Improving Speaking Skills of Papuan Students through Text Retelling Using Authentic Materials from Freeport Intranet  

Oleh:

Rini, Nur ; Silitonga, Lusi M.

Jenis: Article from Proceeding
Dalam koleksi: 57th TEFLIN International Conference: Revitaziling professionalis in ELT as a response to the globlazed world, Bandung, 1-3 November 2010
Topik: ICT; intranet; Papuan; text retelling; authentic materials
Fulltext: Nur Rini & Lusi M. Silitonga.pdf (99.76KB)

Isi artikel

The mastery of speaking skills in English is priority for Papuan students of D3 Business Administration Study Program of Nemangkawi Mining Institute, Timika, Papua - the education and training centre of PT Freeport Indonesia. In the second semester, the English instruction is stressed on practicing talk as performance. As the students are projected to work in the company, the instruction materials are taken from the work environment that is the company’s intranet. In this classroom action research text retelling is employed to improve the students’ speaking skills. Text retelling helps develop oral language skills. From the pretest it is found the areas of problems that are assumed to be the main concerns to improve in this project; they are the students’ limited vocabulary, low level reading skills, low motivation to improve the reading and speaking skills independently, self-reflection, and the students’ poor pronunciation. The steps to conduct the text retelling are adapted from the ones suggested by Brown and Yule (1983). The report is audio recorded and is used to do self- and peer-assessments. The five aspects to assess their text-retelling are the information completeness, pronunciation, vocabulary, grammar and fluency (Moss 1997). There are four cycles employed in this action research. In as much as in the first cycle the lecturer finds that the students do not know how to do self- and peer- assessments, rater training is held in the second cycle. In the second cycle the students start enjoying the activities; the lecturer gives more learning control to the students by doing “find it by yourself”. It makes the students do searching, exploring, reading and sorting. Those activities are hoped to improve their reading skills and enrich their vocabulary. In the third cycle the students find difficulties in telling numbers. For that reason, teaching and practicing reading and pronouncing various numbers is conducted in the fourth cycle. Although at the end of semester the students do not reach the same level of speaking ability, it is found that all students’ ability in retelling texts improves.

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