REVIEW JOURNAL 2

Journal Review

Improving Speaking

April-June 2017

 “Improving Speaking Fluency in a Task-Based Language TeachingApproach: The Case of EFL Learners at PUNIV-Cazenga”

Gabriel Albino

By

Muin Avianti

1710631060118

4D Class

English Education Department

University of Singaperbangsa Karawang

This article was an attempt to assess how learners of English as a foreign language (EFL) improved their speaking fluency in a task-based language teaching (TBLT) approach used with ninth-grade learners at PUNIV-Cazenga, a high school in Luanda. In a case study design that used picture-description tasks, learners’ speeches were audio recorded before and after the teaching.

The type of method this research is qualitative, why? Because, the researchers said that they interview the learners by using a picture and audio record as the instrument of research, than the learners should give description that relate into the picture and their speech were analyzed to evaluate how the learners improved their speaking fluency in the TBLT approach.  As they give a description the author of this research recorded their speech. After the learners got a task by description picture, the author of this research interview the learners with some question. The question is concerned with the perspective of the learners about TBLT. the interviews commenced with the following question:’’How do you compare your learning in these lessons with your previous learning? Then the other questions followed up from this question as the learners made the comparisons.”

Next discussion is about the theory of learning that espoused in this journal is Behaviorism. Why? Because behaviorism is the theory of learning that seen as a process of developing connections between a stimulus and a response. This process is called conditioning. Same as the process of this research where the author try to give the learners a stimulus by using a picture and then the learners that see the picture unconsciously they can speak in English more fluently by describe the picture. Moreover, when the author ask some questions about their perspective of TBST they said that TBST is  a good way to make their speaking skills improved. So, the stimulus of this research is the author by using some instrument and the response is the learners that give a feedback to the stimulus(author).

Move from the the theory of learning, the result of this research is the task based language teaching probably helped the learners in gaining speech production, the learners speech is more fluently and also TBLT can made some progress to their grammatical accuracy the learners were able to elaborate on their statements. One of such elaborations was made by the learner in Table 1 (after teaching, Clause 1), by using the word talking (the pic-ture is showing us two people talking). From the interview between author with the learners, learners are supported with the TBLT approach, they might develop the speaking fluency further.This conclusion is enhanced by the themes that were observable in the learners’ opinions about being taught with the TBLT approach. They said that this lessons can make they speak speedly and fluently than the previous lessons, because in this lesson learners  got a stimulus from  the author so they can improved their speaking skills . However, the usefulness of the TBLT approach are not new. In their study, in which they aimed to help EFL learners in maximizing their use of the target lan-guage and gaining speaking fluency, found that learners were satisfied with the approach.