Syazwan Azhari bin Kamarulzaman Action Research Proposal (Draft) Statement of the problem English as a second language usually

refers to English as a learned language. Therefore, this means that English language s not acquired. As a result, this causes most of the learners can be accurate but not fluent. Basically, accuracy can be achieved through many written skills such as reading and writing. However, to be fluent, the learner must be good in speaking. Communicating using the target language proves that the learner is fluent. Based on my observation and experience, a large number of my classmates in school and colleagues in university do not achieve an average level of fluency. Lack of using the language, or using the language in formal settings and environment only, can be a major cause why fluency is very difficult to be achieved. Background and Justification Shumin (1997) states that learning to speak a foreign language requires more than just grammar and vocabulary. Learners should acquire the skill through interaction with each other. However, limited use of the language results in difficulties to be fluent with the language. Luthan (1973) states that communication is one of the most frequently discussed concepts in the entire field of organization and management, but it is seldom clearly understood. In practice, effective communication is a basic prerequisite for the attainment of organizational goals, but it has remained one of the biggest problems facing modern management. Purpose of the study The purpose of the study is to identify the reasons why speaking is the most unfavourable skill and factors that lead to the anxiety and inferiority of using the language. This is because a learned language especially English language is seldom used in natural context and environment. Many students in secondary school have no problem regarding writing or reading as well as listening. On the other hand, when the time comes which require them to speak, the students become very anxious and inferior. Besides, this study is conducted to find the best motivation and activities to promote English language. Affective factors need to be considered in order to increase the degree of participation. To let the students be the speaker, it requires affective elements to uplift the willingness to use English language during the activities.

Literature Review Author/Article Title Lloyd-Jones, G. & Binch, C. (2009), A case study evaluation of the English language progress of Chinese students on two UK postgraduates engineering course. IELTS Research Reports, 13. Research Questions -What are the socio-cultural demands and academic English language demands placed upon a cohort of Chinese postgraduates students who are taking two Masters engineering course? -What are their responses to those demands? -How about their progress in English language proficiency over the duration of the course? Sumaya, A.A. & Dhahira, R. (2010). Learners motivation to speak English. What motivates my 29 children Grade 2 learners in of Basic speaking activities? Education Grade 2 What are my Qualitative interviews Most learners are not confident to speak in English because they do not know the language well. They feel nervous when speak in Participants -Students of Masters engineering course where only Chinese are the students. -Students of Masters of engineering course where Chinese are the minority (UK students are the majority) Instrument/Data -Direct observation -Semi-structured interviews -Documentary analysis -Questionnaires -Measure of English language skills (test) Findings Students place a high value on group discussion project (GDP) to practice and improve their skills in listening and speaking. The opportunity to use English is little due to students dependence on their Chinese peers outside academic context. However, observational data and interview sound files show that students speaking and listening skill has improved although they are not confident to use it outside the academic context.

learners feelings about speaking activities? Can my learners do the speaking activities in the course book? Dedi, E. (2012). Improving studentss speaking through Communicative Language Teaching method at Mts Ja-alhaq, sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia. International Journal of Humanities and Social Science, 2 (20), 127-134 How does communicative language teaching method improve students speaking achievement of the first year students at Mts Ja-alhaq sentot Ali Basa Islamic Boarding School of Bengkulu academic year 2011/2012? 25 first year students of Mts Ja-alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu academic year 2011/2012 Interval data- the researchers calculate the percentages of the students scores.

English as they are afraid of making mistakes. Students inability to read in English affects their willingness to speak in that language.

The use of Communicative Teaching method improves students achievement in speaking in each cycle of research. Cycle 1: 0% excellent : 8% very good : 24% good : 32% low : 36% failed Cycle 2: 0% excellent : 16% very good : 44% good : 20% low : 20% failed Cycle 3: 12% excellent : 20% very good : 56% good : 8% low : 4% failed Cycle 4: 24% excellent : 48% very good

: 28% good : 0% low : 0% failed Kamal, H.S. & Parisa, R. (2012). Demotivating factors on English speaking skill: A study of EFL leaners an d teachers attributes. World Applied Science Journal, 17 (3), 327-339 What are demotivating factors that discourage pupils in an English classroom? What is the frequency and order of importance of demotivating factors? What is their relation to gender? What is their relation to school achievement as measured by the latest English grades? Pinar, K. (2010). Using educational technology tools to improve language and communication skills of ESL students. Novitas ROYAL (Research on Youth and On their own, outside of the structure of ESL classes, to what degree do the 6 International students in Eastern Michigan Qualitative interviews ESL students believe that the use of technology, especially educational technology tools helps them to improve their both language and communication skills. Students perspective: The most demotivating factors are related to teachers, equipment and class utility. Teachers perspective: The most demotivating factors are related to teachers, time and classroom.

Language), 4 (2), 225-241

International students use technology to practice English language and communication skills?

University

The activities include: Using electronic dictionary Visiting English websites and reading English online articles Using emails and chat programs in English Using Microsoft Word and Spelling and Grammar Check Recording self-conversation using digital camera to see lips movement and also Media Player to listen to own voice Listening to the radio and watching TV with English subtitles. They agree that educational technology tools help them to save time, help them to make more practices and creates interesting learning. The use of computers and internet become a regular routine for students.

Research Questions 1. What are the reasons and the factors that lead to anxiousness and inferiority to be speaker of English language among secondary school students? 2. How to motivate the students to use the English language more often? 3. What is the best activity which is in students favour to promote English language? Data Collection Procedures 1. Qualitative interview with the students- to gain further and deeper knowledge and understanding towards the students attitudes and opinions regarding speaking. 2. Questionnaires- to gain numerical information from the students. 3. Observation- to make inference and hypothesis of students actions, reactions and degree of involvement in an activity.