Journal article critique - 8

Citation: Al Hosni, Samira. Speaking difficulties encountered by young EFL learners, International journal on studies in English language and literature, 2(6): 22-30.

This journal article is discuss about the speaking difficulties faced by 5th grade elementary students in Oman. After I read this journal I can find some similarities faced by Oman students and Indonesia students about those speaking difficulties.
The researcher stated some factors caused 5th grade elementary students' difficulties in speaking. The first is inhibition, while speaking English the EFL learners are afraid if they are making mistakes. The second factor is the students are lack of motivation to express their feeling or ideas in English. The third is not all of the students got same chance to speak English in a class. The fourth is mother-tangue use, while in a teaching learning process of in a discussion the students rarely using English, they are using their own mother tongue to speak up; however, it is English lesson.
Actually, the caused not only come from the students, but it also comes from the teacher, the teaching strategies, and the curriculum. The teachers they have known that speaking is one of the important skills which should teach to the students, but the teacher just skip this part because the time to deliver the materials is not enough.
On the sixth point of this journal article, the researcher stated some advices to face the factors of the speaking difficulties, for example the teacher should give a training to combine the speaking skills and other skills, the teacher should insert the speaking task in his teaching learning process, not only reading and writing, because speaking is the most important skill in English.
This journal article gives me an illustration how to teach my future students. Before, I start to give them the material, I should know the difficulties faced by my future students, so I can prepare what kinds of method I should give to them and also I should include the speaking task in my class.

Journal Article Critique - 7

Citation: Bhattacharjee, Suchismita. (2014). The Effectiveness of Role-Playing as a Pedagogical Approach in Constructing Education, The Associoated School of Construction.

The main purpose of this journal is to determine the Effectiveness of role-playing as a Pedagogical approach for the students in achieving the learning materials.
Role-playing approach teaches the critical thinking process, instigates emotion and moral value, and informing about the factual data. Role-Playing can be used in many social science disciplines, such as:  theater, history, sport education, etc.
To Prove that this approach is effective to the students, the researcher used an experimental study. He used 2 class as the sample, the first class teach by using role-playing approach (experimental class), and the other class is teach using the traditional approach (control class).
Also, to make sure that role-playing approach is effective, the researcher gives some benefits of role-playing approach from some experts. For example, role-playing approach can help the students thinking realistically and solving a challenging problem.
Based on the data which served by the researcher, on the table 1 the experimental class and the control class outcomes almost same, but on the table 2 the experimental class is better than the control class.
In the conclusion, the researcher stated that role-playing approach is more effective than the traditional approach. While the teacher teaching a material using role-playing approach the reality and the theory become balance. Also, the students learning outcome getting better after using role-playing approach.

Journal Article critique - 6

Citation: Boonkit, Komonpan. (2010). Enhancing the development of speaking skills for non-native speakers of English, Prkcedia Social and Behavioral Sciences, Vol. 2: 1035-1039.

     This journal article talks about how to improve speaking skills in EFL/ESL learners. The researcher stated that there are 3 key aspects to improve students' speaking skills, that are: the students' confidence,  the creatifity of tropics, and students' speaking competence. I do agree that three key aspects are important to improve the EFL/ESL sfudents' speaking skills.
     Actually, it is important for the students to speak english fluently and confidently, especially for the real communication with the native speaker. The biggest reason why they are unable to speak english confidently is they might be a lack of confidence in term about making mistakes or errors.
    To help the EFL/ESL learners improve their speaking skills, the researcher using a task-based approach.
    A task-based approach was conducted by David Nunan (2006). The researcher finding two research questions related to improve the students' speaking skill by using task-based approach l, that are: what factors help the EFL/ESL learners improve their speaking skills, and what ate the EFL/ESL learners' strengths and weaknesses in speaking english.
    However, there are a number of factors related to the students' speaking skills to be the effective english speaker, that are:  pronounciation, vocabullary, and collocation. I do agrer with the researcher that those factors could develop students speaking skills. If the students have correct pronounciation, vocabullary, and collocation, they can communicate effectively and also those factors can build the students' fluency in English. The creativity of topics can be the strength of the students in speaking english and the weaknesses are the errors or mistakes in pronounciation and grammar. Because, the pronounciation of words in English and the students' mother tongue are different it makes them get some difficulties in pronouncing the english words correctly, and also with the grammar. 
     To help the EFL /ESL learners being effective english speakers, the teacher should give them more practice related to the three main factors first. After they got the knowledge related to English the could practice their english over and over. So, they can decrease their errors or mistakea in speaking english.

Journal Article Critique - 5

Citation: Liao, Guoqiang. (2009). Improvement of Speaking Ability Through Interlated Skills, English Language Teaching, Vol. 02/ No. 03: 11-14.

This journal discusses about hot to improve students' speaking ability. The researcher write this journal because he found most of his students could not communicate freely and express their ideas clearly in English. The researcher explains there are some reasons that make the students' could not improve their speaking ability. First, the teacher said that most of teacher at the previous year was using teacher-centered method to teach his students and that method just focus on the reading and writing skill, while the speaking skill was not teach seiously. Second, most of the teachers use traditional modes of teaching activies, such as reading dialog, reciting text, doing translation,  and the material which used in teaching learning activity is non-authentic material. By giving these kinds of activities make the students getting bored with the class. The next reason is speaking never be included into the examination, only writing and reading skill which tested in examination. The last reason comes from the students' side. The students never practice their speaking properly in the class, so they never know how far their capabilities in speak english. Then, when the students are in a situation that makes them should speak English they will be afraid of making some mistakes and almost of the students think that only writing and reading are skills which needed to apply in a college or university, but the fact said that the speaking is the most important skill needed.
Based on the some reasons above, the writer of this journal article recomended some activities to improve the students' speaking abilities. The writer writes some activies which can be done in paris of groups, that are:
a. Communication activities
     The kind of this activity is make a pairs of students, give them a topic about something and aks them to discuss it. After they are disscus about the topic, they should share their ideas to other member of the group.
     By using this activity the researcher believes that the students' speaaing abilities can be improved.
b. Quistionaire
    The students can work in pair to make their own quistionare, then they should interview other group using that quistionare. The researcher believes this activity provides an additional source of talk, so the students speaking ability will get better.
c. Quiz
    It is almost same with the quistionare. The students work in pair and make their own quiz questions. Each pairs should ask another pair of students to answer their questions orally. This activity involves some speaking, writing, and listening. When the quiz is done, the pair of students who have answered the questions will get reading and speaking integreted.

    After reading this journal article, I am strongly agree with the writer's sugestion how to improve the students' speaking skill. The first thing that should be fixed is the teacher method or the way the teacher delivers the materials. The teacher should choose the appropriate method to his students, so the teaching learning activity will be more interesting. Then, the materials chosen for the students should be up to date and authentic, the teacher should choose the interesting material for his students for example he can choose material from what's going on in our environment. It can develop students' interest to the teching learning activity. The last that the teacher should change is the activities during teaching learning activity. If at the lrevious year the teacher give a reading dialog activity, the can change it into role play, so, the students not only reading the text but they shoukd now the main information of the text and then practice it in front of the class. Also, the teacher can include speaking into the exam so the students have more chance to practice their speaking ability.

Journal article critique - 4

Citation: Bani Abdelrahman, Hamad; Bsharah Muwafaq, Saleem. (2014). The Effect of Soeed Reading Strategies on Developing Readinh Comprehension Among the 2nd Secondary Students in English Language, English Language Teachinh, Vol. 7/No. 6: 168-175.

The purpose of this journal article is to find the effect of speed reading strategies on developing reading comprehension between 2nd secondary students in English Language.
The researchers did this research because they found the main purpose of reading comprehension is not achieved. It means that the students still got some difficulties in study reading comprehension. The researchers explain that the difficulties come from the way the teacher delivers the material and the reading comprehension text itself.
To find the appropriate method to teach speed reading on reading comprehension, the researchers explain about some experts' research. For example, the appropriate strategies to teach speed reading on reading comprehension are skimming and scanning. It is delivered by Machleon (2013).
At the result of this research the researchers showing that there was a significant difference on reading comprehension due to speed reading strategies and it indicates that scanning and skimming strategies are effective to improve students' speed reading on reading comprehension.
By reading this journal article, I am agree with the researchers that skimming and scanning strategies are appropriate to teach speed reading on reading comprehension. I think these kind of strategies will be appropriate to my future classroom, but before I apply it into my classroom I should prepare about the materials and choose the level of the text to my students. Also, I should preapare the exercise which suitable with students' capability. Hopefully, by using this strategis my students' speed reading will be increased and they can achieve the material easily.