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1
DEVELOPING ELOQUENCE IN SPEAKING SKILL
FOR GIFTED STUDENTS
2
Table of Contents
PART A: INTRODUCTION ......................................................................................................... 4
1.
Rationale of the study ............................................................................................................ 4
2. Aim of the study ...................................................................................................................... 5
3. Significance of the study ......................................................................................................... 5
4. Design of the study .................................................................................................................. 5
PART B: DEVELOPMENT .......................................................................................................... 7
CHAPTER I: LITERATURE REVIEW ...................................................................................... 7
1.
Definition of speaking ...................................................................................................... 7
2. The aspects of speaking skill .............................................................................................. 7
2.1
Fluency .............................................................................................................................. 7
2.2
Vocabulary........................................................................................................................ 7
2.3
Grammar .......................................................................................................................... 8
2.4
Pronunciation ................................................................................................................... 8
3.
Principles for Teaching Speaking ......................................................................................... 8
3.1 Focus on both fluency and accuracy ............................................................................... 8
3.2 Create intrinsic motivation for students ......................................................................... 9
3.3
Provide Authentic Language Use ................................................................................... 9
3.4 Provide appropriate feedback and correction ............................................................... 9
3.5 Use a Student-Centered Approach ................................................................................ 10
3.6 Gives students opportunities to initiate oral communication ..................................... 10
4. The concept of eloquence in speaking ................................................................................. 10
4.1 Definition of eloquence ................................................................................................... 10
4.2 Importance of developing eloquence in speaking ........................................................ 11
4.3 Factors affecting eloquence in speaking ....................................................................... 11
5.
Difficulties encountered by students in improving speaking skill ................................... 12
5.1 Lack of vocabulary and language items........................................................................ 12
5.2
Grammar ........................................................................................................................ 13
5.3
Poor Pronunciation ........................................................................................................ 13
5.4
Lack of self-confidence .................................................................................................. 13
5.5 Lack of motivation .......................................................................................................... 14
CHAPTER II: PRATICAL APPLICATION OF SUGGESTED ACTITIVIES IN
IMPROVING ELOQUECE IN SPEAKING ............................................................................. 15
1.
Debating ................................................................................................................................ 15
3
1.1 What is debating ............................................................................................................. 15
1.2 Procedures in organizing a debate activity ................................................................... 15
Selecting a Topic ............................................................................................................ 15
Formulating Debate Teams: ......................................................................................... 16
Providing Background Information: ........................................................................... 16
Explaining the Format and Rules: ............................................................................... 16
Preparation Time: .......................................................................................................... 16
Conducting the Debate: ................................................................................................. 16
Providing Feedback and Evaluation: ........................................................................... 17
2.
Making presentation ............................................................................................................ 17
3.
Simulation activities ............................................................................................................. 18
3.1 Advantages of simulation activities in teaching speaking ........................................... 18
3.2 Characteristics of a simulation ...................................................................................... 18
3.3 Stages of applying simulations in classroom ................................................................ 19
PART C: CONCLUSION ............................................................................................................ 21
REFERENCES .............................................................................................................................. 22
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PART A: INTRODUCTION
1.
Rationale of the study
In the age of globalization and integration, English has become an international language
which is widely used in all aspects of life ranging from world- wide business to the
educational system in many countries around the world. In the context of Vietnam,
English has risen to be an indispensable tool in helping individuals and the country as a
whole gain competitiveness in today’s globalized world (Hoang Van Van, 2020, p.2).
Of the four skills named listening, speaking, reading and writing, speaking is considered
as the most important skills. (Ur, 1996). The ability to speak proficiently is regarded as
one of the most challenging language learning skills since English learners are required to
build up the ability to express their ideas, their thought or make a presentation of a
particular issue in such an effective way that listeners can fully understand.
The General educational curriculum conducted in 2018 has put more focus on the aims in
teaching
English,
which
are
establishing
and
developing
students’
communicative
competency.
Accordingly,
high
school
students
are
required
to
use
English
as
a
communication
tool
through
the
four
language
skills
to
meet
basic
and
practical
communication needs related to familiar topics. In term of cultural knowledge, students
are expected to gain a deeper understanding of the countries, people, and cultures of
English-speaking nations and other countries around the world. Moreover, they should be
able to speak fluently to convey their ideas smoothly and coherently.
Unlike
the
two
receptive
skills
of
reading
and
listening
which
can
be
absorbed
naturally,
the
acquisition
of
this
productive
skills
requires
persistent
practice
and
constant effort from language learners. As for English gifted students, they are required to
present their opinions about curriculum-based topics such as environmental protection,
technological advancement, education,… at an advanced level of vocabulary and fluency.
At high school for the gifted, students are engaged in intensive language periods along
with the standard curriculum-based periods in order to building good grasp of advanced
knowledge and boost language competency. Regarding to speaking, while much emphasis
is put on speaking skill in teaching English for gifted students, teaching and learning this
skill are still confined to the process of building vocabulary on diverse topics, making
outlines without much attention paid to the enhancement of eloquence and fluency in this
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oral skill. The lack of communicative practice, insufficiency in words or structure on
specific topics, and time-pressure when speaking all contribute to students’ ability to
express ideas fluently, persuasively, and elegantly. This leads to the fact that most students
tend to speak with hesitation and use a lot of filler words when delivering a speech or
presentation at school.
Therefore,
I
have
done
the
research
on
―Developing
eloquence
in
Speaking
skill‖
with the hope of providing teachers of English with effective strategies to boost eloquence
in speaking for their students.
2. Aim of the study
This study, titled "Developing Eloquence in Speaking Skills for Gifted Students," aims to
provide a comprehensive framework for cultivating these advanced speaking abilities.
Recognizing the unique needs and potential of gifted learners, the study integrates a
variety of pedagogical strategies and activities designed to challenge and stimulate their
intellectual and creative capacities. Through structured debates, simulation activities and
interactive making presentation, students will engage in dynamic practice that fosters their
communicative competency.
3. Significance of the study
This
study
emphasizes
the
importance
of
a
rich
vocabulary,
precise
grammar,
and
effective
pronunciation,
all
of
which
are
foundational
to
eloquent
speech.
By
incorporating diverse texts, multimedia resources, and real-world scenarios, the study
seeks to create an immersive learning environment where students can experiment with
language, receive constructive feedback, and refine their speaking skills.
4. Design of the study
There are three main parts in this study
Part A: Introduction, presents the rationale, aims, significance and design of the study.
Part B: Development, which is divided into 2 chapters.
Chapter I: ―Literature review‖, displays the background knowledge for the whole study
related to the topic.
Chapter
II:
Practical
applications
–
provides
appropriate
strategies
in
improving
eloquence in teaching speaking skill for gifted students.
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Part C: Conclusion – summarizes the major findings of the study, the limitations and
offers suggestions for further studies.
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PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
1.
Definition of speaking
Speaking is the active use of language to express meaning so that other people can make
sense of them (Cameron, 2013). When two or more people speak or talk to each other,
they are conveying thoughts, ideas, and emotions through verbal language. Similarly,
according to Bailey (2000), speaking is a process of interaction where speakers intend to
producing, receiving and processing information.
Speaking is one of the most important skills of all the four language skills because
individuals who learn a language are referred to as the speakers of that language (Ur,
1996). According Richard (2008:19) asserts that the mastery of speaking skill in English is
priority for many language learners. It can be concluded that the function of speaking is to
enable students to communicate in real communication and situation.
2. The aspects of speaking skill
In general, in order to obtain a high level of language competency in speaking, students
have to have a good grasp of the aspects affecting their speaking competence, which are
classified into five categories namely vocabulary, grammar, pronunciation, fluency and
comprehension.
2.1
Fluency
Fluency refers to the ability to speak for an extended period of time without feeling
worried or hesitant. English learners often build a substantial knowledge about
the
language through study of its grammar and vocabulary, but have difficulty in developing
oral proficiency because they lack exposure to the language, and experience using it.
According to Schemitt (2010), learners’ speech tends to be slow, hesitant, and full of
repetitions and self-corrections.
2.2
Vocabulary
According to Hatch and Brown (1995:1), vocabulary refers to a list or set of words that
individual speaker of a language might use. Vocabulary mastery plays a pivotal role in
acquiring a language. With regard to speaking skill, vocabulary learning is essential as it is
a vital indication of language proficiency (Schmitt, 2008). Building a rich foundation of
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vocabulary allows speakers to express their thoughts, ideas, and emotions more precisely
and clearly, enhancing their ability to convey meaning accurately. When individuals have
a broad range of words at their disposal, they can choose the most appropriate words for
the right situations, making communication more compelling and persuasive.
Having an extensive vocabulary also boosts confidence in speaking. When individuals are
confident that they can find the right words to express themselves, they are more likely to
speak up in discussions, debates, and public speaking scenarios. This confidence can lead
to more opportunities for practice, further enhancing their speaking skills.
2.3
Grammar
English grammar is a set of rules that govern the composition and structure of the
English language. Lightbown and Spada (2013) underscored that a solid grasp of
grammar of grammar helps learners produce more accurate and fluent speech. Moreover,
grammar ensures that speakers use correct language forms, which is essential for being
understood and for avoiding miscommunication.
2.4
Pronunciation
Pronunciation refers to the way in which a language's sounds, stress, intonation, and
rhythm
are
articulated.
Along
with
a
good
understanding
of
grammar
and
rich
vocabulary, accurate pronunciation serves as a gateway to successful communication.
Derwing and Munro (2015) emphasized that pronunciation significantly affects how
well a listener can understand speech and enhance comprehensibility. Additionally, as
believed by Thomson and Derwing (2015), good pronunciation contributes to a speaker's
fluency, which in turn boosts the speaker's confidence. Speakers who struggle with
pronunciation may be less willing to engage in conversation, hindering their language
development.
3.
Principles for Teaching Speaking
3.1 Focus on both fluency and accuracy
Regarding to speaking, accuracy and fluency are both essential components of language
competence. While accuracy means using the target language correctly, fluency refers to
the ability to speak smoothly and express ideas confidently and without hesitation.
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At the beginning and intermediate level of studies, it is important for the teachers to
provide their learners equal opportunities to improve their fluency as well as accuracy.
ESL teachers are rightly concerned with encouraging fluency in their students while
instilling proper language structures and vocabulary usage. Therefore, it is important that
teachers
design
activities
that
promote
both
aspects,
such
as
role-plays
and
topic
conversation for improving fluency and drills and structured practice to focus on accuracy.
3.2 Create intrinsic motivation for students
According to Brown (2000), intrinsic motivation plays a crucial role in learning to speak a
new language. Intrinsic motivation is driven by students’ interest, enjoyment, or the
relevance of the learning material to their lives. Teachers can foster intrinsic motivation by
selecting engaging, relatable topics and creating meaningful communication opportunities.
For example, discussions about current events, cultural topics, or personal experiences can
be highly motivating. When students are genuinely interested in what they are discussing,
they are more likely to participate actively and put in the effort to improve their speaking
skills.
3.3
Provide Authentic Language Use
Brown (2000) highlights the necessity of exposing students to authentic language use.
This means using materials and activities that reflect how language is used in real-life
situations.
Authentic
materials
can
include
news
articles,
videos,
podcasts,
and
conversations with native speakers. Role-plays and simulations of real-world scenarios,
such as ordering food in a restaurant or conducting a job interview, help students practice
language
in contexts
they are
likely
to encounter
outside
the classroom. Authentic
language use prepares students for real communication, making their learning experience
more relevant and practical.
3.4 Provide appropriate feedback and correction
In most EFL situation, students are totally dependent on the teacher for useful linguistic
feedback. In ESL situation, they may such feedback ―out there‖ beyond the classroom, but
even then you are in a position to be of great benefit. It is important that you take
avantages of your knowledge of English to inject the kinds of corrective feedback that are
appropriate for the moment.
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3.5 Use a Student-Centered Approach
Student-centered
approach,
where
learners
take
an
active
role
in
their
language
development, should be dominantly applied in teaching language. This involves giving
students choices in topics and activities, encouraging them to set personal learning goals,
and promoting self-assessment and reflection. A student-centered approach acknowledges
that each learner is unique and may have different interests, needs, and learning styles. By
empowering students to take ownership of their learning, teachers can foster greater
motivation, engagement, and independence, leading to more effective language learning
outcomes.
3.6 Gives students opportunities to initiate oral communication
Frequent practice helps students build confidence and fluency. Teachers can incorporate a
variety of speaking activities, such as impromptu speeches, storytelling, debates, and role-
plays, to give students regular practice in different contexts. Additionally, encouraging
students to practice speaking outside the classroom, perhaps through language exchange
programs or speaking clubs, can further enhance their skills. The more students practice
speaking, the more comfortable and proficient they become.
3.7 Teach Speaking Strategies
Teaching
speaking
strategies
is
crucial
for
helping
students
become
more
effective
communicators.
Brown
advocates
for
instructing
students
in
strategies
such
as
paraphrasing,
asking
for
clarification,
and
using
fillers
to
manage
communication
breakdowns. These strategies equip students with tools to handle conversations more
effectively, even when they encounter difficulties. For example, if a student forgets a
word, they can use circumlocution (describing the word) to convey their meaning. By
teaching
these
strategies,
teachers
empower
students
to
be
more
self-sufficient
and
resilient communicators.
4. The concept of eloquence in speaking
4.1 Definition of eloquence
Eloquence in speaking is the art of delivering a message in a fluent, persuasive, and
impactful manner. It involves not only the use of precise and expressive language but also
the ability to connect with the audience on an emotional level. Eloquence requires a deep
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understanding
of
the
subject
matter,
as
well
as
the
capacity
to
organize
thoughts
coherently and present them with clarity and conviction.
An eloquent speaker skillfully employs rhetorical devices such as metaphors, analogies,
and anecdotes to illustrate points vividly, making the content memorable and engaging.
Additionally,
effective
body
language,
appropriate
pacing,
and
modulation
of
voice
contribute to the overall impact, enhancing the persuasiveness of the speech.
4.2 Importance of developing eloquence in speaking
Developing
eloquence
in
speaking
is
a
critical
component
of
advanced
language
proficiency, particularly for gifted students who possess heightened cognitive abilities and
a keen interest in mastering the intricacies of communication. Eloquence, characterized by
the ability to express ideas fluently, persuasively, and elegantly, not only enhances
academic performance but also prepares students for leadership roles in their future
careers. In the context of English language learning, eloquence is an essential skill that
enables students to articulate complex thoughts, engage in sophisticated discourse, and
influence others through their speech.
4.3 Factors affecting eloquence in speaking
Clarity
Eloquence requires clear articulation of thoughts and ideas. This means speaking in a way
that is easily understood by the audience, avoiding ambiguity and confusion.
Persuasiveness
An eloquent speaker can persuade and influence others. This involves using rhetorical
techniques such as ethos (credibility), pathos (emotional appeal), and logos (logical
argumentation) to make a compelling case.
Fluency
Fluency is the smoothness and flow of speech. Fluent speakers can articulate their
thoughts without unnecessary pauses or repetitions, making their speech more engaging
and easier to follow. Therefore, achieving fluency requires regular practice and familiarity
with the language, as well as the ability to organize thoughts quickly and coherently
Confidence
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Confidence in delivery is crucial. This includes maintaining eye contact, using appropriate
gestures, and having a strong, clear voice. Confidence helps in engaging the audience and
making the speech more convincing.
Vocabulary
A broad vocabulary range is crucial for eloquent speaking, as it allows a speaker to choose
precise and varied words to express their ideas. With a limited vocabulary, students may
find it hard to convey complex ideas clearly and compellingly. This limitation can lead to
repetitive language use and overly simplistic expressions, which may fail to capture the
audience's interest or convey the full depth of the intended message. On the other hand, a
rich vocabulary enables students to uses the words effectively to convey exact meanings
and create vivid images in the listener's mind.
Structure
An eloquent speech is well-organized, with a clear beginning, middle, and end. It follows
a logical progression, making it easier for the audience to follow and understand the
message.
Emotion
An eloquent speaker can evoke emotions in the audience. This involves not just the
content of the speech but also the tone, pitch, and intonation used to deliver it.
5.
Difficulties encountered by students in improving speaking skill
5.1 Lack of vocabulary and language items
Gaining a rich knowledge of vocabulary is considered as indispensable part in acquiring a
foreign language. As stated by Laufer (1995), vocabulary knowledge is a strong predictor
of speaking proficiency. With regard to the oral skill, a solid background of vocabulary on
diverse topic is the main tool for the students in their attempt to use English effectively.
However, some high school students find it difficult to enhance their communication skill
because of their insufficient source of English vocabulary and language items related to
specific topics. Nation (2001) stated that a limited vocabulary hinders students' ability to
express themselves accurately and fluently, which makes it challenging for students to
engage in conversations and articulate their thoughts. Additionally, lacking of appropriate
vocabulary on particular topics causes students to hesitate and pause frequently. This
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disrupts the flow of conversation and reduces overall fluency. To compensate for their
limited vocabulary, students often use fillers such as "um," "uh," and "you know," which
can make their speech seem less confident and coherent.
5.2
Grammar
Grammatical mistakes are one of the factors affecting students’ speaking competence.
Using
incorrect
grammar
can
lead
to
confusion
and
misinterpretation
in
conveying
messages. For example, incorrect verb tenses or subject-verb agreement can obscure the
intended
meaning,
making
it
difficult
for
listeners
to
follow
the
conversation.
Additionally, grammatical accuracy is crucial for effective communication,
avoiding
misunderstandings and ambiguity, helps in making a positive impression in both formal
and informal interactions (Richards & Renandya, 2002).
5.3
Poor Pronunciation
Poor pronunciation in speaking English significantly hampers effective communication,
leading to misunderstandings and breakdowns in conversations, as students struggle to
comprehend the intended message. Munro and Derwing (1995) underscores how poor
pronunciation affects intelligibility, making it difficult for speakers to convey their ideas
clearly. This issue not only diminishes the speaker's confidence and increases anxiety
(Horwitz, Horwitz, and Cope, 1986), but also impacts their social interactions, often
resulting
in
social
isolation
due
to
fear
of
negative
judgment
and
embarrassment.
Additionally,
poor
pronunciation
can
negatively
influence
academic
performance,
particularly
in
oral
presentations
and
discussions
where
clear
articulation
is
crucial
(Derwing and Munro, 2005).
5.4
Lack of self-confidence
Self-confidence
has
a
significant
influence
on
English
language
skills.
Lacking
confidence in speaking normally refer to your fear of being judged or feeling that you are
not good enough. Students with low confidence are less likely to participate in classroom
discussions, reducing their exposure to practical language use (Tsui, 1996). Similarly,
Horwitz, Horwitz, and Cope (1986) emphasized the impact of lacking self- confidence on
students’ communicative competency since it can lead to communication apprehension,
causing students to avoid speaking opportunities.
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5.5 Lack of motivation
Motivation plays a crucial role in students' learning success, as highlighted by Songsiri
(2007). In the context of language learning, motivation can be employed to easily
influence learners on their hesitation toward speaking (Nunan, 1999). Motivation is
therefore a critical factor in assessing learners' readiness to communicate. Students who
are highly motivated to achieve are likely to be more persistent in their learning efforts
and attain higher scores compared to those with lower motivation levels. Therefore, it is
essential for teachers to foster and enhance students' motivation to learn English.
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CHAPTER II: PRATICAL APPLICATION OF SUGGESTED ACTITIVIES IN
IMPROVING ELOQUECE IN SPEAKING
1.
Debating
1.1 What is debating
A debate is a structured contest in which opposite points of view of a particular issue are
presented and argued. There are two sides - one supporting, one opposing trying to defend
for their opinion. According to Krieger (2005), debate is an excellent activity for language
learning because it engages students in a variety of cognitive and linguistic way. Harahap
(2023) regards debate as an activity that is able to develop the skill of communication by
organizing some arguments to convince and entertain audiences to prove that one’s
arguments upper hands the opposition. In the same line, Sanonguthai (2011) stated that
debate means delivering opposing arguments toward a current issue by two teams to prove
to the audience that their ideas are better than the opposite team’s cases.
Debate is popular as an extracurricular activity for competition. Debate serves as a tool in
EFL (English as a Foreign Language) classes for giving students more practice of
communicating in real-life situations. It involves communicative interactions that present
various viewpoints through the delivery of critical arguments. Using debates in the
classroom provide students the opportunity to work in a collaborative and cooperative
group setting. By having students discuss and organize their points of view for one side of
an argument they are able to discover new information and put knowledge into action.
1.2 Procedures in organizing a debate activity
Organizing a debate in an English classroom for EFL learners involves a series of steps
designed to maximize engagement, learning, and language development. Each step plays a
critical role in ensuring that the debate is both effective and educational for students.
Selecting a Topic
The first step is to choose a relevant and engaging debate topic that aligns with students'
language proficiency and interests. This topic should be debatable, with clear arguments
on both sides. A well-chosen topic ensures that students are motivated to participate and
can develop meaningful arguments. The topic should be appropriate for their language
level, providing enough scope for them to express their ideas clearly without being
overwhelmed by complex vocabulary or concepts.
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Formulating Debate Teams:
After selecting the topic, students should be divided into teams, typically consisting of
three to five members each. Each team should represent one side of the argument—pro or
con. Assigning specific roles within each team, such as main speaker, rebuttal speaker,
and conclusion speaker, helps distribute the workload and ensures that each student has a
defined responsibility. This organization fosters teamwork and ensures that all students are
actively involved in the preparation and delivery of arguments.
Providing Background Information:
To ensure students are well-prepared, it's essential to provide them with background
information and resources related to the debate topic. This can include articles, videos, and
other materials that offer different perspectives on the issue. Adequate preparation time
allows students to conduct their own research, develop their arguments, and understand
both sides of the debate. This step is crucial for developing students' critical thinking and
research skills.
Explaining the Format and Rules:
Before the debate begins, the teacher should clearly explain the format and rules. This
includes outlining the structure of the debate, such as the time allocated for opening
statements,
rebuttals,
and
closing
arguments.
Rules
for
respectful
communication,
evidence usage, and rebuttal procedures should also be established. Clear guidelines help
maintain a structured and fair debate environment, ensuring that students adhere to the
rules and focus on the topic.
Preparation Time:
Providing students with sufficient preparation time is vital for the success of the debate.
During this phase, students work within their teams to research their positions, develop
arguments, and practice their speaking skills. This collaborative preparation enhances their
ability to work as a team and improves their individual speaking and argumentation skills.
Teachers can facilitate this process by offering guidance and answering questions as
needed.
Conducting the Debate:
17
The debate itself involves several stages. It begins with opening statements from each
team, where they present their main arguments. This is followed by rebuttal rounds,
during which teams address and counter the opposing team's arguments. The debate
concludes with closing statements that summarize each team's position. The teacher acts
as a moderator, ensuring that the debate adheres to the format and rules and facilitating
transitions between speakers. Effective moderation is essential for keeping the debate
focused and respectful.
Providing Feedback and Evaluation
After the debate, it's important to provide constructive feedback on students' performance.
This feedback should focus on their use of language, the strength of their arguments, and
their overall presentation skills. Encouraging peer feedback and self-reflection helps
students recognize their strengths and areas for improvement. This reflection is crucial for
their ongoing development and learning.
2.
Making presentation
English -majored students are often engaged in giving a presentation on a chosen topic
According to Lucas (2011), presentation activities provide a platform for EFL learners to
practice public speaking, which is essential for building confidence and reducing anxiety.
This practice helps learners become more comfortable with speaking in front of an
audience,
which
is
crucial
for
their
overall
communicative
competence.
Repeated
exposure to public speaking scenarios helps students develop poise and the ability to
manage nervousness, leading to more effective oral communication. Moreover, regarding
to organizational skills, presentations require students to organize their thoughts and
information logically, which is a key component of eloquence. Through presentation,
Students learn to present their ideas clearly and systematically, which helps to ensure
clarity and coherence. Organizational skills are vital for effective communication as they
enable students to present their ideas in a well-structured manner, making it easier for the
audience to follow and understand their message.
Nation (2001) explains that the preparation for presentations often involves researching
new topics, which introduces learners to new vocabulary and complex sentence structures.
A rich vocabulary and the ability to construct sophisticated sentences are hallmarks of
18
eloquence. As students incorporate new words and structures into their speech, they
enhance
their
ability
to
express
ideas
more
precisely
and
elegantly.
This
involves
analyzing
topics
deeply,
forming
well-reasoned
arguments,
and
presenting
them
convincingly. Eloquence in speaking is closely linked to the ability to articulate arguments
persuasively and coherently, which these activities help to develop.
3.
Simulation activities
3.1 Advantages of simulation activities in teaching speaking
Simulation activities in speaking English refer to the use of structured role-plays and
scenarios that mimic real-life situations to provide learners with opportunities to practice
and develop their language skills in a controlled,
yet realistic, environment.
These
activities are designed to engage learners in authentic communication, allowing them to
apply language skills in practical contexts. According to Jones (1982), these activities help
learners practice speaking in situations they are likely to encounter in real life, enhancing
their ability to communicate effectively and eloquently. By engaging in role-plays and
simulations, students can develop a more natural and spontaneous use of language, which
is crucial for eloquence.
Many simulation activities involve problem-solving and decision-making, which require
critical thinking skills. According to Gaba and Howard (2002), these cognitive processes
are integral to developing eloquence, as they help learners articulate their reasoning and
arguments persuasively. By navigating complex scenarios, students learn to express their
ideas logically and coherently, enhancing their overall speaking proficiency.
Participating in simulations can significantly boost learners' confidence in their speaking
abilities. Oxford (1997) highlights that confidence is a key factor in achieving fluency and
eloquence. Through repeated practice in simulated environments, students become more
comfortable speaking in front of others, reducing anxiety and increasing their ability to
express themselves eloquently.
3.2 Characteristics of a simulation
Simulation activities in teaching English can be a powerful tool for language educators to
promote communication and interaction among students, enhance their language learning
experience, and help them develop the skills they need to succeed in real-life situations.
19
When participants engage in a game or simulation in class, the students take on roles and
take part in the decision-making. The game's goal and the regulations that govern it are
made very plain. Vernon et al. (2003; p.381) list the following as characteristics of a
simulation:
- A small, fixed group of participants attempting to accomplish a task.
- Guidelines that specify what is acceptable player behavior.
- A fundamental timetable and arrangement of the events
- A time limit.
According to Jones (1982), simulations must include these three components: Participants
are given roles and instructed to fully accept them both mentally and behaviorally as if
they were the actual people in those roles.
3.3 Stages of applying simulations in classroom
There are generally four stages of implementing role play or simulations in the classroom.
3.3.1 Preparation and explanation of the objectives
This initial stage involves defining clear learning objectives to ensure the simulation
aligns with the curriculum and language proficiency goals. Objectives might include
practicing specific grammatical structures, enhancing vocabulary, or improving fluency
and
confidence
in
speaking.
It
is
also
important
for
the
teachers
to
make
some
preparations regarding well-prepared materials, such as role cards, scenario descriptions,
and any necessary props or visual aids. These materials should be detailed enough to
provide guidance but flexible enough to allow for spontaneous interaction.
3.3.2
Introduction Stage
In this stage, background information will be provided to students to help them immerse
themselves in the scenario. This may involve describing the setting, cultural nuances, and
the situation's relevance to real-life contexts. The more realistic and detailed the context,
the
better
students
can
engage
with
it.
Moreover,
giving
thorough
guidelines
and
instructions is essential for a smooth simulation. This includes explaining how the activity
will proceed, the timeframe, and any specific instructions or constraints. Clear guidelines
prevent confusion and ensure that students know how to participate effectively.
3.3.3
Actual simulation activity
20
In this stage, students are given opportunity to freely practice speaking in group or in
pairs. During actual simulation, During the simulation, students use the target language
extensively, practicing speaking, listening, and responding in real-time. This stage is
crucial for developing fluency and confidence, as students must think and communicate
on their feet. The teacher observes and provides feedback, offering assistance as needed to
keep the simulation on track. This might involve stepping in to clarify instructions, answer
questions, or provide linguistic support.
3.3.4
Feedback and reflection
This
is
one
of
the
most
essential
steps
of
implementing
role
play
and
simulations in the classroom. After the simulation, a structured debriefing session is
essential.
Students
reflect
on
their
experiences,
discussing
what
they
learned,
what
challenges they faced, and how they handled various situations. The teacher provides
feedback on language use, highlighting strengths and areas for improvement. Encouraging
students to reflect on their performance and the overall experience helps consolidate their
learning. Discussion can include how the simulation relates to real-life situations, what
strategies worked well, and how they can apply these skills in future interactions.
21
PART C: CONCLUSION
It is widely acknowledged that speaking, compared to listening, reading, and writing, is
the most frequently used language skill in both the classroom and daily communication. In
a
language
class,
communicative
interaction
plays
a
vital
role
in
second-language
acquisition and learning. Since there are many factors that affect students’ communication
competency such as vocabulary limitations, grammatical accuracy, and pronunciation, it is
essential for
Teachers to tailor their teaching strategies to meet the specific needs of gifted students.
This approach not only fosters a deeper understanding of language nuances but also
prepares students to excel in academic and real-world scenarios.
As mentioned above, applying interactive activities in teaching speaking skill for English
– majored students plays a vital role in the improvement of their eloquence and coherence
in language communication. Through simulations, debates, and presentations, students are
encouraged to develop their fluency, coherence, and persuasiveness in speaking.
Explicit instructions on implementing these activities in speaking skill should be given to
students in order to enhance their language skills and confidence in a dynamic, interactive
environment.
22
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