Using Outline Presentation and Guiding Question method in Teaching
Speaking at English Department of State University of Makassar
ABSTRACT
Muhammad Tahir
State University
of Makassar, South Sulawesi
The major concerns of this study were comparison of the two
different strategies to develop the students’ speaking achievement in
connection with accuracy and fluency. The method used in this study was
experimental. The subjects of the study consisted of 34 students of English
Education Program, Faculty of Languages and Arts, State University of Makassar
in 2004/2005 academic year. The study used random sampling. In this sense, the
researcher gained 16 students in class A and 18 students in class B. Data on
the Speaking performance were analyzed using descriptive and inferential
statistic. Besides, this research also used questionnaire to see the students’
motivation to the use of both outline and guiding questions method.
The result of the research depicted that the use of outline
presentation was better in improving the students’ speaking performance
significantly than guiding question, indicated by the significant difference
between the means of the pretest and posttest at the .05 level for each group.
Furthermore the mean score of the students’ motivation (extrinsic and intrinsic
motivation) in experimental group was higher than in control group. The study
concluded that the use of outline presentation significantly improved the
students’ speaking achievement.
Keywords: outline presentation, guiding question, speaking
performance, extrinsic and intrinsic motivation
Introduction
The teaching of
foreign languages has traditionally concentrated on making the students aware
of certain aspects of the code (vocabulary of the foreign language,
phonological and morphological features, and syntactical rules) without
providing adequate practice in the selection of a message and in the process of
encoding it for transmission. As a result, after years of study, students have
known a great deal about a foreign language without being able to use it in
daily communication. Classroom is important factor to develop students’
competence to use the language for a variety of communication purposes. It is
true that communication in the classroom is not the same as real life communication
outside the classroom. Yet teachers still can do much, in the sense of creating
best situation and condition for leaning to make the use of language more
realistic by class simulation, role play and other speaking activity that able
to improve the students’ performance.
Students in tertiary level are encouraged to use English language as a
mean of communication both fluently and accurately. They are expected to use it
in and outside classroom learning process. Students should be given the
opportunity through their years of study to develop their language skills and
in encoding their thoughts in more complicated pattern of the foreign speech
habit through the day. But it cannot be denied that acquiring better speaking
skill is still low. Lots of students of English are unable to express opinion
and idea fluently and accurately. Referring to the content of foreign language text it
seems that they cannot recall everything coming into their memory after reading
it. In comprehending foreign language text one needs high concentration and
rich vocabulary since the more we can read foreign language text the more we
can say.
In presenting speaking
activities in the classroom process, the teacher is in the right person to
arrange the lesson. The similar view is
revealed by Carter and McCarthy (1995)
state that speaking lesson can be presented by using some kinds of steps; they
are preparation, presentation, practice, evaluation, and extension.
Those steps are
extremely important for the teacher to manage the classroom more efficiently.
Concerning to the kinds of task, Brown (1994) claims six possible task
categories: (1) imitative-drills, (2) intensive drills or repetitions, (3)
responsive short, (4) transactional-dialogues, (5) interpersonal-dialogues, and
(6) extensive-extended monologues.
Research
Questions
This research tries to answer particular
question as follows:
a.
Is using outline presentation
is better than using guiding question to be implemented in speaking class in
term of accuracy and fluency?
b.
Is there any significant
difference between the use of outline presentation and guiding question in
improving students’ speaking achievement in term of accuracy and fluency?
c.
What are the students’
motivation toward the use of outline presentation and guiding question?
1.
Accuracy
Accuracy in speaking
refers to the acceptable pronunciation, correct grammar and appropriate
word-choice or diction. EFL students are expected to have proper pronunciation.
It seems that perfect pronunciation can lead to the basic of communication. The
goal should reach the ability to talk successfully with a native. By
practicing, the students may achieve a real-native accent and it becomes a good
model for other learners and for those who lack that ability should be motivated
to learn to express the difficult words to pronounce. If the students are
having problem with unfamiliar sound therefore the teacher should assist and be
a good model at describing the manner and point of articulation of each sound.
In teaching pronunciation, the teachers’
role is first to identify the unfamiliar sound that is difficult for the
students to pronounce. They can make the task for the students easier by
providing description and correct model that will therefore assist the students
in pronouncing the sounds correctly.
Since pronunciation is
one of elements in speaking, it deals with the sound of English word, stress,
rhythm, and intonation. In line with this statement Harmer (1991) defines
pronunciation on sounds, stress, pith and intonation. The sounds are produced
from individual phonemes while the stresses are part of a word or phrase which
has the greatest attention by increasing the volume or changing the pitch of
speakers’ voice when pronounce the word. Then pitch is a level at which the
speakers speaks and intonation is the music of speech.
The next component of
accuracy is vocabulary which is much derived from any kind of sources.
Newspaper, article, magazine, brochure are examples of having vocabulary. One
cannot perfectly express his idea with less vocabulary. The more he read the
more vocabulary comes to his mind. Beside text, vocabulary is frequently
studied in dialog and narrative. Generally, these words are found around some
themes or topics, and the purpose is to present to the students which
vocabulary is needed to talk about.
Undeniably, our real
life as well as life experiences can be
used in enhancing vocabulary and
can be used to the meaningful
communication both classroom and outside classroom. Furthermore it will be internalized
more quickly, more useful, and retained longer in our memory. One may obtain
vocabulary from different kind of field study from profession even particular
person. He needs to apply those vocabularies to interact and convey the message
that can be understood by the same profession or field of study in the sense
that we cannot understand verbatim of their specific vocabulary but we must
deeply understand their glossary term and definition.
In accordance to the
source of vocabulary Cook (1991) states that words are used in the language not
just knowing how they are defined in the dictionary, but how they are related
to all other words in the language, and how and when they may be used in
sentences. Obtaining words is not the only problem in vocabulary building. The
learner soon keeps storing and further he recalls it back in his memory while
at the sometime adding new words. Normally we cannot stop to learn vocabulary
until we use it to talk about. Eventually we promote the use of these words in
communicative situation in other words, we have to frequently use it so that it
will not be forgotten and can stay longer in our mind. When we convey message,
express feeling and give idea, we use language as a means of communication. One
of fundamental aspect in assessing oral skills is grammar. Grammar occupies top
position beside vocabulary and pronunciation. When we pretend to ask the
secondary students about the difficult aspect of learning English then they may
reply that grammar is something to be scared, it is generally believed that one
cannot communicate accurately and fluency if the grammar mastery is not already
at his hand.
It is also important to
note here that intolerable grammatical errors in oral performance may vary
depending on the level of students, beginning, pre-intermediate, or advanced,
and the emphasis is laid upon the taught grammatical points by the teacher.
Canale and Swain in Graham (1997:12-13)
argue that grammar contributes to the effectiveness of communication,
allowing learners to express themselves more fully and with greater precision,
and as such should be developed by being taught and assessed within the context
of meaningful communication. Obviously teaching grammar may begin from any kind
of lesson; we can introduce in dialog and narrative or present it in sentence
example at the beginning of the lesson
or at the end of class. After the students studied a course the grammar
points are emphasized and practiced. The teacher may set up a meaningful
communicative grammar activities in classroom process so the students may
derived the integrative skill in improving their communicative competence. The
teacher either drills the grammar into the students or introduces the grammar
concepts through meaningful
explanations, examples, and model exercises, it can be further said that
through explanation, example and exercise our learner may manipulate rapidly the grammar being studied prior
to attaching meaning to form and bring
it into communicative situation.
2.
Fluency
Fluency is defined by
Brumfit (1983) that is an ability to speak as ability to speak as naturally as
the native speaker can. Speaking performance does not totally lay on accuracy
as mastering the language system but also lies on the fluency as using the
language system communicatively and without too much hesitation. Simon and Schuster (1976) define fluency as:
(1) the quality of flowing smoothness, freedom from harshness, (2) the ability
to write or to speak easily, smoothly, expressively, readiness, or smoothness
of speech. Speaking in front of the
audience may hinder the students speak fluency, they may speak with some or
more hesitation, then they should always keep up to practice their speaking,
this condition will gradually release the students’ hesitation.
3. Student motivation
Students come into the
classroom with their motivation. It can intervene their successful or failure
in learning the language. Motivation
itself determines the students’ level of attention during the class.
Students who are
motivated perceive various kinds of goals. One student may learn a language in
order to find a better job at some future later, or he desires to be able to
communicate with member of a target language community. In terms of motivation,
Harmer (1991) divides motivation into two main categories: extrinsic
motivation, which is concerned with outside the classroom factor, and intrinsic
motivation which is concerned with what takes place inside the classroom. By
extrinsic motivation, the students
decide to study a language because they have some goals, they wish reach. The
students might be instrumentally or integrative motivated, factor effecting the
students’ intrinsic motivation can be the physical condition of the classroom,
the teacher, method that the teacher uses. Harmer also gives account on
motivational differences internal of students’ age and level.
Gardner and Lambert in
Skehan (1972) distinguish between instrumental and integrative motivation in
second language learning. Instrumental motivation refers to motivation to acquire
a language as means of attaining instrumental goal for example get ahead in
ones occupation, being able to read technical material thus integrative
motivation refers to one’s desires to integrative himself within the culture of
the second language group.
What can be generated
from motivation review is that motivation function as the drive that
intrinsically and extrinsically encourages students to pursue academic purposes
to reach a perceived goal.
4. Outlining presentation :
kinds and forms
Applying outline
presentation in classroom process will require the teacher to make the
classroom as a seminar which provides different classroom experience. It seems
to be a very challenging task both student and teacher because the students act
like presenter in seminar who deliver material to be discussed and ascertain
the audience with proper outline.
Similarly, Salija
(2004) suggest the writer to make an outline in order to produce a composition
containing well organized materials. A similar sense also goes to the students
who are going to present oral report or book summary therefore they are
encouraged to prepare an outline due to restricted time given to their
presentation.
An outline is an organizing tool-an essential
organized list of ideas (Imscher et. al, in Salija, 2004). An outline is the
skeleton of the essay. It is the structure around which detail and explanations
oral organized. Similarly Gather and Cardasco
(1961, in Salija, 2004) say that an outline is a framework upon which
long written words are constructed. It is an aid to a logical organized of the
materials and a remainder of the points to stress in writing. To outline a
subject is to divide it into main topics and break down further into most
specific subtopics and possibly drive subtopics into other more specific
subtopic, Salija (2004). This process allows a student to arrange the materials
presentation clearly in term of related ideas.
Based on the form, an
outline is divided into: (1) topics outline and (2) sentence outline. A topic
outline is one in which single words or phrase is used to list the main topics
and subtopics of a composition. It is a simple way to organize important ideas
before speaker or presenter introduces the topic orally. A sentence outline on
the other hand is the one in which each division is written as a complete
sentence rather than a single words or phrase. It provides a better idea of the
related of ideas will look like. An outline each also is classified according
to its arrangement, i.e. informal and formal outlines. The informal outline can
follow any form that is useful to the presenter, whereas the formal must follow
certain conventional arrangement. A formal outline consists of: (1) title, (2)
thesis statement, (3) body, possibly in several paragraphs, and (4) conclusion,
when students write a formal paper it is usually the formal outline they are
requested to make and refer to.
The outline methods are
a very good and handy device that enables students to achieve the purpose. The
purpose at the outline is to reduce the writing or speech to skeletal
ideas so that one quick look and will
show the ideas contained in the selection and the relationship those ideas.
5. Assessing speaking
performance
Assessing is an
important aspect of the teaching and learning process. The purpose of the
assessment is to measure the ability of the students in particular subject. In
term of speaking, Allen teal al. (1986) state that assessment focuses on what the students know about language and /or prefer
to do with language.
In line with the speaking assessment,
there are same factors that assessors have to bear in mind.
1.
Purpose. Performing naturally
and communicatively in a particular context and /or a broad curriculum or a
specific course;
2.
Test types. proficiency test,
placement test, diagnostic test and achievement test;
3.
Assessment types.
Self-assessment, teacher assessment, norm referenced assessment,
criterion-referenced assessment;
4.
Elicitation techniques of oral
test: question and answer, role-play, oral report, dialogues, interview,
recorded talking (describing instructing, story-telling), reading aloud,
describing, picture and translation;
5.
Test criteria: validity,
reality, discrimination, and administration;
6.
Marking: recording oral test,
categorical weighting rating scale, additive and subtractive marking.
Method
This research employs experimental research design and consists of
two different classes where each class was given intervention with a different
teaching strategy. The intervention
groups compared in this study were students in classroom that provided a high
number of stimulating speaking activities by using outline presentation
activities and students in classrooms that had guiding question activities
Participants
The target of the
study is the fourth semester students. The subjects are into parallel classes
consisting of 117 students. Of the three classes, two classes are taken as
sample of the study by using random sampling technique as the accessible
subjects of the study. The subjects of the study are class A and C consist of
sixty students therefore the writer selected them into two groups, experimental
and control group with 16 students for each group. Gay (2006:102) states that
the acceptable sample size is depend on the type of the research; descriptive
research 10 % of population, correlation research 30 subjects, causal
comparative research 30 subjects per group, and experimental research is 15
subjects per group.
The results of this
research were computed using SPSS 15 version. Data on the speaking performance
are analyzed into descriptive and inferential statistics whereas data on the
students motivation was analyzed using descriptive statistics. Data on the
speaking performance were analysed using Heaton rating score before converted
into the rating score used at State university of Makassar. Students speaking
performance were gathered through pretest and posttest for each group. The
treatment were given to the students after collecting pretest to both groups.
On the other hand,
students motivation were analyzed using Likert scale which indicate the
students opinion regarding their extrinsic and intrinsic motivation in terms of
outline presentation and guiding question. The questionnaire is designed based
on the extrinsic and intrinsic motivation. The students are expected to give
their comments into five options such as strongly agree, agree, doubt, disagree
and strongly disagree. The questionnaire consisted 10 negative statements and
10 positive statements that covered intrinsic and extrinsic motivation. The
highlight of questionnaire can be classified into two categories such as ten
questions related to extrinsic motivation and ten questions related to
intrinsic motivation. Extrinsic motivation questionnaire consisted of teaching
method, teaching material, and teachers role while intrinsic motivation
questionnaire refers to the students opinion about using outline presentation
and guiding question in teaching and learning process.
Results
|
Reliability Statistics
|
|
|
Cronbach's Alpha
|
N of Items
|
|
.894
|
20
|
The result of mean score and standard
deviation of the students speaking performance can be highlighted as follows:
Table 1. The mean score and standard deviation of experimental group
________________________________________________________________
Test Subjects Mean Std
Dev Sig (2tailed)
________________________________________________________________
Pretest 18 14.78 3.86 0.000
Posttest 18 20.05 6.70
________________________________________________________________
It can be seen that Table 1 depicted the
number of mean score and standard deviation of experimental group (outline
presentation) both pretest and posttest in speaking performance in terms of
accuracy and fluency. This group significantly improves and indicated that this
group performed very good category in accuracy and fluency descriptor. In
addition, there was 5.28 point increased in terms of the mean score. Regarding
to the paired sample t-test, it showed that the result was significantly
different between the result of pretest and posttest at level 0.05 since the
probability is less than 0.05. (0.00<0.005). However it is necessarily to
investigate the result of control group in pretest and posttest then compared
with the result of students means score in experimental group that can be
illustrated as follows:
Table 2. The mean score and standard deviation of control group
________________________________________________________________
Test Subjects Mean Std
Dev Sig (2tailed)
________________________________________________________________
Pretest 16 15.25 3.02 0.000
Posttest 16 18.56 5.29
________________________________________________________________
Table 2 illustrated about students means scoreand its standadrd
deviation. In pretest the mean score was 15.25 and after giving intervention
the mean score rose sifgnificantly to 18.56 it means that the means score
increased 3.29 point.However it was lower than obtained in experimental group.
Furthermore, These research findings tried to negate with the previous research
questions that can be elaborated in the following :
1.
Research question 1
The research question 1 states: Is using outline
presentation better than guiding question in speaking class in term of accuracy
and fluency. A t-test for independent
sample is applied to answer this research question 1. A statistical hypothesis
is tested to examine the result of the means score of two independent samples.
In the light of t-test for control group therefore he finds that the mean score
of pre-test was 15.25 meanwhile the mean score of the post-test was 18.56, the
increasing was about 3.29. This indicates that there was an increasing result
of the students’ speaking achievement in term of accuracy and fluency. In other
words, there was an increasing result between the result of the students’
pretest and students’ posttest in guiding question method. In term of
experimental group henceforth, the statistical analysis shows that the mean
score of the students’ pre-test was 14.78 where the students’ post-test was
20.05. This meant that there is an effect showing the influence of independent
variable to dependent variable where outline showed higher improvement than
guiding question method in improving speaking performance in terms of accuracy
and fluency.
The result of the statistical analysis for research
question 1 leads to a summary that there is enough evidence of study showing
that outline presentation was better in improving students’ speaking
achievement.
2. Research Question 2
The research question 2 states: Is there any
significant difference between the use outline presentation and guiding
question in improving students’ speaking achievement in term of accuracy and
fluency?. To judge the research question, a hypothesis is tested. The
hypothesis tested is a statistical hypothesis testing: “There is no significant
difference between the use outline presentation and guiding question in
improving students speaking performance in term of accuracy and fluency”. This hypothesis is tested by comparing the
T-value of the level of significance and the level of probability used to test
the significant. From the data analysis
therefore the value of t-test deriving from post-test was -20.29 by the
probability sig (2 tailed) was 0.00 or the probability is less than 0.05 at the
level of significance (0.00<0.05) with degree of freedom were 15 (control
group) and 17 (experimental group. Therefore we denote that outline
presentation and guided question are not different in improving speaking
performance of the students. Since the t-test both outline presentation and
guided question showed significantly result. These results indicate that these
two method are applicable in speaking class and significant to improve
students’ speaking achievement.
1.
The achievement of students’ speaking accuracy and fluency of
experimental and control group
Considering the research questions and relating them to the
different treatments further he finds the mean score of the subjects in
experimental and control group in term of accuracy and fluency. The average
mean score of each group is rapidly increased. The application of outline
presentation has brought a significant change on the students speaking
achievement.
The mean of every speaking performance for the whole subjects can be
seen in the following:
Table 3. Speaking performance mean descriptors of experimental and
control group
______________________________________________________________
Experimental
Control
Pretest Posttest Pretest Posttest
______________________________________________________________
Fluency 3.8 5 4.0 4.6
Accuracy:
Pronunciation 3.7 5.4 3.6 4.9
Grammar 3.4 4.5 3.6 5
Word choice 3.5 5.1 3.6 4.3
______________________________________________________________
Note:
As can be seen in Table 3 that the result of pretest and posttest in
each component of students speaking mean score descriptors in accordance with
fluency and accuracy, at average, the subjects in experimental group fit into
very good category descriptor of accuracy and fluency after giving treatments
It is important to notice here that, however, the subjects in
control group accomplish a better result of mean score in posttest but in
accuracy and fluency descriptor, the control group only gain good category.
Conversely the subjects in experimental group attained very good category in
terms of accuracy and fluency descriptors. From this point of view it can be
depicted that students in experimental group gained better result in fluency
and accuracy descriptors than control group after giving treatment.
In this research the
researcher employs the top-down theory where the subjects encourage undertaking
the longer chunks of language, which are embedded in meaningful context, and
use their knowledge to comprehend the overall purposes of the speaker or writer
to orient them to the text. In early stage of this research the subjects
introduced with text books and find out the main point later they make some
important notes in term of the text. Therefore they convey the message through
oral presentation. In reference to the
bottom-up theory, the researcher introduces it at the second phase of the
research namely in the treatment session with begin teaching students by
introducing individual sounds, then words, then clauses, and then the whole
texts before they summarized for presentation purposes.
2. The students’ achievement by using Guided Question
The students delivered speaking performance using
guiding question; they were treated in control group. In this group the
subjects undertook the main point of the text and gave a summary based on the
guiding question in which they used Wh-questions to comprehend the text given
and then presented orally. The
achievement of the students’ in control group was elaborated as follows:
Table 4. The frequency and percentage of pretest and
posttest
score in control group (guiding question)
___________________________________________________________________
No. Interval Classification Pretest
Posttest
Score F % F %
___________________________________________________________________
1. 6 Excellent
0 0 4 25
2. 5 Very good 6 37.5
3 18.75
3. 4 Good 6 37.5 8 50
4. 3 Average 2 12.5 1 6.25
5. 2 Weak 2 12.5 0 0
6. 1 Very weak 0 0 0 0
___________________________________________________________________
16
100 16 100
___________________________________________________________________
Table 4 showed that after giving intervention to the
control group, there was a significant improvement where there were no students
gained excellent category in pretest but in posttest there were 4 students got
excellent level. It means that guiding question can improve students’
achievement and be applied as a teaching method particularly in speaking class.
However, it is necessary to analyze the results of
pretest and posttest in Experimental
group. The following description
illustrated the rate percentage of the students in experimental group using
outline presentation in terms of accuracy and fluency.
Table 5. The frequency and percentage of pretest and
posttest
score in experimental group (outline presentation)
_______________________________________________________________
No. Interval Classification
Pretest Posttest
Score F % F %
_______________________________________________________________
1. 6 Excellent
0 0 9 50
2. 5 Very
good 3 16.6 4
22.22
3. 4 Good 9 50 1 5.56
4. 3 Average 3 16.67 4 22.22
5. 2 Weak 3 16.67 0 0
6. 1 Very weak 0 0 0 0
_______________________________________________________________
18 100 18 100
_______________________________________________________________
Table 5 showed that of 18 students in experimental
group, there were 9 or 50% of total respondent got excellent level,
interestingly, in the pretest there were 9 students attained good category but
it was dramatically decreased to 1 or
5.56 % of total students. Seeing this analysis it can be said that outline
presentation method was better to improve speaking performance than guiding
question.
3. Research question 3
The research question 3 states: What are
the students’ motivations toward the use of outline presentation and guided
question. Data on questionnaire is categorized into intrinsic and extrinsic
motivation. Intrinsic motivation deal with their motivation, teacher or
lecturer performance, teaching method, teaching materials, and successful on
the other hand extrinsic motivation refers to students behavior and their learning
experience. The implementation of outline presentation as teaching strategy
therefore invites the students’ strongly positive feeling, perception and
behavior in the classroom.
In addition, the data analysis derived from questionnaire showed that extrinsic motivation namely behavior and
experience consisted 8 items namely item 3, 4, 6, and 9 whereas 5 items related
to the method, 4 items referred to teacher and 3 items for success those latter
item dealt with intrinsic motivation
The exemplification of motivation category showed detail
interpretation which is consisted 5 elements of motivation. These elements
elaborated based on the students accumulated score of motivation as follows:
Table 6. The accumulated score of extrinsic
motivation
|
No.
|
Type of
method
|
Behavior
|
Experience
|
Percentage
|
|
1
|
Outline presentation
|
27
|
29
|
56
|
|
2
|
Guided question
|
10
|
33.43
|
54
|
|
|
Total
|
|
|
100
|
Table 7. The accumulated score of intrinsic motivation
|
No.
|
Type of method
|
Teacher
|
Method
|
Success
|
Percentage
|
|
1
|
Outline presentation
|
27
|
23.81
|
27
|
77
|
|
2
|
Guided question
|
10
|
9
|
4
|
23
|
|
|
Total
|
|
|
|
100
|
As illustrated
in Table 6 and 7, in outline presentation, students’ behavior
(extrinsic motivation) achieved 27
percent of the total respondent if using it as a teaching method in contrast
guiding question only gained 10, 57 percent. Interestingly Experience on the
other hand took 29 percent for outline presentation however in guiding question
gained more than 30, percent if using their experience to speak English.
Regarding to the method that the teacher used, the accumulated score for
outline was 27 percent and 10 percent for guiding question. Another category of
intrinsic motivation is success. It gained 27 percent for outline presentation
and 4 percent for guided question. The majority of students in experimental
group (outline) are strongly motivated in speaking English by using outline
presentation conversely the subjects in control group are motivated if using
guiding question when they perform speaking activities.
Similarly, the mean score of the students’
motivation toward outline strategy was necessary important to be counted. The
mean score of the students’ motivation toward guided question was 78.94 whereas
the mean score of the students’ motivation toward outline presentation is
87.16. It leads us to infer that intrinsic and extrinsic motivation in
experimental class was higher than guiding question
Research
Implication
Considering the findings and the limitation of the study the
researcher would give suggestions particularly to the classroom speaking teacher and further
researchers who are going to envisage the similar research.
1.
The teacher should well
recognize the students’ learning style and design teaching material based on
the students learning style which able to stimulate their sensory motor. In
connection with learning style as vital part in teaching and learning process,
therefore it is considerably suggested that the classroom speaking teachers in
general and classroom speaking teachers at English Department Program of State
University of Makassar in particular recommend their students to use an outline
and guiding question when they deliver speaking activities;
2.
It is obvious that using
outline presentation to carry out speaking activities shows positive effects.
Statistically, it is better than guiding question particularly in conjunction
with motivation where the vast majority of the students in experimental group
fall their choice into agree very much if using outline when speaking,
therefore it is suggested that the speaking teachers may teach the students how
to make a good outline for presentation.
3.
The focus of the study is how
to use an outline through media such LCD screen to speak English. Therefore, it
is suggested that researchers conduct other studies on different strategies on
the pre speaking activities through other teaching media. If the results are
positive, then it will strengthen the findings of the present study. In
addition further researchers may conduct a similar research in term of learning
style of the students then result will be a measure and a reference for
classroom speaking teachers to assign students to use an outline in teaching
speaking.
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