INTRODUCTION
Rationale
English is not just a language; it is a vital tool for success and societal development, widely utilized across various fields such as sports, politics, economics, science, and technology Proficiency in foreign languages fosters cultural, educational, and technical cooperation among nations To excel in learning English, learners must concentrate on four essential skills: Listening, Reading, Writing, and Speaking.
The primary goal of learning English is to enable effective communication in both spoken and written forms The ease or difficulty of language acquisition largely depends on the chosen methods and students' attitudes toward learning Factors such as student attitudes, teacher behavior, and support are crucial for progress in mastering English Among the four language skills, speaking is paramount for communication, necessitating significant time for practice and learning Mastering speaking skills offers students considerable advantages, particularly in pronunciation, vocabulary, and grammar, which facilitate global interactions Teachers play a vital role in enhancing students' speaking abilities by employing effective techniques that promote fluency However, many students struggle with speaking due to insufficient practice, often feeling stuck and unable to articulate their thoughts It is essential for teachers to focus not only on teaching speaking skills but also on pronunciation, grammar, and vocabulary to foster effective communication Ultimately, a supportive and friendly teaching approach can significantly enhance students' language learning experience.
The drilling technique is a crucial method for enhancing speaking skills in language learning, particularly when effectively implemented by teachers As a key component of the Audio-Lingual Method (ALM), drilling focuses on the repetition of structural patterns, stress, intonation, and grammar through oral practice This repetitive practice helps students internalize the language, making it easier for them to remember and learn Kayi (2006) emphasizes that drilling keeps students engaged with the target language, minimizing the use of their mother tongue and prohibiting translation, which fosters a focused learning environment Drilling not only improves fluency by teaching quick responses but also enhances accuracy, which is essential for mastering a language Moreover, it creates a positive and supportive atmosphere, allowing both shy and confident students to practice speaking in a low-pressure setting The incorporation of games and group activities in drilling techniques increases student talking time, significantly contributing to their language competence This collaborative approach encourages interaction among peers with similar interests, enabling students to express and exchange ideas effectively Ultimately, motivated students are more likely to excel, making drilling techniques an invaluable tool for developing speaking skills in a foreign language, which reflects their personality, self-image, and cognitive abilities.
I aim to apply drilling techniques to enhance the speaking skills of students aged 9 and 10 At this stage, children are no longer very young, yet they are not quite pre-teens either They possess a solid foundation of knowledge and have a desire to feel valuable in the classroom These students are eager to express and share what they know, demonstrating their ability to make decisions about their learning When teachers employ engaging techniques, it positively influences students' attitudes toward their education.
This study explores the effectiveness of drilling techniques in enhancing the speaking skills of primary school students aged 9-10 at AnhMy Language Centre in Quang Binh Province By applying these techniques, the research aims to demonstrate significant improvements in the students' English speaking abilities.
This research paper examines the application of drilling techniques to enhance speaking skills among students aged 9 and 10 at Anh AnhMy Language Centre in Quang Binh Province It evaluates the effectiveness of these techniques in improving students' speaking abilities, highlighting the significance of structured practice in language acquisition.
Aims and Objectives
The purposes of conducting this study are:
- To realize the influence of drilling technique on the students‟ speaking skill in Anh
My Language Centre through the students‟ attitude
- To improve the speaking skill for young learners
The objectives are formulated as follows:
1) To find out what extent were students engaged in speaking class through drilling techniques
2) To find out whether there is any significant improvement or not in students‟ speaking achievement after being taught through drilling techniques.
Research Questions
In order to achieve the aims and objectives mentioned above, the study seeks the answers to the following questions:
1 Does the use of drilling techniques improve the students’ speaking performance? If so, to what extent?
2 What is the students’ attitude towards the use of drilling techniques in speaking test?
Significance of the study
This study aims to enhance students' understanding of the crucial role of speaking in the language acquisition process, enabling them to identify effective methods and tailored solutions that meet their individual learning needs The research is expected to provide valuable insights both theoretically and practically.
1 Theoretically, the result of this research can be used as a reference for the next researcher who will concentrate on improving the students‟ speaking achievement through Drilling Techniques
2 Practically, the result of this research can be used as information sharing for English teachers in primary school that this technique is applicable or not to engage students actively in learning English.
Scope of the study
The study was carried out with 60 students at the age of 9&10 at Anh My Language centre in Quang Binh during the school year 2018-2019.
Design of the study
The study is divided into five sections set out in the following chapters:
Chapter One: Introduction of rationale, aims of the research, objectives of the research, research questions, research scope, and significance of the study and organization of the study
Chapter Two: Review of theoretical background of the research and issues relevant to the study
Chapter Three: Presentation of the research methodology in detail including the
Participants, Research methods, Research procedures, Data collection instruments, Data analysis methods
Chapter Four: Findings and Discussions
LITERATURE REVIEW
Theoretical basis of speaking
Speaking skills are a crucial component of language education and assessment, as they involve an interactive process of producing, receiving, and processing information Effective communication requires students to articulate their thoughts clearly while avoiding confusion caused by pronunciation, grammar, and vocabulary errors, as well as adhering to relevant social and cultural norms Assessing speaking abilities can be challenging due to the numerous factors that affect perceptions of language proficiency, making it essential for assessments to be accurate and appropriate According to Richard and Renandya, learners study English to enhance their speaking skills for various purposes, such as expressing opinions, describing situations, making complaints, persuading others, or making polite requests To support students in overcoming speaking difficulties, teachers should adopt a communicative approach that prioritizes language function over strict grammar and vocabulary focus, thereby fostering a more effective learning environment.
Engaging students in real communication activities prioritizes the achievement of communicative tasks over language accuracy, as emphasized by Harmer (2004) Effective communication requires elements that spark students' interest, facilitating interaction between speakers and listeners Speaking encompasses expressing thoughts, feelings, and observations, with success measured by the ability to maintain a conversation (Nunan, 1991) Lado (1997) describes speaking as the fluency in expressing a sequence of ideas Effective communication involves a speaker, a listener, a message, and feedback, with Wallace (1978) noting that oral practice becomes meaningful when students focus on their speech This approach enhances students' ability to convey ideas fluently, making speaking a crucial skill in English learning.
Brown (2000, pp271-274) argues that there are five basic types of speaking as follows: a Imitative
In this stage of language learning, the emphasis is on the student's ability to accurately imitate words, phrases, or sentences The teacher prioritizes pronunciation over comprehension or the ability to convey meaning, ensuring that students develop a strong foundation in spoken language This approach is known as intensive practice.
The production of short stretches of oral language design to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationship c Responsive
Interaction and test comprehension but at the somewhat limited level very short conversation, standard greetings and small talk, simple request and comments, and the like d Transactional (dialogue)
It is carried out in the purpose of conveying or exchanging specific information, is in extended form of responsive language e Interpersonal (dialogue)
Interpersonal speaking primarily aims to maintain social relationships rather than simply convey facts and information Key forms of this communication include interviews, role-plays, discussions, conversations, games, and speeches.
The oral production task includes speeches, oral presentation, and storytelling, during which the opportunity for oral interaction from listener is either highly limited
Effective speaking involves not just correct pronunciation but also the careful selection of words to facilitate communication When designing English teaching activities, it is crucial for teachers to consider the performance levels of their students Additionally, the objectives of the teaching will significantly shape the classroom activities.
The primary goal of a speaking course is to enable students to effectively express themselves in the target language, facilitating basic interactions such as greetings, expressions of gratitude, and apologies, as well as articulating needs and requests for information or services Mastery of language components is essential; when students achieve this, they can easily convey their ideas, thoughts, and feelings Speaking is fundamentally the ability to use language to share ideas, information, suggestions, and emotions verbally It involves applying linguistic knowledge in real-life communication, serving to express thoughts, feelings, and needs orally According to Hornby (1995), speaking entails the production of words in an ordinary voice and encompasses the ability to articulate thoughts and feelings The Webster College Dictionary (2003) defines speaking as the act of uttering words, addressing an audience, and conveying meaning through speech.
Speaking English is often seen as a challenging skill to master, as it requires knowledge of pronunciation, effective message delivery, and adherence to speaking rules According to Marianne Celce Murcia, students view speaking as the most crucial skill to develop, as proficiency in a language is largely assessed by one's conversational ability Speaking is a vital daily activity that fosters communication and relationship-building within society, allowing individuals to share information and express ideas The essence of language lies in its role as a communication tool, with speech being fundamental to interaction The ability to articulate thoughts, opinions, and feelings meaningfully offers significant advantages, enhancing both personal and professional life Ultimately, speaking serves three key communicative functions: as interaction, performance, and transaction, highlighting its importance in various contexts.
Many students have difficulties in speaking Students must master many elements of speaking in order to be a good speaker
Pronunciation is essential for students to communicate clearly, as it involves the phonological processes that shape sound variation in a language While most second language learners may not achieve native-like pronunciation, inadequate pronunciation can hinder effective communication and obscure meaning Therefore, teaching pronunciation should be integrated into a communicative language learning approach According to Brown (2004: 157), learners must grasp how to pronounce and comprehend the words spoken by others Key elements of pronunciation include pitch, accent, stress, length, tone, intonation, rhythm, and timing An accent plays a significant role in how pronunciation is perceived.
The cumulative auditory effect of pronunciation features reveals a person's regional or social background (Crystal, 2003) Pitch, a key aspect of sound perception, ranges from low to high and can vary in its movement, including falling, rising, or remaining level within phonological units (Crystal, 1986) Intonation, which involves pitch changes in spoken language, affects the meaning at the sentence level rather than the word level For example, a falling pitch at the end of an English sentence signals completion, while a rising pitch suggests that the thought is unfinished Ultimately, pronunciation encompasses an individual's unique way of articulating words.
Grammar is essential for students to construct correct sentences in both conversation and writing It involves understanding the rules of language, allowing learners to manipulate sentence structures and distinguish between appropriate and inappropriate forms Mastery of grammar is crucial for achieving proficiency in a language, as it encompasses the study of inflection and the systematic patterns of language, as noted by Lado (1969) While correct grammar is vital in foreign language studies, it's important to recognize that writing accurately on tests differs from using grammar correctly in spoken language Therefore, as students engage in conversation, educators should actively listen for the grammatical structures they have taught.
Effective communication, both oral and written, relies heavily on a sufficient vocabulary, which encompasses the appropriate diction used in expression Vocabulary consists of the total number of words in a language, and teachers often assess students' pronunciation before focusing on vocabulary development in speaking skills It is essential to distinguish between vocabulary comprehension and production, as they represent two separate word banks in a speaker's mind, whether a native or second language learner Educators should encourage students to expand their production vocabulary while also enhancing their recognition vocabulary Evaluating students' vocabulary production levels can provide valuable insights into their language proficiency As Wilkins (1983) emphasizes, vocabulary is crucial; without words, effective communication is impossible.
Fluency is the ability to communicate in a language easily, accurately, and without interruption It allows individuals to express themselves freely and is crucial in the teaching and learning process To assess students' fluency, teachers should encourage them to speak without immediate correction, as excessive feedback can disrupt the flow of conversation As noted by Ekbatani (2011, p.34), a fluent speaker can express themselves readily and effortlessly, highlighting the importance of fostering an environment that promotes ease of speech.
Comprehension is the ability to understand and effectively communicate ideas, demonstrated through correct responses and expression Key components for successful communication include good pronunciation, grammatical knowledge, vocabulary mastery, and fluency It is essential for students to go beyond merely learning words and grammar; they must actively practice speaking in their daily interactions Language learning involves generating speech and expressing thoughts, opinions, feelings, and experiences A student's speaking ability is reflected in their proficiency in these areas, which can be measured through test scores.
When students decide to learn a language, their primary goal is to achieve fluency in speaking Successful speaking involves two key characteristics: first, learners should engage in conversation as much as possible during the allocated time, ensuring that most of the activity is filled with their speech; second, active participation from all learners is essential for effective language practice.
Classroom discussion is not dominated by a minority of talk active participants It means that all students get a chance to speak and participate in class c Motivation is high
All students have enthusiasm to speak in class As Nunan (1991, p.39) states that the successful in speaking is measured through someone ability to carry out a conversation in the language
2.2 Current Issues of the Teaching and Learning of English speaking Skill in Vietnam and in AnhMy Language Centre, Quang Binh Province
Most of the students are very good at grammar, good knowledge, good vocabularies but they are not good at speaking and listening
Students often struggle with speaking due to psychological barriers such as shyness and a lack of self-confidence This fear of making mistakes, particularly concerning grammar and pronunciation, prevents them from expressing themselves verbally As a result, many students hesitate to speak, which further hinders their language development.
English because they do not know how to say it They do not know how to use grammar effectively in speaking
Applying drilling technique to improve the speaking skill for the students
2.3.1 Definition of audio lingual method
The Audio Lingual method is a foreign language teaching approach that prioritizes listening and speaking skills before reading and writing, while discouraging the use of the mother tongue in the classroom Its primary objectives include achieving accurate pronunciation and grammar, enabling quick and precise responses in speech, and ensuring learners have a sufficient vocabulary to apply with grammatical patterns According to Richards and Rodgers (1986), the method is teacher-dominated, with the instructor playing a central and active role in modeling the target language, guiding the learning process, and monitoring student performance To maintain student engagement, teachers utilize a variety of drills and tasks in relevant contexts, with a key feature being the drilling technique that reinforces language structures.
Drilling is a key technique in the Audio-lingual method, primarily utilized in teaching English speaking skills This method involves students listening to a model—be it a teacher, a recording, or peers—and then repeating or responding to what they hear The drilling technique compels students to consistently use the target language, helping them become familiar with its pronunciation and structure As defined by the Longman Dictionary, drilling is a practice method often employed in traditional language teaching, focusing on guided repetition of sounds or sentence patterns This approach allows learners to concentrate on specific linguistic elements, fostering good language habits and enhancing their ability to communicate effectively Ultimately, the goal of the Audio-lingual method is for students to use the target language automatically, reinforcing the importance of drilling in achieving communicative competence In summary, drilling serves as an essential teaching technique for practicing the sounds and sentence structures of a new language.
2.3.3 The kinds of drilling Techniques
According to Richards, J.C et-al (1986), and Diane Larsen-Freeman there are several kinds of drilling as follow:
2.3.3.1 Backward build-up (expansion) drilling:
Drilling is an effective technique for helping students master challenging lines of dialogue by breaking them down into manageable parts The teacher starts by having students repeat the final phrase of the sentence, gradually expanding their repetition until they can recite the entire line This approach maintains the natural flow of information and focuses students' attention on the end of the sentence, where new information is often presented.
To effectively learn phrases, break them down into units: for instance, in "How are you?", "you" is the first unit, "are you" is the second, and "how are you" is the third It's essential to repeat each unit multiple times, focusing particularly on the last unit for better retention.
Repetition drilling is a teaching method used to help students master conversational lines and dialogue by having them accurately and quickly mimic the teacher's model This technique involves a series of exercises where learners listen attentively and attempt to replicate the teacher's phrases as closely as possible, making it effective for familiarizing students with specific structures and formulaic expressions (Doff, 1990) As the simplest form of drilling, it allows language learners to repeat what the teacher or a recording presents, making it particularly useful for introducing new vocabulary and enhancing pronunciation skills To implement repetition drilling effectively, instructors should first explain the meaning of the phrases before students begin to repeat them.
Teacher: It‟s so cold today
Teacher: It‟s so cold today
Teacher : I go to school on Monday
Students: I go to school on Monday
Teacher : I go to school on Monday morning
Students : I go to school on Monday morning
Chain drilling is an effective classroom activity where students engage in a structured question-and-answer format, promoting controlled communication The teacher initiates the process by greeting or questioning a specific student, who then interacts with the next student, creating a continuous chain of dialogue This method allows each student to practice speaking individually while the teacher monitors their performance, identifying those who may need additional support As students engage in peer correction, they can address mistakes immediately, fostering a supportive environment that boosts confidence Additionally, chain drilling enhances listening skills, as students must pay attention to their peers' questions to respond accurately, ultimately improving their overall speaking and comprehension abilities.
Encouraging students to ask and answer questions fosters their speaking practice, helping them express their ideas orally and develop a habit of using English for communication This approach enhances their speaking skills over time Incorporating chain drills adds variety to the activity; instead of having all students repeat the same phrases, arrange them in circles or semicircles where one student poses a question to the next For larger classes, multiple circles of up to ten students can engage in this exercise simultaneously while the teacher circulates to provide guidance It’s essential to model expectations at the beginning of the activity.
Teacher: My name is Hellen d I like eating What about you?
Student 1: My name is Lawra, and I like running What about you?
Student 2: My name is Hung, and I like camping What about you?
Student 3: My name is Mary, and I like singing What about you?
Student 4: My name is Paul, and I like swimming What about you?
Student 5: My name is Zack, and I like dating! What about you?
Student 6: My name is Jamier, and I like dancing! What about you?
The teacher presents a line from the dialogue and utilizes a specific word or phrase as a cue for students to repeat the line Students then replace the cue in the sentence at the appropriate position, enhancing their understanding and retention of the material.
+Teacher: “Where are you from?”
(Cues are: she/he/they/Lan), and the answer would be:
Student 1: “Where are they from?”
Student 2: “Where is she from?”
Student 3: “Where is he from?”
Student 4: “Where is Lan from?”
Using a single-word (in italics) prompts:
Teacher: You are a student, aren‟t you?
(Cues are: pilot/ doctor/nurse/lawyer/teacher/Farmer/), and the answer would be:
Student 1: You are a pilot, aren‟t you?
Student 2: You are a doctor, aren‟t you?
Student 3: You are a nurse, aren‟t you?
Student 4: You are a lawyer, aren‟t you?
Student 5: You are a teacher, aren‟t you?
Student 6: You are a farmer, aren‟t you?
Teacher: Where were you born? Can you tell me? was your husband
Students: Where was your husband born?
Teacher: Where was your husband born? Can you tell me? was he
Students: Where was he born?
Teacher: Where was he born? Can you tell me? was your daughter
Students: Where was your daughter born?
Teacher: Where was your daughter born? Can you tell me?
Single-shot substitution drilling involves the teacher providing multiple cue phrases, one at a time, that fit into 20 different slots In this method, students must identify the part of speech of the cue words and understand their placement within the sentence, as the focus is on changing the subject pronouns.
Teacher: “She is playing in the school yard.” (cues: they/go/the park)
Students: “they are going to the park.”
Teacher: “She is playing in the school yard.” ( Cues: he/jump/the zoo)
Students: “He is jumping at the zoo.”
Teacher: “She is playing in the school yard.” ( Cues: we/swim/the swimming pool)
Students: “we are swimming in the swimming pool.”
Teacher: “She is playing in the school yard.” (cues: Lan /visit/the garden)
Students: “: Lan is visiting in the garden.”
Teacher:” She is playing in the school yard.” (cues: I/ study/ the classroom) Students: “I am studying in the classroom.”
A grammatical tool that helps students practice sentence transformation involves converting sentences from one form to another For instance, students may change an affirmative sentence to a negative-affirmative, switch a passive sentence to an active voice, turn a simple statement into a question, or convert direct speech into reported speech These transformation drills focus on altering the structure of sentences, such as changing "I like ice cream" to explore different grammatical forms.
For example, the response in a positive to negative statement transformation drill could be I don’t like ice cream Raymond Clark (1987, 84) lists these types of transformations:
• Statement to question: e.g., I like ice cream To: Do you like ice cream?
• One tense to another tense: e.g., I’m going shopping To: Yesterday I went shopping
• Active to passive: e.g., The teacher gave them the answers To: They were given the answers by the teacher
• Singular subject to plural subject: e.g., The woman sings well To: The women sing well
Teacher: He went to the supermarket
Student 1: He is going to the supermarket
Teacher: He went to the zoo
Student 2: He is going to the zoo
Teacher: He went to the cinema
Student 3: He is going to the cinema
Students: I do not read a book
Teacher: He rides a bicycle Students:
Students: He does not ride a bicycle
Students: He does not write email
Transformation drills help students practice converting positive sentences into negatives, turning statements into questions, changing active voice to passive voice, and transforming direct speech into indirect speech These exercises enhance grammar learning by allowing learners to see the practical application of grammatical rules As a result, students can master language grammar in an engaging and enjoyable way.
The students are required, in such a drilling, to answer questions and ask the others as accurately and quickly as possible Thus, the students can practice with the question pattern
Teacher: Where did he go last week?
Students 1: He went to the park
Students 2: Where did he go last month?
Students 3: He went to the China
Students 4: Where did she go last week?
Students 5: She went to the supermarket
Students 6: Where did she go 2 days ago?
Students 7: She went to the zoo
Students 8: Where did she go last summer?
Students 9: She went to America
2.3.4 Benefits of using Drilling Technique
Practice drilling techniques allow students to engage with knowledge interactively, fostering a deeper connection with the material By applying concepts through hands-on experience, students enhance their understanding and retention of information The researcher identifies several key benefits of this approach.
1) Make students speak English better and more confidently, especially focus on sifting from accuracy to fluency to build confidence Increase accuracy is one of the ways in which improves to student‟s fluency
2) Help students to overcome the difficulties in speaking English This leads to the chance for students to speak English in the exciting and interesting environment I mean that this study provide a safe environment for students to experiment with producing the language
3) Help students notice the correct form or pronunciation of words, phrase, and sentences
4) Provide immediate feedback on their accuracy in term of teacher or peer correction so that they have tendency to speak more fluently Because many students want to be corrected form through this technique
5) Meet students expectation, ie they may think drilling is an essential feature of language classroom to help memorization
2.3.5 Teaching speaking through drilling technique
METHODOLOGY
Participants
At Anh My Language Centre, students of various ages exhibit strong grammar and vocabulary skills but often struggle with speaking proficiency To address this, the focus is on enhancing speaking skills, particularly among students aged 9 and 10, as this age group is crucial for developing fluent English communication when effective teaching techniques are utilized The study involved 60 students aged 9 and 10 from Anh My Language Centre in Quang Binh province during the academic year 2018-2019.
Research methods
The researcher conducted an experimental study using a group test and posttest format, involving 60 students aged 9 and 10 from Anh My Language Centre, along with 2 teachers The nine-week experiment utilized a drilling technique to enhance speaking abilities Participants underwent both a pre-test to assess their initial speaking skills and a post-test after the nine-week period Additionally, interviews were conducted to gather insights on the participants' perceived improvements in their speaking performance.
Research procedures
All 60 participants spent on taking a pre-test before they used drilling technique The result of each test was to be assessed students‟ speaking ability It means that the aim of this pre- test was to help the researcher to assess students‟ speaking ability before applying drilling technique The researcher would choose two groups: experimental group and control group As for experimental group, the participants guided and taught how to use drilling technique in speaking skill And then after nine weeks, the participants of experimental group had a post-questionnaire Both participants of experimental group and control group were given the post-test after nine weeks And the researcher would realize and compare the result of pre-test and post-test through speaking test After finishing the nine weeks program, the participants were randomly selected for an interview The purpose of interview was to find out how the drilling technique made the students improve speaking skill in English.
Data collection instruments
The speaking measurement evaluates various components of students' skills, including pronunciation, grammar, fluency, vocabulary, and comprehension A speaking test is designed to assess learners' speaking abilities by requiring them to produce spoken utterances According to Arikunto, a test consists of a series of questions or exercises aimed at measuring an individual's or group's skills, knowledge, intelligence, or talent In this study, speaking tests were conducted to compare students' speaking skills before and after the implementation of the drilling technique.
In the pre-test, each group of four participants discussed topics like "my family" or "my favorite day" for three minutes For the post-test, they practiced dialogues on the topic of "Jobs" using various drills, including chain drill, single-slot substitution drill, and ask-and-answer drill The objective of the speaking test was to evaluate the students' English speaking skills The researcher administered an oral test to assess their performance in pronunciation, grammar, vocabulary, fluency, and comprehension, following the guidelines of "Testing English as a Second Language."
Table 3.1 Table of analytic scoring of speaking
Grammar There are too many mistakes and the structures are too simple
There are still some grammatical mistakes
His/her grammar is correct and structures are various
Student makes no grammatical mistake, and he/she uses various and stunning structures
Vocabulary Student has a poor vocabulary and they make numerous mistakes
Student seems to have made effort to prepare proper vocabulary but he/she mostly uses routine words
Student shows a wide range of vocabulary but there are still very few minor mistakes
Student shows a wide range of vocabulary
Pronunciation can be challenging for students, as they often mispronounce many terms However, some students exhibit excellent pronunciation skills, closely resembling that of native speakers, with only a few minor mistakes.
Purpose and main ideas are unclear
Too little supporting details or too much irrelevant, inaccurate or redundant material
Tempts to take audience or purpose into account
Identifiabl e main ideas and purpose may be unfocused
Supporting details are often limited, overly general, or slightly off- topic An attempt to adapt content and details to audience and purpose
Purpose and main ideas are clear
Supporting details are relevant but may not be consistently strong
Successful attempt to adapt content and details to audience and purpose
Purpose and main ideas are clear and focused
Strong, supporting details contribute to audience understanding Highly successful attempt to adapt content and details to audience and purpose
Introduction extremely underdeveloped or missing
Limited organizational structure is confusing either underdeveloped or awkward
Organizational structure is occasionally unclear brings audience to topic Clear organizational structure is relatively easy to follow
Highly effective introduction brings audience to topic
Intonation Student mumbles, and uses monotone or highly erratic voice inflection
He/she speaks too quietly for other
Student uses little variation in tone Other students have difficulty hearing presentation
Student‟s volume is clear He/she uses effective variation in tone Most students can hear presentation
Student uses clear voice and effective variation in tone so that all students can hear presentation
There were two kinds of test that were held in experimental research
Prior to implementing the drilling technique, the researcher administered a pre-test to the students This pre-test was conducted uniformly for both the experimental group and the control group.
After completing the drilling technique, a post-test was administered to both the experimental and control groups to assess improvements in students' speaking skills By analyzing the pre-test scores, the researcher identified effective strategies to enhance students' English speaking abilities The primary objective of the post-test was to evaluate students' fluency in speaking.
Interviews and questionnaires were conducted to gather students' attitudes and opinions on Drilling Techniques for learning English speaking Following this, students participated in interviews to share their reactions and insights regarding their experiences with the drilling technique Each interview lasted approximately 3-4 minutes.
Data analysis methods
The oral presentation tests included quantitative data analysis to assess students' improvement in speaking skills following the implementation of the drilling technique.
The qualitative data analysis was conducted through interviews and questionnaires to understand students' reactions, opinions, and comments regarding the application of the drilling technique in English language learning.