +oint& could see that they could res+ond

very fast after as#ed them 1uestion. They !ere also more communicative than efore as they

had the S+eech "o, to aid them in s+ea#ing. Not only they s+ea# regularly& they also sho!ed a

defined understanding on the usage of the S+eech "o, y using the cards +rovided a++ro+riately.

Their s+ea#ing time in significantly increased as they !ere more com+elled to use

English es+ecially !hen !as around in the class. This could e a good motivation for them to

use English more regularly. found that their +ronunciation s#ill has also im+roved sustantially.

Not to mention& they are more comfortale in using English in class. "esides& they e,hiited a

good usage of S+eech "o, y using them throughout the lesson.

;n to+ of that& could see the +otential in them !hich can e develo+ed even further y

+roviding a large selection of cards in the S+eech "o,. t !ill have an e,ce+tional im+act on

their language learning as they !ill e ale to e,+lore English even farther thus sustantially

increasing their language s#ill altogether.

"y the same to#en& corres+ondents !ill e ale to enefit greatly as they delve even

dee+er into the language. This can e a good start for inde+endent learning and they !ill need

less assistant from teacher in learning English. Suse1uently& they !ill e ale to master

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s+ea#ing at ease and mastery of other s#ills such as !riting& reading and listening !ill follo!

suit.

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