Good to see you again to another post, buddies! In this post I would like to continue to do review and paraphrase of the Coclusion section. According to San Francisco Edit, a conclusion is where you summarize the paper’s findings and generalize their
importance, discuss ambiguous data, and recommend further research. An
effective conclusion should provide closure for a paper, leaving the reader feeling
satisfied that the concepts have been fully explained. Thus, let's reveal this journal's structures!
Conclusion
This study revealed that the main speaking
difficulties encountered by grade 5 students are linguistic difficulties,
mother tongue use, and inhibition. Students are unable to speak in English
because they lack the necessary vocabulary items and grammar structures. They
also lack sentence formation skills, which result in using the mother tongue.
Students also think of making mistakes in speaking in front of their classmates
very embarrassing, which results in preferring not to speak to avoid such
situations. There are five main factors that contribute to the existence of
these speaking difficulties: teachers’ perceptions and tacit beliefs of
teaching speaking, teaching strategies, curriculum, extracurricular activities,
and assessment regulations. The study shows that teachers believe in the
importance of teaching speaking, yet they do not spend enough time for that
because of the shortage of time because priority is given to the coverage of
the textbook topics, which emphasise teaching reading and writing rather than
speaking. The teaching strategies that are used by the teachers emphasise
teaching the form of the language, which is indicated by focusing on teaching
grammar rules and vocabulary items. Students are required to produce short
accurate sentences while the communicative use of the language is almost
neglected. In addition, teachers think it is very important to use L1 in order
to give the meaning of some words and explain the grammar rules. They believe
that using L1 is very necessary to make sure that the students understand the
meaning and get the point.
Besides, it was found that grade 5textbooks do not
provide students with frequency of opportunities to use English
communicatively, and they donot include sufficient tasks that are particularly
designed for speaking. Moreover, the classroom is the only place where most
students are exposed to English. Extracurricular activities that aim to improve
students’ speaking skill are very rare and limited to the English
assembly,which is conducted once a week. Because speaking skill is the only
skill that is not included in the exams, it is given less teaching emphasis.
The focus is mainly on teaching reading and writing besides grammar and
vocabulary. Although the teaching of speaking can be integrated into other
skills like reading and writing, teachers think that time is insufficient to do
that,and priority is given to other skills rather than speaking because they
are included in the exam and speaking is not.
Thankyou for your visit. See you in the another post
