Good to see you again to another post, buddies! In this post I would like to continue to do review and paraphrase of the Methodology, Findings and Implication sections. Refers Wikipedia.com, Methods (Methodology) is a peer-reviewed scientific journal covering research on techniques in the experimental biological and medical sciences. Furthermore, Findings section is where you report the findings of your study based upon the methodology (or methodologies) you applied to gather information. It should state the findings of the research arranged in a logical sequence without bias or interpretation. Let's have a look to this journal's findings section. Moreover, More implication can be seen as additional of more
speaking activity tasks on the textbook so students have wide opportunity to
practice speaking. The implication can also be applied on the extracurricular
activity, all cognitive level of students should be included so it will not
only dominated by the good ones, as the result class will not be the only place
to practice English and students will have more opportunities to speak English. Research implications basically refer to impact
that your research might have on future research or policy decision or the
relevant field of interest of your study. 'How will your research affect the
targeted community or subject field' is the question that implications will
answer. Recommendations are based on the results of your research and indicate
the specific measures or directions that can be taken. For example, a clinical
study might have implications for cancer research and might recommend against the
use of a particular hazardous substance. Therefore, implications signify the
impact of your research and recommendations might be concrete steps/actions
that the research proposes.Thus, let's reveal this journal's structures!
Methodology
This study was conducted to answer the following questions, first
question is what are speaking difficulties faced by grade 5 students? And the
second question is what are factors that influenced to the existence of those
difficulties? This study involved five teachers and students of grade 5. The
instruments used in this study were lesson observation, interview and curriculum
analysis. Lesson observation was conducted in the class to reveal the speaking
difficulties faced by students. Four semi-structured interviews were conducted
toward students and teachers of grade 5 to find their perspectives about the
factors that caused those speaking difficulties. The last instrument analyzed
the curriculum on the grade 5 textbook (English for Me) based on the two
issues. The issues are what speaking activity the textbook contained are and
what type of those activity is.
Findings
The Findings discovered that grade 5 students
encountered a number of main difficulties such as linguistic difficulties,
mother tongue use and inhibition. Data that are collected as the basic finding
of linguistic difficulties show that student can’t find the appropriate
vocabulary while speaking, due to lack of vocabulary. This is also emphasized
by statement of student observed that they want to speak, but they don’t know
the word. They also felt it difficult to produce for even a short sentence
while they express their idea. When talking about linguistic difficulties, the
use of mother tongue is strongly connected with it. When students given
different task rubrics they inclined to use Arabic instead of English, this
happened since they couldn’t discuss their ideas in English, lack of vocabulary
and insufficient ability to produce sentence. Some studies revealed that
students inhibited themselves from involving as active participant because they
believe that their classmates will tease them since they make mistake in
speaking English. But it didn’t occur to Omani students, they highly motivated
to speak English.
The findings are also revealed about the factors
which contribute on the existence of those difficulties. The first factor is
teachers’ perspective and tacit beliefs about teaching English, the teachers
are worried about running out of time to finish lesson steps since the time is
limited by their supervisor for every lesson. The second factor is teaching
strategies, teachers are more focusing on teaching grammar and vocabulary
rather than speaking. It is occurs because of their perception that grammar and
vocabulary mastery are felt enough to support students’ speaking ability. The
third factor is curriculum, related to teachers, curriculum for grade 5 only
emphasized on teaching writing and reading, also there are no particular tasks
for speaking. Speaking is combined to writing and reading section implicitly.
The fourth factor is curriculum analysis, in line with the teacher’ statement,
the researcher analyzed the grade 5 textbook (English for Me) and only found
very few speaking tasks. This means grade 5 textbook doesn’t provide sufficient
opportunities for students to speak English. The last factor is extracurricular
activities, since lesson duration and opportunities for children to speak
English is limited, thus speaking English activity is directed to English
assembly. However, students who interested to participate on this
extracurricular are only the good ones, moreover the activity that only held
once a week makes the use English become very limited.
Implication
The implication of this study is teachers have to be taught how to
combine speaking with other teaching skills, hence speaking can be used
communicatively in learning process. More implication can be seen as additional
of more speaking activity tasks on the textbook so students have wide
opportunity to practice speaking. The implication can also be applied on the
extracurricular activity, all cognitive level of students should be included so
it will not only dominated by the good ones, as the result class will not be
the only place to practice English and students will have more opportunities to
speak English.
Thankyou for visiting. See you to the next post 😉
