Improving the Secondary Students' Confidence in English Speaking Skill Through Integrated CLT Techniques

Abstract

This study aims to improve students’ confidence in English speaking skills through the integration of information gathering and role-play techniques and to investigate the students’ attitude towards using the integration of information gathering and role-play techniques in the classroom. Twenty-one secondary students were selected by convenient sampling technique to be the participants in this study. Confidence checklist observation form and students’ self-rating scales on confidence were employed after pre-interview activity and post-interview activity. The teacher journals were recorded after each lesson plan. Also, students’ attitude questionnaires were used. The basic statistics were used to analyze the data. The findings showed that the post-activity’s mean scores were higher than pre-activity’s mean scores when we looked at students’ speaking performance. The results from students’ self-rating scale on confidence were related to the result from the confidence checklist observation form. In part one, the average mean scores were increased, and the open-ended part showed that this activity helped students to decrease their anxiety to speak. It can be concluded that the implementation of the integration of information gathering and role-play techniques could improve students’ confidence in English speaking skills. Moreover, the students expressed a positive attitude towards the integration of information gathering and role-play techniques at a high level.

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