Part 2:DEVELOPMENT

A-LITERATURE REVIEW
Firstly, to master the techniques of studying speaking skill, especially for the English major
students of HPU2, it is impossible not to mention the concept of speaking.
1-Definition of speaking
Different definitions of "speaking" can be confusing, especially English majors. Learning a
foreign language is often more challenging than writing and reading, leading to mistakes,
fear, and lack of experience to correct [Link] novice students struggle to understand
the concept of speaking, which is defined as conveying information or expressing thoughts in
spoken language. It is important to understand that speaking involves more than just
speaking words and is more complex than initially perceived. It is also important to consider
the accuracy or viewpoint of statements, as well as the importance of providing speeches
and talks to express [Link] the first step, it would be useful to understand “what is
speaking”. According to the Oxford Pocket dictionary of Current English 2009 “ Speaking is
the action of conveying information or expressing one\s thoughts and feelings in spoken
language. And speaking used to indicate the degree of accuracy intended in a statement or
the point of view from which it is made.” According to the description given above, Speaking
is a very important skill, it helps people in communication to be able to convey their meaning
or message to others.
2- The purpose of speaking though extra activities.
Speaking is often the most crucial aspect of language communication. Speaking
exercises also enhance the climate in the classroom, the dynamics of the group, and the
relationship between students and teachers. Speaking exercises are another excellent way
to assess a student's strengths and weaknesses. It can be challenging to repeat what the
teacher says while speaking English as a second language. To complete oral assignments
with genuine enthusiasm, students must employ speaking activities as a tool. Speaking
exercises become far more enjoyable, engaging, and motivating when given a purpose.
3 - Challenges with learning to speak English
3.1-What speaking issues do pupils encounter?
My study experiences and the accounts of many authors I've read on the topic seem
to imply that there are four possible causes of speaking difficulty:
- The assurance
-The speaker
-The listener
- Pronunciation
Students learning a second language typically spend more time reading than
speaking, therefore they are less exposed to various speaking styles. For extended
lengths of time, having pupils understand words and sentences that they are
unfamiliar with takes up a lot of speaking time.
Any new language requires effort to learn. Speaking, which is the act of producing a
language, requires rapid thought, phrase formation, and speech in a short period of
time. Even though speaking is the most crucial component of language learning,
speaking is rarely emphasized in foreign language instruction.

3.2- Why is speaking so challenging?

Listening comprehension is a crucial skill for good English speaking. Non-native
speakers often focus on improving their speaking skills without assessing and
practicing their listening comprehension. They may understand grammar rules but
struggle with questions due to fast or accented speakers. Some respond
impressively, but ultimately misunderstand the question, giving inappropriate
answers. It's essential to assess and practice listening comprehension before
focusing on improving speaking skills.
a. Grammatical Accuracy
Some people question the necessity of grammatical accuracy in English, as even
native speakers make mistakes. Native speakers can express concepts easily and
avoid distorting sentences. Nonnative speakers often make mistakes that change the
meaning of sentences, leading to misunderstandings. This is why non-native
speakers need more grammar study than native speakers.
[Link]
Mispronunciation in English is common among non-native speakers, but it's not
shameful. English is not phonetic, meaning words are pronounced differently
depending on context. For example, the Japanese word "jitensha" is pronounced
differently than the English word "bike". The sound of -ed in English verbs can vary
depending on whether the base verb's sound is voiced or voiceless. There are three
ways to pronounce "ed": /id/, /t/, or /d/. Understanding these differences can help
improve pronunciation.
[Link]
English fluency refers to using the language with ease. To assess fluency, ask
yourself questions such as pauses, rephrasing, using "you know" instead of correct
phrases, speaking slowly to avoid mistakes, and intentionally making certain words
indistinguishable to avoid drowsiness or confusion.
[Link]-confidence
Many English-speaking individuals waste their talents and make mistakes in
grammar, pronunciation, and word usage due to lack of self-confidence, despite
landing jobs in line with English. Believe in yourself first.
[Link] of answer
The length of one's answers depends on the situation. For a casual conversation,
detailed answers are acceptable. In a job interview or English examination, brief and
detailed answers are recommended. Ensure 15 questions have been answered
before elaborating on the details.
[Link]
Finally, this chapter mostly highlights the theories, concepts, and viewpoints relating
to speaking ability.

B-The reality of learning and teaching English at HPU2

In my opinion, teaching is an interdependent relationship between the teacher,the aids that
he/ she uses and the students. Conditions for instruction and learning are also crucial. These
are the elements that determine whether the lecture was successful.
1 Teaching personnel.
HPU2 boasts a large teaching faculty with a wealth of knowledge and enthusiasm. They are
interested in the teaching profession and always describe the relevance of education for
human growth and learn about the expectations of their students. As a result, they are all
enthusiastic, responsible, and make every effort to deliver the most impactful lectures to
pupils. However, some of them continue to use the conventional methods of instruction,
such as lecturing passively, teaching with old topics, and instructing without actions.
Therefore, I believe that in addition to providing high-quality content, instructors should
include some engaging extracurricular activities in the lecture to capture students' interest.
2. The students
In my opinion, the number of English major students in a class is rather large,
perhaps 45-55 people, and even higher in each class. There are still many passive
pupils with the lessons, which is the most difficult obstacle for them to overcome
when learning in a new setting. As a result, their basic English is not equal. However,
students realize how crucial and useful English is for their future careers. They
appear serious in their approaches to studying English as a result.
This study is being undertaken to look into the challenges that students have when
learning the speaking skill in light of the aforementioned research problem.
[Link]'s motivation
There will be issues or requirements that must be met when a teacher is in the
classroom. Teachers may notice that certain pupils are extremely driven or perhaps
feeling unappreciated while learning English. When foreign language learners
interact with it, they discover that some aspects are both very simple and quite
challenging. The definition and implementation of the construct of motivation in the
classroom has proven to be one of the more challenging issues in the study and
teaching of second or foreign languages. Competence must come first, followed by
performance, when [Link] is more probable the more driven a
communicator [Link] degree to which a communicator is drawn toward or dissuaded
from performing adequately in a specific environment is known as motivation.
C-Materials and Methods
1. The Study Design:
This study will fully analyze the data collected through student surveys, student
interviews about difficulties affecting English speaking skills of HPU2 students. The
data was collected by 80 students at HPU2.
2. Research Instrument:
For the purpose of conducting survey research with students, surveys were
conducted and data was collected. The data will be analyzed in the data analysis
section and represented by bar charts and pie charts.
3.3. Participants
This study investigates the difficulties and ways to overcome the English speaking
skills of students at HPU2. For the purpose of investigating the difficulties of English
majors in learning speaking skills at HPU2, we have chosen a survey research
method, which is a descriptive study. To collect data for this study, 80 students were
invited to participate. The students came from different classes in the english
faculties and were all randomly selected. In this study, the questionnaire was for
students majoring in English. The content of the survey is to help students clearly
identify problems about difficulties when learning speaking skills at HPU2.