EXPLORING THE PROCESS OF TEACHING SPEAKING AT ONE OF THE UNIVERSITY IN BANDUNG (A study of the speaking class of the second semester)

EXPLORING THE PROCESS OF TEACHING SPEAKING AT ONE OF THE UNIVERSITY IN BANDUNG

(A study of the speaking class of the second semester)

A Research Based Paper

 Submitted as the Requirement to Fulfill Second Language Acquisition Assignment

Under the Direction of Dr. Dadang Sudana, M.A., Ph.D

Written by:

Rezki Firdaus

1407335 (1B)

 

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2015

Abstract

This research dealt with exploring the process of teaching speaking and difficulties that were faced by the students at Indonesia University of education. It was specifically focused on how the teaching speaking process happened and students experienced during the speaking for the general communication II class take place. This research was aimed to capture the process of teaching speaking to the students of the English department at IUE, Bandung and identifying the student problems. The method of this study was a descriptive qualitative study for addressed to cover the phenomenon in education institution related to teaching and learning process. The participants of this study were students of English department in the 2^nd semester at IUE, Bandung. The data were collected applied from observation and questionnaire. Furthermore, the data were analyzed from observation in speaking class and gave mark to the observation sheet while taking a note on what happened during the class activities, and later he made them into the description. While the data from the questionnaire were analyzed by codding and categorized. Then, they were interpreted based on the rank of their percentage. The result of the observation showed that the teaching stages applied by the speaking lecturer were different in every meeting so that made the students become more interested in learning speaking. Meanwhile, there was seen that the interaction between the lecturer and the students balanced it means not only the lecturer dominantly active in class but also the students. The lecturer discussed the language points and give feedback to the students’ weaknesses. From the questionnaire it was known that the students debility to speak because of limitation in English competence; lack of grammatical competence, poor of vocabulary, missed pronunciation and problem on their psychology; anxiety, lack of self-confidence, and nervousness. For the next researcher who interested in exploring the teaching speaking process, this research was not completely discussed explicitly. He only focused on the process of teaching speaking and some difficulties that were faced by the students. So, when you are interested doing the same field, try to complete another aspect that was not discussed yet by the present study.

Keywords: exploring, the process of teaching, teaching speaking

 1.             Introduction

This part will present and discusses the background of the study, statement of the problems, objective of the study, scope of study, the significance of the study, and definition of key terms.

1.1         Background of the study

Communication between one human to others frequently involves a language. Language is a backbone of communication processes in human life. Being able to formulate language in a polite and an appropriate manner, is a skill that people are expected to have. It can be realized that in communication. People produce language not only in order to convey information but also to maintain relationship among people as members of society. Thus language which is a crucial object in linguistics as important role in communication.

Human being as social group interact each other in communication through language and English has become a lingua Franca, which is used internationally by people with different first language background, and used for communication by more than billion people around the world (Harmer, 2007). This makes English an important tool that everyone should master; making it one important subject in most schools in the world.

In Indonesia, English has been taught and received serious attention in all levels of study, i.e. Elementary school, Junior High School, and Senior High School. The goal of teaching English in Indonesia, and probably in most schools in the world, is the students’ ability to use English for communication through four language skills, i.e. listening, speaking, reading and writing.

Indonesian students who learn English as a foreign language implies the fact that students get acquainted with the language only a few hours in the class. This situation causes, the nature of language learning is hard to create as most students are forced to speak and exercise English only in the class. It brings the result of the students’ acquisition in English speaking has not been satisfactory yet. Whereas, the practice is a counter productive to the attempt to develop students’ communicative competence (Musthafa, 2001). As Alwasilah (2000:62) has been emphasized that most school graduates cannot communicate in English has become national problems. For those reasons, it is generally recognized that many students who learn English as a foreign language have difficulties in speaking, so that they are reluctant to speak with the class.

Dealing with students’ difficulties in speaking, several studies have been conducted by some experts and researchers. Lengkanawati (2004), finds that even though many people now (since the reform movement) are not hesitant to speak up, this kind of behavior has not fully been reflected in the classroom interaction yet. In other words, students’ are still reluctant to speak with the class. This is in line with Warliah (2004), who conducted a study at the SMUN 8 Bandung about students’ reluctance to raise questions in the classroom, in which she stated that most of the students do not raise questions in English classes because of being afraid of making mistakes. Furthermore, Tsui in Nunan (1999) study on secondary school classroom in Hongkong indicates there are five principal factors accounting for the reluctance of students to speak up in class, those are: low proficiency in English, fear of mistake and derision, teacher’s intolerant of silence, an uneven allocation of turns, and incomprehensible input.

Based on the elaboration above, this study is conducted to find out how the process of teaching, speaking at one of the Universities in Bandung and identify the students’ difficulties in speaking course at fourth semester. The result of this study hopefully will contribute to improving the speaking, teaching and learning process at the university.

1.2         Statement of the problems

The research questions of the study focused on the following questions:

a.    How the process of teaching speaking happened?

b.    What are the difficulties of the students in encounter speaking class?

1.3         Research Objectives

Accordance with the research questions, the present research objective is to find some answer based on the questions above. This study mainly conducted to explore the process of teaching and learning in speaking class at one of the universities in Bandung and to find the students’ difficulties, and then explores the strategies they were used to overcome that difficulty.

1.4         Scope of the study

Based on the purpose of the study, this research will focus on:

a.    Exploring the process of teaching and learning in speaking class that influenced students’ in communication.

b.    Describing students' difficulties in gaining the objective that has been set in the curriculum.

1.5         Significance of the study

With regard to the significance of the study, this research has the potential to give implication to the theory, education practice, and professional practice.

Theoretically, this study is expected to enrich the literature on language learning strategies to develop speaking skill which still receives a little attention in Indonesian EFL context.

Based on the fact that many EFL students find it difficult to develop their speaking ability, practically this study would provide these students with the information related to appropriate language learning strategies in developing speaking skill. By using the information provided in this study, it is hoped that the students will gain their self direction. Self directed students would gradually gain confidence, involvement, and proficiency in speaking ability.

Professionally, the result of this study would provide some information to EFL teachers, so that it is hoped that EFL teachers could support their students’ success in developing the students’ speaking skill. The teachers would enable the students to become a better learner by encouraging their students to take greater self-direction in learning language

1.6         Definition of Key Terms

In order to give a clear view on this study, the definitions of the key terms are provided as follows:

a.    Exploring refers to inquire or discuss (a subject or issue) in detail. In order to learn about or familiarize oneself with it.

b.    Process refers to a series of actions or steps taken in order to achieve a result.

c.    Speaking is a means of communication and its purpose is to communicate what is in one’s mind to another.

2.             Literature review

This part will be discussed that are relevant to the research. It is concerned to the nature of speaking and the process of teaching speaking such as; teaching speaking, the activities to promote speaking skills, characteristics of successful speaking activities and method & techniques of teaching speaking.

2.1         The Nature of Speaking

Speaking is “the most basic means of human communication” (Lazarton, 2001:103) and has often been regarded as “the most demanding of the four skills” (Bailey & Savage, 1994 in Lazarton, 2001). Hence, it becomes one prominent parameter of students’ success in second or foreign language teaching and learning. Speaking in other words, can be formulated as “to give responds directly to persuade another to do something, to clarify unclear thing, and to express an opinion, feeling, etc.” Rahmawati (2010:7).

According to Thornbury (2005), some aspects are involved within the process of speaking. The first aspect is the process of conceptualization and formulation. In conceptualization, three aspects are involved, namely discourse types, topics, and communicative purposes, whereas formulation stage involves the choice of strategy in using a certain level of discourse, syntax and vocabulary. The second aspect is the process of articulation, whereby a speaker produces an utterance by using his/her speech organ. The third aspect is the process of self monitoring and repair. Self-monitoring happens at the same time the other three aspects (conceptualization, formulation and articulation) happen. If it happens in the stage of conceptualization, it will make the speaker cancel uttering what he plans to utter. If it happens in the stage of formulation, it will make the speaker slow down, or pause, or rephrase his utterance. If it happens in the stage of articulation, it will make a speaker makes a correction or repair his/her utterance. The fourth aspect is automaticity which involves the use of fixed chunks, and the use of memorized utterances at the stage of formulation. The fifth aspect is fluency, defined as “the ability for units of speech together with the facility and without stain or inappropriate slowness or undue hesitation” (Hedge, 1993 in Lazarton, 2001). The last aspect is managing talk. This aspect involves the ability to control turns in interaction and to use discourse markers and paralinguistic (gestures). In short, what is involved in speaking is a motor skill, including the process of conceptualization, formulation and articulation and interaction skill, including the rest aspects mentioned above: automaticity, fluency, and managing talk.

Knowledge and skill that a speaker done is combined and placed into “communicative competence” (Hymes, 1974 in Nunan, 1999). Communicative competence involves four components based on the work of Canale and Swain (1980) Available at http://www.ne.jp/asahi/kurazumi/peon/ccmodel.html), i.e. grammatical competence (including rules of phonology, morphology, and syntax), sociolinguistic competence (understanding social meanings of the language form), discourse competency (cohesion and coherence), and strategic competence (a strategy used to overcome communication difficulties). Since the use of term communicative competence involves both knowledge and skill, it is difficult to identify when knowledge become skill in speaking. It is for the purpose of providing clear explanation, the term knowledge and skill are used instead of communicative competence.

According to Thornbury (2005), a speaker has knowledge of extralinguistic and linguistic. Extralinguistic knowledge involves sociocultural understanding (topic, context, culture, audience). It is the same as sociolinguistic competence used by Canale and Swain. Linguistic knowledge includes knowledge about the purpose for speaking (genre), the connections between individual utterance (discourse), the relation between language and its contexts of use (pragmatics), the way an utterance is formed (grammar), vocabulary, phonology, and speech condition (cognitive, affective, and performance factors).

Related to know knowledge about a language is applied and become a skill, Thornbury (2005) explains that three activities can lead to automaticity. The first activity is awareness-raising activity, which involve attention, noticing and understanding. These activities lead students to discover by themselves (or by a teacher’s help) the knowledge of a language mentioned above. The second activity is appropriation activity, whereas the students are provided with activities that make them practicing using the language in a practiced control manner. The third activity is towards autonomy, whereby students are provided with many free communicative activities.

From the above explanation, it can be drawn a conclusion that speaking is a tool for anyone to express what he has in mind, emotion, and to influence or persuade other people to do or to take a certain action. The importance of speaking skill leads to a question of how a teacher teaches this skill to students. In order to answer this question, the nature of speaking should be taken into account. By this, it is important to understand how the process of speaking happens and what a speaker should know and be able to do. It means in the speaking process, it includes three components; 1) a person who is communicating, 2) information which is being communicated, and 3) a means of communication Alwasilah cited on Rahmawati (2010:8).

2.2         Process of Teaching Speaking

2.2.1   Teaching Speaking

According to Hornby (1995: 37) teaching means giving the instruction to (a person): give a person (knowledge skill, etc). While speaking means to make use of words in an ordinary voice. So, teaching speaking is giving instruction to a person in order to communicate. Tarigan (1990: 3-4) defines that speaking is a language skill that is developed in child life, which is preceded by listening skill, and at that period speaking skill is learned. It means that speaking is the basic language. The process of speaking skill has happened or preceded by listening skill. Increasing listening skill is very beneficial for speaking ability.

The goal of teaching speaking skills is to communicate efficiently, especially in EFL classroom. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation (Burnkart, 1998:2).

Teaching speaking, in my opinion, is the way for students to express their emotions, communicative needs, interact to another person in any situation, and influence the others. For this reason, in teaching speaking skill, it is necessary to have clear understanding involved in speech.

2.2.2   The Activities to Promote Speaking Skills

There are some activities to promote speaking (Kayi, 2006: 2) as follows:

1)             Discussion

The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Here the teacher can form groups of students and each group works on their topic for a given time period, and present their opinions to the class. Fauziati (2002: 134) states that the main aim of group discussion is to improve fluency, grammar in probably best allowed to function as a naturally communicative context.

2)             Role Play and Simulation

Role play has appeal for students because it allows the students to be creative and to put themselves in another person’s place for a while (Richard & Patricia, 2003: 222). While simulation is very similar to role-play but here students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, he or she can bring a microphone to sing and so on.

3)             Interviews

Conducting interviews with people gives students a chance to practice their speaking ability not only in class, but also outside and helps them become socialized. After the interviews, each student can present the result to the class.

4)             Reporting

In class, the students are asked to report what they find as the most interesting news. Students can also talk about whether they are experiencing anything worth telling their friends in their daily lives before class.

5)             Prepared Talks

A popular kind of activity is the prepared talk where a student makes a presentation on a topic. Such talks are not designed for informal spontaneous conversation; because they are prepared, they are more ‘writing-like’ than spoken orally. However, if possible, students should speak from notes rather than from a script (Harmer, 2007: 274).

6)             Dialogue

Dialogue is one of the media in teaching speaking. It helps the students practice in speech, pronunciation, intonation, stress. Dialogue also increases students’ vocabulary. The primary objective of using dialogue is developing student’s competence (pronunciation, intonation, stress) in teaching speaking like a native speaker. Therefore, in teaching learning uses dialogue (short and long), the students are motivated by the teacher’s question to reason rather than to recollect. Dialogues are two sides communication, it means we just not have to express something, but we should have to understand what other peoples said (Podo and Sulaiman, 1995: 25).

2.3          Characteristics of Successful Speaking Activities

Again, sometimes spoken language is easy to perform, but in some cases it is difficult (Brown, 2001: 270). In order that they can carry out the successful speaking, they have to fulfill some characteristics of successful speaking activity such as:

1)             Learners talk a lot. As much as possible of the period of time allocated to the activity is in fact occupied by learners talk. This may be obvious, but often most time is taken up with teacher talk or pauses.

2)             The participant is even. Classroom discussion is not dominated by a minority of talk active participants. All of the participants get a chance to speak and contributions are fairly evenly distributed.

3)             Motivation is high. Learners are eager to speak because they are interested in the topic and have something new to say about it, or they want to contribute to achieve a task objective.

4)             Language is an acceptable level. Learners express themselves in utterances that are relevant, easy comprehensible to teach others and of acceptable level of language accuracy.

2.4         Method and Technique of Teaching Speaking

2.4.1   Method of Teaching Speaking

A researcher needs to know the definition of method and technique in teaching English. Fauziati (2002: 5) has pointed out that the method is treated at the level of design in which the roles of teachers, learners, and instructional materials are specified.

There are ten methods of teaching foreign language, such as:

·                Grammar Translation Method (GTM)

The method requires students to translate whole text word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics.

·                Direct Method (DM)

          The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught.

·                Audiolingual Method (ALM)

          Like the direct method, the audio-lingual method advised that students be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didn’t focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.

·                Situational Language Teaching (SLT)

          The theory of learning underlying Situation Language Teaching is behaviorism, addressing more the processes, than the conditions of learning.

·                Community Language Learning (CLL)

          It is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counselor and a paraphrase, while the learner acts as a collaborator, although sometimes this role can be changed.

·                Total Physical Response (TPR)

          The method relies on the assumption that when learning a second or additional language, language is internalized through a process of code breaking similar to the first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands that require physical movement

·                Natural Approach (NA)

          The Natural Approach (NA) is a method of foreign language teaching which aims to apply the principles of natural language acquisition in the classroom context. Meaning is considered as the essence of language and vocabulary (not grammar) is the heart of language.

·                Silent Way (SW)

          The Silent Way is an approach to language teaching designed to enable students to become independent, autonomous and responsible learners. The main objective of a teacher using the Silent Way is to optimize the way students exchange their time for experience.

·                Suggestopedia

          Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively.

·                Communicative Language Teaching (CLT).

          Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “communicative approach”.

From all the above methods, the researcher prefer to Communicative Language Teaching (CLT). Brumfit and K (1979) in his theory define that CLT attempts to communicative activities may be encouraged from the very beginning. Thus language learning is learning to communicate. Language is created by the individual often through trial and error, and fluency and acceptable language are the primary goal: accuracy is judged not in the abstract but in context. Through this method the students are expected to interact with others.

Harmer (2007: 86) explains that the aim of Communicative Language Teaching as follows:

The communicative approach or CLT has now become generalized terms to describe learning sequences which aim to improve the student’s ability to communicate, in stark contrast to teaching which is aimed more at learning bits of language just because they exist and without focusing on their use in communication.

Related to the expert contribution, the researcher concludes that the goal of CLT method is to create and improve the student’s ability in communication.

2.4.2   Technique of Teaching Speaking

Fauziati (2002: 6) describes that technique is classroom practice done by the teacher when presenting a language program. This is the way the classroom activities are integrated into lessons and used as the basis for teaching learning.

Previously, there are six ways to promote activities of speaking skills, one of them is dialogue. The researcher is interested in dialogue as the technique of teaching skills because dialogue is the interaction between people with different points of view, intent on learning from one another.

Another reason practicing dialogue because it is an effective way of providing conditions for the appropriation of newly encountered language features. A balance needs to be found, however, between security and challenge. Making the task too easy, as when students are given unlimited time to simply read a dialogue aloud, is unlikely to motivate the students to make the kind of adjustments in the current state of their knowledge that are needed in order to integrate new knowledge. On the other hand, placing too much performance pressure on learners too soon may have the risk taking that is necessary if their competence is to be extended, one way to ease pressure on learners is to give them sufficient time to rehearse before asking them to perform in front of the class (Thornbury, 2005: 73).

Finally, the researcher concludes that dialogue is one of the teacher’s technique in teaching speaking. Dialogue is the conversation between two or more people to share ideas or viewpoints. Today dialogue is used in the educational program. Fact, dialogue used in such school to improve the students’ speaking ability by treating them to represent their conversation in pairs to the class.

3.             Methodology

This part discusses things related to the way this study was conducted, which consists of three sections. The first section explains the design of the present study. The second section explains how the data will be collected. The last section presents the data analysis.

This study employs a descriptive qualitative research design as it is trying to explore the process of teaching speaking in the classroom. Qualitative research also focuses on the process that is occurring as well as the product or outcome Cresswell (2009:180). Then, he stated that the data that emerge from a qualitative study are descriptive. He continues, that is, data are reported in words (primarily the participant’s words) or pictures, rather than in numbers.

The participant of the study was the second semester students of the English Department of Indonesia University of Education (IUE), Bandung, and academic year 2014/2015. They are chosen as they were assumed to have already got speaking one. In other words, they are now studying the second semester subject in speaking and supposed to have sufficient knowledge and performance in English speaking. The class that was chosen is 2A1. There are 18 students in 2A1. They are chosen purposely for heterogeneity in the population as Maxwell (1996) includes one of the aims of purposive sample is for heterogeneity in population. It means a class that was chosen consists of students with various speaking achievement. The students, later on, will fill the questionnaire to reveal the answer of the research questions with regard to the process of teaching speaking and the problem that was faced by them in the speaking class.

In order to answer the research questions, the researcher uses three techniques of collecting the data; class observation, questionnaire, and documentation.

Observation, Observation is a way of gathering data by watching behavior, events, or noting physical characteristics in their natural setting (Available at http://www.cdc.gov/healthyyouth/evaluation/pdf/brief16.pdf). Observation allows us to watch peoples’ behaviors and interactions directly, or watch for the results of behaviors or interactions. The purpose of observation itself for research is to take some of the field notes publicly to reinforce what the researcher does into collecting data as stated by DeWALT, DeWALT, and WAYLAND (1998) in Kawulich (2015). Additionally, Alwasilah emphasizes that observation enables the researcher to draw inferences (conclusion) about someone’s meaning and perspective and about the process that cannot be obtained by relying exclusively on the interview data Alwasilah (2000:155). In this study, observation is the main instrument used to get the data about the process of teaching speaking.

Questionnaire, A questionnaire is a means of eliciting the feelings, beliefs, experiences, perceptions, or attitudes of some sample of individuals Key (1997). The questionnaire is most frequently a very concise, preplanned set of questions designed to yield specific information to meet a particular need for research information about a pertinent topic. The research information is attained from respondents normally from a related interest area. The students are required to fill questionnaires which are distributed to find out information concerning the process and the problems in speaking. It can be concluded that to know their knowledge, perception of the process in teaching speaking; instruction, feeling, interest, and preference in studying the language.

Since this is a qualitative study, the analysis of the data can be conducted during and after the data collection. It will be done simultaneously with ongoing activities related to teaching and learning activities in speaking class.

The analysis of observation data will be conducted during the data collection. It is used to answer the first question, which is how does the process of teaching speaking happened? The researcher writes and puts checklist on the table as long as the activities happen in the classroom. In this case, all the activities started from beginning to the end are transcribed, interpreted and criticized referring to the teaching speaking theories.

Questionnaire data are needed to answer the second questions. It is put into the table and then the researcher focus to the highest percentage of the answer. Every percentage will be give a comment.

4.             Findings and discussions

This part presents the result of this research, including the findings and its discussions. Through this part, the present study tries to present the answer of the research questions. As stated previously, the research questions are as follows:

a)      How the process of teaching speaking happened?

b)      What are the difficulties of the students in encounter speaking class?

At the same time, this part will reveal and provides the findings gained by employing observation, questionnaire and documentation.

4.1         The process of teaching speaking

As it has been mentioned earlier, that one of the purpose of this research was to portray the actual picture of the process of teaching speaking in the EFL classroom, especially for a student of the English department in the 2^nd semester at IUE, Bandung. Due the limitation of time in conducting the observation, the researcher observed the speaking class only for two times through video. The following description will provide the representative pictures of the process of teaching speaking, in which it was categorized into three steps; the preparation step, the presentation step, and closing step. The use of categories of teaching steps in the table referred to Brown (2001).

4.1.1   Observation 1

This section will elaborate the result of observing the process of teaching speaking. The observation was undertaken in the speaking class in April 13^th, 2015. This was in the middle session for speaking for general communication II subjects and the class was started at 08.40. In this case, the researcher as the observer just described the sequence, steps and events taking place during the teaching and learning process as displayed in the table below.

The process of teaching speaking based on the first observation

No	Teaching and learning aspects	Teaching steps	Examples of expression	Comment
I	Preparation	1.     Greeting 2.     Checking the Ss’ presence. 3.     Giving announcement about the MID Test. 4.     Ask the next group to present.	Assalamualaikum, Good morning, how are you? Who is absent today? The next meeting will be our MID test. Ok, the next group will perform your drama.	L uses a common form of greeting. Calling Ss’ name one by one. By motivating a Ss’ to do their best.
II	Presentation	5.      The group explains the topic, skills and the situation for the drama. 6.      The group plays the drama. 7.      The group presents a discussion on the topic. 8.      The L write the difficult words on the board. 9.      The L answer the Ss’ questions about the difficult words.	Our Group Will Present About ‘Solving The Traffic Problem’ ‘Solving The Traffic Problem’ About ‘The way to reduce cars in the city’ What is SIM in English Miss? It’s driving license.	Everyone member of the group has a chance to speak. The L watches from the desk and sometimes she stands to watch their expression and what they are talking about. Every member of the group has a chance to talk, but a few students participate. Only a few words are asked by the Ss. The L directly answer the questions.
III	Method/Closing	10.  The L encourages the Ss’ to be actively participating and to use English. 11.  The L closes the session by thanking the Ss’ for joining the class.	Every Ss has to be actively participating in the discussion. Thank you for coming and see you.	Since only a few of the Ss were involved in the class activity. Review the material and point the discussion.

Based on the first observation, the lecturer began the class by greeting in Islamic way and asking about the students’ report. The students looked happy and enthusiastic answering the lecturer questions. She then introduced the researcher to the students and explained the purpose of the researcher to join the class. Next, to start the class session, she continued with checking the students’ presence – the lecturer calls the students’ name one by one. At this time, the lecturer looked so self reliant. It can be seen from the way that she speaks and the way she act. The researcher himself sat on the left side of the class.

However, the students looked noisier and busier. It might be caused by there would be a group presentation. The lecturer asked the group which will be performing their play and presentation. In this case the lecturer lets the group to introduce the topic and the skill they would perform. In other word, the lecturer gives a prologue of introducing the material or the language skill that the students would accomplish from the topic.

The group immediately came forward and introduce the topic, the skill, and the language expression that constituted into their topic. The topic of the group was “solving the traffic light”, which learnt about how to present an argument. In this case, every member of the group has a chance to talk, but for opening the roleplays the leader of the group who speak first. Later on, she introduces the member of the group and started to perform their play. The drama took about 45 minutes. However, unfortunately only several skill presenting an argument are used by the group. They alternatively use their own simple expressions. During the roleplay, other students watched seriously to the play, which the researcher thought they actually did not understand what was being done by the performer. Having finished the roleplay, the group then opened discussion which was aimed at elaborating the topic. Again the leader of the group invited the audience to raise a question. Unfortunately, only three of the students responded, including asking for the meaning of certain vocabularies, and every member of the group shared their opinion. Broken English and mispronounced words were heard from the most of the students directly corrected by the lecturer. This time the researcher might conclude that the lecturer knows when the students were having trouble understanding so she fixed it as well as possible, then give some comment about the performance of the group and encouraging the students to practice more. At the end of closing time, she gives some information about the MID test and the material that will be tested.

4.1.2   Observation 2

The second observation was carried out three weeks later, in May 18^th, 2015, since the researcher has to be presenting a journal in an international seminar at the Yogyakarta University for a week. Then, the next week there was an election of the head of university at IUE, Bandung for a period of 2015-2020, and the next week was the acceptance of a new university student. Like the earlier observation, the class started at 08.40. The process of teaching speaking could be seen as follows:

The process of teaching speaking based on the second observation

No	Teaching and learning aspects	Teaching steps	Examples of expression	Comment
I	Preparation	1.    Greeting 2.    Checking the Ss’ presence. 3.    Giving announcement about the UAS. 4.    L distribute a text related to the roleplay with the topic ‘who killed Robin Koch?’	Assalamualaikum, Good morning, how was your day? Is everyone here today? For UAS test will be sent to your class chief. Today, all of you will play a game about ‘who killed Robin Koch?’	L uses a common form of greeting. Sometimes added by other questions. L explain how to play this game.
II	Presentation	5.    All of the Ss read the text that has been distributed by the L and write the difficult word of the text. The text that has been distributed to the Ss consist of the important information about the text. 6.    All of the Ss tries to find the meaning of the whole difficult words by using a dictionary and their electronic dictionary in their cell phone. 7.    L ask the Ss to stand and asked their friend to find the different information with what they have got related to ‘who killed Robin Koch?’. To get the information they have to ask almost all of their friend to fill in questions about solving the puzzle. Identify who is the real murder, by the information they have got from the other Ss. 8.    The L write solve the puzzle related to the murder and everyone. 9.    The L discussed with the Ss’ to answer the puzzle related to the murder and everyone.	Ok, now all of you will write some difficult word that related to the text you’ve got. Now, find the meaning of the words that you have been written on the board with their own. What’s your name? What’s your job? And so on. Ok, now, stop and back to your chair and try to solve the puzzle by giving the initial of the murder or the actor of the text. Ok, let’s try to answer these questions, who know all of the answers?	Not all of them write the difficult words on board, but the words that have been written completed well. Its need time for them to find the meaning. Its need more than 50 minutes for them to find the information and it’s really wasting time. The L asks the Ss to stop and back to their chair. None of them can answer all of the questions, with a reason that they haven’t got the whole information from their friend to answer the questions.
III	Method/Closing	10.     The L closes the session and give the information to the Ss what is the UAS assignment by email it to the head of university students. 11.     The L closes the session by thanking the Ss’ for excellent semester and leave-taking to the Ss.	This is our last meeting, nice to be a lecturer of all you. Ok, I think that all and don’t forget done your UAS assignment well. See you...

As shown in the table, the process of teaching speaking seemed to be different from the last observation. At the beginning of the class, she gives a common greeting as previous observation. Then, the lecturer checks the student presence by taking roll call. Later on she gave the announcement that this is their last meeting, so they will play a role play as stated in syllabus to make them more improving their spoken skill. She reviewed the previous material and explain that present roleplay was different from the last material because it concern to find out the murder from the text of ‘Who killed the Robin Koch?’. The last material focused on the gossip of an entertainment news, the whole students have to find the information from another person. The present material has to find the murder of Robin Koch based on the paper distributed by the lecturer then every student collected the information as much as possible. Every paper that distributed comprising different information about the text of ‘Who killed the Robin Koch?’.

All of the students then step up from their chair, start to ask their friends to get the information. It’s need more than 45 minutes to the students in collecting the information and identify who is the murder of Robin Koch. During the proses collecting the data about ‘Who killed the Robin Koch?’ sometimes the lecturer walking up to the students and asked or hear what they talking about.

As long as the students made their activities, the lecturer writes a puzzle about the murder and everyone (all of the students) in a board. They try to answer who is the actor of ‘Who killed the Robin Koch?’ based on what they have got from other students. After that, she stops the activities to continue the next session to see their understanding of reading and the expectation of data from asking other students. Continuously, the lecturer asks them, who can answer all of this puzzle?. None of them can answer all the question but two or three students give a statement that they only can answer a few questions from that puzzle. In consideration that they haven’t got enough information from their friend’s explanation. Afterwards, the lecturer discussed it together with the students to solve the puzzle. The students showed what they have got by answering few question of the puzzle and the lecturer wheedle the students based on their interpretation and the data written in their note or board. The interaction between the lecturer and students happened when the lecturer asked them for the certain material and the lecturer or students answered directly. The class closed by the lecturer and remind them about the UAS assignment by emailing it to their KM (Ketua Mahasiswa) of the class.

After observing two times in the speaking class, the researcher got a clear insight about the process of teaching speaking in the classroom. There was a tendency that the lecturer employed different procedures during the process of teaching speaking, which impressed the speaking class as an interactive class. The impression is also strengthened by students’ questionnaire result that the process of teaching and learning speaking is attractive since they had different activities during the previous speaking class. The evidence was proven to all of the students to be active speak during the class session. Some mispronounced words and grammatical errors occurred among the students sometimes corrected directly by the lecturer. Providing appropriate feedback and correction, which Brown suggested, it is important for the teacher to give the kinds of corrective feedback that are appropriate for the moment (Brown, 2001:276).

4.2         Difficulties in learning speaking

In this part, the researcher would discuss the point students’ difficulties in learning speaking. The findings were based on the questionnaire answered by the students. From 18 students in the class, there were only 10 respondents who collected the questionnaire back to the researcher.

4.2.1   Students’ difficulties in speaking practice

There were two categories of difficulties that make English students of the English department in the 2^nd semester at IUE reluctant to speak in the class; the factor related to limited English competency and the psychological factors. It implies with what King (2002) found out the factor that leads students’ oral presentation failure also happened in students’ of IUE Bandung. However, it is important to note that the obstacles were overlapping since some students had more than one problem in practicing spoken English.

4.2.1.1  Problems of limited English competency

1)             Lack of grammatical competence

Based on the questionnaire, from 10 respondents, there were 5 students or 50 % who mention that their difficulties to practice speaking in the class because of lack on grammar competence. This kind of problem covered the difficult to arrange the words into correct sentences, the difficulty in English form, and even the condition in which they do not know the structure of the sentence yet. It means this problem was more dominant to be the experience of the students in speaking practice.

(DRA)    :           “Saat berbicara terkadang grammarnya masih berantakan”

(DAW)   :           “Tidak tau grammar yang benar”

(DDML) :           “Belum menguasai grammar secara menyeluruh”

(AR)       :           “Grammar kadang-kadang tidak sadar apakah benar atau tidak                                         asik bicara”

(RA)       :           “Selain itu, saya mengalami kesulitan untuk menyusun kata-kata                                        yang ada dalam pikiran saya menjadi sebuah kalimat”

Students’ lack of grammar as one of the hindrance in speaking class. Harmer (2007) reminded that if grammar rules are too carelessly violated, communication may suffer. It might imply that although the students have enough vocabulary and good in pronunciation, they still have another problem when they failed in grammar.

2)             Poor of vocabulary

Among 10 students, 4 students, which means that 40% of respondents had limited vocabulary. The students’ limited vocabularies made them get difficult to express their mind in spoken English. It was also strengthened with the questionnaire result as they said that one of the difficulties they faced in the speaking class was limited of vocabularies. Some students’ stated as follows:

(UAHS)  :           “Minimnya vocabulary”

(GF)       :           “Kadang saya lupa pada 1 kata yang ingin saya ucapkan”

(TD)       :           “Vocabulary”

(DAS)     :           “... lupa beberapa kata...”

Referring to the result of questionnaire above, the fact remains that the students were reluctant to speak because they do not know the words in English or even they got into difficulty in memorizing the new vocabularies. In other words, the limitation in vocabularies becomes a serious problem in practicing speaking English for the students.

                      

3)             Missed of pronunciation

Another problem that caused the students were reluctant to speak in the class was the fault of pronunciation. There were 3 students (30%) who argued that they still get difficulty in speaking because they do not know the way to pronounce the words correctly. Misspelling became one of the student hindrance, so they got reluctant to speak in class. This type of problem covered the student confusion about the correct English pronunciation and the difficulty to memorize the pronunciation of new words that often led the students to shift the words into their mother tongue. This was proven in students’ result of questionnaire as they are written:

(TD)       :           “Kefasihan dalam berbicara bahasa inggris”

(UAHS)  :           “Kadang salah pengucapan”

(DDML) :           “Takut salah pengucapan ketika akan praktek berbicara”

The fact that missed of pronunciation led students’ difficulties in speaking practice in the class was in line with Wong’s (1987, in Togatorop, 2009) theory which stated that even when the non-native speakers’ vocabulary and grammar are excellent, if their pronunciation falls below a certain threshold level, they are unable to communicate efficiently and effectively.

4.2.1.2  Problems of students’ psychological factors

As mentioned previously, one of the factors that made the students reluctant to speak to speak in the classroom was related to psychological factor as stated by King, 2002; Schwarz, 2005; Burns and Joyce in Nunan, 1999. Based on this research, the problem of psychological factors in speaking class also appeared among the students of the English department in the 2^nd semester at IUE, Bandung. This psychological factor covered students’ confidence, students’ anxiety, and nervousness.

1)             Anxiety

From 10 respondents, there were only 4 students (40 %) who mentioned that their serious problem in speaking become anxious. This type of problem caused by being afraid of making mistakes, inability to pronounce strange sounds and words, and inability to understand and answer the questions.

(RA)       :           “Perasaan takut salah selalu terbesit dalam pikiran...”

(HD)      :           “Speaking constantly karena belum sepenuhnya saya mahir...”

(SN)       :           “Selalu ada rasa ragu untuk bicara. Tidak tahu apa sebabnya...”

(DDML) :           “Masih ragu dan takut salah ketika akan praktek berbicara”

2)             Lack of self confidence

According to the questionnaire, there was only 1 (10%) students who had the problem of self confidence in speaking practice. She was reluctant to speak up in the class because of she was unconfidence to do that. Below the example of student answer on the questionnaire asking about their difficulties in speaking:

(DAS)     :           “Kadang-kadang saya kurang percaya diri,...”

This is in line with Ur (1996) who stated that learners are often inhibited about trying to say things in a foreign language in the classroom; fearful of of criticism or shy of attention with speech attracts. In addition, students’ lack of self confidence might be caused by some factors, such as students’ anxiety or the class conveniences. That’s why Brown (2001:63) suggested that it was the teacher’s responsibility to help students build their self confidence to speak by creating the environment which support them to speak.

3)             Nervousness

It’s known that another factor made the students reluctant to speak was nervousness. 1 of 10 respondents admitted that their serious problem in speaking class was feeling nervous, as depicted in the following:

(RA)       :           “Kesulitan yang saya hadapi ketika belajar speaking yaitu rasa                                          gugup untuk berbicara...”

Although this kind of problem was less dominant as another factor, but sometimes the problem of nervousness made the students got stuck when they were practicing speaking.

Based on the data interpretation gained from the class observation and questionnaire, it was found that in the process of teaching speaking to students of the English department in the 2^nd semester at IUE, Bandung (1) the lecturer applied the different stages in every process of teaching and learning speaking which considered attarctive class meeting. (2) During the process of speaking class, every student got a chance to speak up in class. (3) The lecturer conducted the warming-up activities in speaking classes, while in fact she provides a students’ opportunities to feel at ease in the classroom. (4) The lecturer gave a specific feedback correction and language focus, but not in overtime, only in discussion time. (5) During the closing activities of teaching speaking, there were a material review and language point of discussion.

The data obtained from questionnaire from the students showed that the students’ difficulties in speaking class, it was found that there were some main problems make students reluctant to speak during the speaking class. The main difficulties were related to (1) limited English competence; lack of grammatical competence, poor of vocabulary, and missed pronunciation. (2) Students psychological factors; anxiety, lack of self confidence, and nervousness.

5.             Conclusion and recommendation

This part delineates the conclusion and recommendation of the research. The conclusions are formulated from the research questions, while the recommendations present for the further research and related parties.

The main issue in this study is about the process of teaching and learning speaking. The data from observation showed that the process of teaching speaking to students of the English department in the 2^nd semester at IUE, Bandung applied mostly in communicative language teaching, which employed communicating in every meeting. This process of teaching speaking considered as an attractive language teaching. The focus of teaching speaking especially for students of the English department in the 2^nd semester at IUE, Bandung seemed to give students’ chance speak in class freely with any language skills discussion and the lecturer give a feedback to them. So, that created a balanced interaction between students and lecturer. Such process of teaching certainly gave an impact in creating teaching atmosphere comfortable. Overall, this situation not made them become all out to speak because several students still had difficulties in speaking, such as lack of grammar, vocabularies, and pronunciation. These limited English competence created students’ anxiety and finally they were not confident in participating speaking in the class. These problems aren’t overall making them down because the lecturer keep supporting and motivating in practice speaking to improve their spoken skills.

As a recommendation to the lecturer, the researcher recommends to the speaking lecturer of the English department in the 2^nd semester at IUE, Bandung to keep doing the process of teaching speaking which vows opportunities for the students to speak and encourage the whole students become an active class with a various way of teaching. Finally, another recommendation for a further researcher is to explore more explicitly on the issues of teaching speaking; the factor of educational background, learning style, material understanding, partner to practice or any strategies to overcome their speaking difficulties etc.

Bibliography

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Appendixes 1.

Date                :

Name              :

Semester         :

Gender           :

QUESTIONNAIRE

Dalam bagian ini saya ingin mengetahui pendapat anda tentang proses pengajaran mata kuliah speaking dan kesulitan yang anda hadapi dalam speaking practice.

1.    Bagaimana menurut pendapatmu tentang cara mengajar dosen dalam pengajaran speaking?

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2.    Bagaimana menurut pendapatmu tentang materi yang diberikan dalam pengajaran speaking?

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3.    Apakah dosen anda memberikan motivasi/encouragement dalam proses pembelajaran speaking?Jelaskan!

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4.    Apakah kesulitan-kesulitan yang anda hadapi dalam proses pembelajaran speaking?(Boleh lebih dari satu)

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5.    Jelaskan bagaimana upaya anda mengatasi kesulitan dalam speaking practice tersebut!

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Appendixes 2.

CLASSROOM OBSERVATION INSTRUMENT

FOCUS: SPEAKING CLASSROOM INTERACTION

Topic/Lesson     :                                                                                        

Time/Date         :                                                                                        

NO	TEACHING AND LEARNING ACTIVITIES	G	FG	IN	COMMENT
I II III IV	PREPARATION 1.    The teacher is well prepare 2.    Greeting 3.    Checking the students’ presence 4.    Motivation 5.    Lesson reviewed material and look ahead to new material 6.    Give instruction what the students will do/objectives are apparent PRESENTATION 1.    The class material is explained in an understandable way 2.    The lesson is well paced 3.    Direction are clear and students are able to carry them out 4.    Material is presented at the students’level of comprehension 5.    Balance of interaction between T-S and S-S 6.    The teacher answers questions carefully and satisfactorily 7.    The teacher knows wen the students are having trouble understanding 8.    The teacher shows interest in and enthusiasm for the subject taught 9.    Relax and enjoyable athmosphere METHODS 1.    There are balance anda variety in activities during the lesson 2.    The material are reinforced 3.    The teacher positively encourages the students to be initiative in expressing ideas, asking questions, and using references 4.    Examples and illustrations are used effectively 5.    Resource material is used effectively 6.    Students are really engaged in doing the tasks; a.    Individually b.    In pairs c.    In Groups 7.   Students use target language 8.   Error Perception 9.   Appropriate error correction TEACHER/STUDENTS INTERACTION 1.    Teacher encourage and assure full student participation in class. 2.    The class feels free to ask questions or to express their own ideas 3.    The students are attentive and involved 4.    The students are comfortable and relaxed 5.    The teacher is relaxed in terms of voice and manner 6.    The teacher is aware of individual and group needs

            (Adapted from Brown, 2001)

Notes:

G         : Good

FG       : Fair Good

IN        : Improvement Needed

THE TRANSCRIP OF SPEAKING OBSERVATION

Observation #1 (Held on April 13^th, 2015)

The first observation was conducted in the middle semester of the speaking for general communication II subject. Having got permission from the lecturer, the researcher came to the class. The class started at 08.40.

The lecturer came to the class while all of the students have been wating inside of the class, then she sat down on her desk.

Lecturer	:	“Assalamu’alaikum. Good morning, how are you?”
Students	:	“Good morning, Miss. Fine thank you.”
The lecturer continued with checking students’ presence in the beginning.
Lecturer	:	“Who is absent today?”
Students	:	“(Look at around) “Dea Rizki A is ill miss”, “mmm... Asep miss”, “Siapa lagi?”
Lecturer	:	“So, how about our last material?” “Any questions or something else?”
Students (DAS), (SN), (AR), ...	:	“No... Clear enough, Miss.”
Lecturer	:	“Ok. If there is no questions.” “Today, we have a guest here. Do you know him?”
Students	:	“No. Miss” (The students answer in a loud voices)
Lecturer	:	“It’s. Ok. I will introduce him to you.” “He is also a sudents of our University, postgraduated students.” “his name is Rezki Firdaus.” “He will conduct a research in this class.” “So, please be friendly ya”.
Students	:	“Ok. Siap Miss.”
Lecturer	:	“Students. Because the meeeting is MID test week. So, prepare yourselves to get MID test. The material is what we have discussed previously. Understand? Any questions?”
Students	:	“Iya, Miss.” (A few students keep in silent)
Lecturer	:	“Ok. If there is no questions, lets continuoe to see the next performace of drama and discussion.”
All of the members of the second group then stood up and prepare for their performance on drama. The topic of today’s drama is about ‘Solving the traffict problem’. The leader of the group then introduce all of the member.
Students	:	“Ok friends. Our group will present about ‘Solving the traffic problem’ and the skill in this topic is about ‘The way to reduce cars in the city’. But, before that, let me introduce the members of the group...” (Then, she introduce the members’ names one by one and their character in the drama)
Then the drama was played about 20 minutes. Other students watched it seriously. After the play was finished, it was continued with discussion. The presenter was still the same group. The leader of the group then open the discussion.
Students	:	“Ok. Now we invite some questions from the audience, please.”
Students (DAS), (SN), (DDML), (AR), (RA), ...	:	“Ok. The questions is how to solve a traffic problem, for example: here in Bandung every weekend is always got traffic. Or if we wanna go to Chiampelas it need more than an hour to arrived there. As usual when it was a working day it’s only need not more than 20 minutes. Do you think how to solve this problem?” Another question... “Could you tell me how to fix our traffic problem generally?”... Another question... “What is English in English, Miss?”
Students	:	(Member of the group answer the questions, they were change each other when answer the questions, if there is no clear answer the other member trying to adding the answer) “I think to solve this problem, one of the problem is for the driver who bring their own cars not go out if she/he only out only alone...” “SIM is driving licence (Lecturer answer)”
There were more than one students raised a questions during the discussion. The lecturer take a part when the group got a problem to answer their friends questions during the discussion. After thirty minutes present and discussion, the leader of the group close the discusion.
Students	:	“Ok friends, that’s all our present play and discussion today. We’re so sorry if we have some mistake. Thank you and wassalam.”
Lecturer	:	“Ok, give applause to the group present today.” (Students gave applause to the all of the group member)
Lecturer	:	“Ya, we have finished with the group present and it is very good, I think everything running well. And to remind you that next week is MID test time, so, what we have discuss previously is a s material to the MID test examination. ... for the next present I hope done better and better.” (Student gave applause once more) “Once more is to keep pay attention on grammatical competence, and pronunciation of the words.”
Student	:	“Ok, Miss...”
Lecturer	:	“I think enough for today, see you and Assalamu’alaikum.”
Students	:	“Wa’alaikumsalam.”
The students went out one by one, and the lecturer as well. That was the end of the first session of the Speaking for general communication II.

Observation #2 (Held on May 18^th, 2015)

The class started at 08.40 as usual. When the lecturer came into the class, all of the students already in the class. The class was still noisy and the lecturer opened the conversation.

Lecturer	:	“Assalamu’alaikum. Good morning, how a day? Is it our schedule, isn’t it?”
Students	:	“Good morning, Miss. Fine thank you. (Tpgether) “Yes”
Lecturer	:	“Because I heard that there was another lecturer will use this class?”
Students	:	“No. Miss. This is our class for speaking for general communication II.”
Lecturer	:	“Ok.” (Paused for several minutes while the lecturer prepares her stationary) “Ok. Let’s start than.”
Paused for several minutes while the lecturer was looking for the students’ attendance list. Meanwhile, the students keep waiting for the lecturer instruction next but a few of them keep talking to his/her friend. So, the situation still calm enaugh. The lecturer continued calling students’ names one by one, and the students answered yes/present’ or ‘no/absent’. Having finished taking aroll calls, she continued with giving announcement about the UAS assignment.
Lecturer	:	“Ok. I will distribute copies a part of topic ‘Who killed Robin Koch?. All of you will play a game about this topic but your seated friends were not permitted to see a copy of the topic that I was distributed to you. ” “is it clear?”
Students	:	“Ok. Miss...” (Together in aloud)
Lecturer	:	“Ok. Now to all of you will write some difficult word that related to the text you’ve got.” “Have you finished write it down in a board?”
Students	:	“Finished. Miss”
Lecturer	:	“Now, find the meaning of the words that you’ve been written on the board with your own. You may used a pockey dictionary, electronic dictionary, or Online dictionary.”
It’s need more than 15 minutes to the student to find the meaning of the words and knowing how to pronunce it. Then, the lecturer stop them and asked them to come forward to collect the information from other students about “Who killed Robin Koch?” The students identified “Who killed Robin Koch?” by asking the information from others.
Students	:	(They were step out from their seat and start asking their friend one by one) “What is your name?” “What is your job” etc.
During the process of students to collect the information, the lecturer often see and ask them did they done it well? Or do you know who is he/she? She also write some questions or puzzle in a board related to all of the students and murderer. After more than 45 minutes, the lecturer stop the activities and ask them to seat back.
Lecturer	:	“Ok. I think that’s enough. Stop, back to your seat and try to answer this puzzle by giving an initial of the actor. Based on the information you got. ”
Students	:	“Iya, Miss. Tapi, tidak semua soal miss bisa dijawab soalnya informasinya belum terkumpulkan semua.” (A few students keep in silent)
Lecturer	:	“Ok. As you know and based on the information you got, who is the murder?”
Students	:	“Mavis, Glen, Veronica, Ingrid, ...”
Lecturer	:	“Ok. Let’s try to answer these questions together, who know all of the answer?”
Students	:	“Only 4, miss...” “Two, Miss..” (The other students keep silent)
Lecturer	:	“So, all of you can’t answer all of this puzzle? Ok. I think we should discuss it together.”
Students	:	“Ok. Miss”
Lecturer	:	“who know the first puzzle for everyone?”
Students	:	“The answer is Mavis, Miss or (M).
After answering all of the questions. The lecturer close the last session and give the information to the students what is the UAS assignment by emailing it to the chief. And collected a week after it sent to you.
Lecturer	:	“This is our last meeting, nice to be a lecturer of all of you and don’t forget done your UAS assignment well. See you...”
Lecturer	:	“Same-same, Miss. Nice to learning speaking with you, Miss.” (Students gave a great respect to the lecturer)
The students went out one by one, and the lecturer still waiting for the next meeting of the upper class. That was the end of the second session of the Speaking for general communication II study.