Teaching English Speaking Skill through Pair and Group Interview Techniques
The problem that the participants face in the speaking class teaching is very low confident in speaking English in the class. The research aims are to find the effectiveness the pair and group interview techniques to enhance the participants’ speaking skill. The experimental study consisting 100 participants at fourth semester of Educational English Department Bosowa University and 40 participants have been chosen randomly as a sample which divided into the treatment class and control class. The treatment class was divided into pairs and groups in conducting the three types of interview techniques in which, one participant asking the four participants and four participants asking one student. The study reveals that the participants felt free and brave expressed their language skill through the small group both pairs and groups of interview techniques. Moreover, these result also was identified that these techniques effective stimulating the participants to speak English actively, confidently, and fluently than the traditional teaching model. In which, all the treatment class, most the participants speaking English actively, whereas the control class is only 60 percent participants speaking English actively and some of the participants only kept silent in the class.
Cahya, P. (2017). The Correlation between Students’ L2 Motivation and Their EFL Proficiency. Ethical Lingua: Journal of Language Teaching and Literature, 4(2), 176-183. https://doi.org/10.30605/ethicallingua.v4i2.633
De Bot, K., & Lowie, W. (2005) Second Language Acquisition. USA. Routledge.
Esmaeeli, Z., Sabet, M. K., & Shahabi, Y. (2018). The Relationship between Emotional Intelligence and Speaking Skills of Iranian Advanced EFL Learners. International Journal of Applied Linguistics and English Literature, 7(5), 22-28. https://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.22
Gay, L. R. (1981). Educational Research Second edition. Charles E. Merrill Publishing Company A Bell &Howell Company. Columbus, Ohio. USA
Ha Mi, Pham Thi., Kim Thanh, Nguyen. (2008). Pair Work-Group Work and Its Implementation In Teaching Speaking for 10th Graders of Public High Schools. Ho Chi Minh City University.
Hamzah, M. H. (2005) Eaching Speaking Skills through Group Work Activities. Universiti Teknologi Malaysia.
Harkness, J. A., Van de Vijver, F. J. R., Mohler, P. Ph. (2003). Cross-Cultural Survey Methods. Hoboken, New Jersey. John Wiley & Sons
Labov, W. (2006). The social stratification of English in New York. USA. University Press. New York
Lehmann, W. P. (2006), The Role of Intercultural Studies in the Development of Linguistics. Linguistics Research Center, University of Texas. Austin.
Liao, G. (2009). Improvement of Speaking Ability through Interrelated Skills. English Language Teaching, 2(3), 11-14.
Martinez, R., April, Y. C., Shen, S. K., & Yoon, S. (2003). International System Technology (IST) Graduated Student Attitudes Towards Group Work. Indiana University.
Moulton, W. G. (1961). Linguistic and Language Teaching. United States. Princeton University.
Murad, I. H. (2017). Investigating English Teachers’ Awareness of the Teaching Methods That Should be used in Teaching the Sunrise Series in Zakho City, Duhok-Iraq. Humanities Journal of University of Zakho, 5(1), 239. https://doi.org/10.26436/2017.5.1.193
Nation, I. S. P. (1977). Language Teaching Techniques. Third Edition. Victoria University of Wellington
Potaka, L., & Cochrane, S. (2004). Developing bilingual questionnaire. New Zealand. Maori language survey.
Rakab, M. B. (2016). Pair –Work and Group-Work Activities: Myth or Reality? International Journal of Educational Investigations, 3(6), 82-100.
Soldado, R. M., Megías, M. G., & Haywood, J. (2013). Reconocimiento del aprendizaje abierto en las universidades tradicionales [Open learning universities recognition in traditional]. Journal for Educators, Teachers and Trainers, 4(2), 82–94.
Sura, N. A. (2012). Teacher’s Strategies in Language Classroom. Middle-East Journal of Scientific Research, 12(9), 1224-1230.
Thayyib, M. (2019). The Betterment of Group Dynamics in Theory of Translation Class through Lesson Study. Ethical Lingua: Journal of Language Teaching and Literature, 6(2), 86-97. https://doi.org/10.30605/25409190.v6.86-97
Teng, M. F. (2020). The effectiveness of group, pair and individual output tasks on learning phrasal verbs. Language Learning Journal, 48(2), 187–200. https://doi.org/10.1080/09571736.2017.1373841
Tuan, L. T. (2010). Teaching English Discrete Sounds through Minimal Pairs. Journal of Language Teaching and Research, 1(5), 540-561. https://doi/org/10.4304/jltr.1.5.540-561
Copyright (c) 2020 Sudirman Maca
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
By submitting the manuscript of the article, the authors agree with this policy with no specific document sign-off required.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe the rights of others).
- they agree to Ethical Lingua license and copyright agreement.
All articles published by Ethical Lingua are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Ethical Lingua.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ethical Lingua.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.