IMPACTS OF STUDENT TALKING TIME TACTIC ON SPEAKING SKILLS OF SENIOR SECONDARY SCHOOL (SSS 1) PUPILS  IN ZARIA CITY, KADUNA STATE

ABSTRACT

This study aimed at examining the impact of Student Talking Time (STT) strategy on the speaking skills of Senior Secondary School students 1 in Zaria metropolis. The design adopted for the study is the Quasi- experimental design. Two secondary schools were selected for the study: Govt. Girls Secondary School, Dogon Bauchi and Sheikh Ibrahim Arab Special Secondary School, KarauKarau in Zaria metropolis. Purposive and random sampling techniques were adopted to select the participants of the study. The sample of the study consists of one hundred and twenty (120) SSI students; 60 experimental and 60 controlled groups respectively. For data collection procedure, two different lessons (in each group) were conducted, the students‟ performance were studied and analyzed. The students‟ performance were also observed and marked. Drama, Simulation,

Discussion and Oral Presentation methods were used in the experimental group. Vygotsky‟s sociocultural theory was adopted for the theoretical framework. The results of the study showed that STT strategy improves the speaking skills of the students. The result revealed that STT strategy can also help to foster students‟ capacity to generate new sentences of their own. In the light of the results of the study, the researcher had given some recommendations, such as recommending teaching of speaking skill in all aspect (grammar, pronunciation, vocabulary, etc) of the Target Language and suggested some areas for further researches; higher number of students and school can be used under this research framework. The strategy can be examined in higher classes or level of education.

CHAPTER ONE

                                                                    INTRODUCTION

1.1.         Background to the Study

Language is a system of arbitrary vocal symbols, permitting people in a culture, or others who have learnt that culture‟s system to communicate or interact (Bashir, Azeem, and Dogar, 2011). It plays significant roles in social interaction and transmission of social values. The English language is the lingua franca of a vast proportion of the world‟s population. There are over a billion-people learning English as a foreign language while over 750 million people have English as a second language. Global significance of English language contributes in the efforts of donor agencies in funding programmes targeting improving English proficiency of non-native speakers in developing countries.

For example; British Council organized a 10- day workshop at Barewa College, Zaria in 2012.

Similar to Nigeria‟s situation, many African countries with linguistic diversity, such as South Africa, Uganda and Tanzania have adopted English as a second language (ESL). This was done to overcome cross tribal barriers and access the world beyond Africa (Adegbite, 2004). In most African countries where English is their (L2), children in the public schools are exposed to learning activities through English language from primary education. This is to make them competent and use English as the medium of communication. Learning through English may sometimes be a complex issue with nonnative speakers, who are neither proficient in the language. Second language (L2) education in itself is not a herculean task, but its teaching requires exceptional instructional skills. Worse still, most African teachers teach English as L2 without seeking effective pedagogical strategies. These strategies are capable of maintaining a balance between the quality and quantity of teacher and learners‟ talk.

Many teachers of English as L2 second language are more concerned with teaching the grammatical system. They give no regard to how learners can transfer that grammatical knowledge to meet the reallife situation language needs. Teachers lack creative teaching ability to improve learners‟ communicative skills (Olaniyan and Obadara, 2008). The current instructional method in most

Nigerian Secondary schools is the traditional “chalk and talk” method. This involves the teacher talking and writing notes on the chalkboard. This didactic method, based on rote learning, is characterized by learners‟ low level of retention and passive learning.

For learners who are studying English in a non-English speaking setting, it is very important to experience real communicative situations. Through this, they will learn how to express their own views and opinions and to develop their oral fluency and accuracy. These are very essential for the success of foreign language (FL) communication. Classroom Interaction then, is necessary and useful as an educational strategy to enhance learning. The method of classroom interaction plays a significant role in the process of second language learning. Understanding the role of interaction in the classroom context in enhancing the learning of English language comes from the understanding of its main types. These are teacher-learner interaction and learner-learner interaction, where negotiation of meaning and the provision of feedback are highlighted. Classroom interaction then involves the verbal exchanges between learners and teachers. The learners need to do most of the talk to activate their speaking, since this skill requires practice and experience to be developed.

In order to be proficient and productive students, English-language learners (ELLs) need many opportunities to interact in social and academic situations. Effective teachers encourage their students' participation in classroom discussions, welcome their contributions, and motivate them by such practices. However, many educators often allow their less proficient students to remain silent or to participate less than their English-fluent peers. Teachers miss many opportunities to help ELLs communicate in class, allowing them to be less involved in oral interactions. While first-language learning is largely motivated by a child's intrinsic desire to socialize, second-language learning often needs more extrinsic influence (Elley and Mangubhai, 1983). Students may not wish to participate if the teacher expects them simply to recite low-level knowledge or if the teacher sets low expectations for students. Clarity, wait time, higher order thinking, and higher expectations are factors that influence the quality of teacher interactions with all students. Although some factors pertains more specifically to the participation of ELLs.

No matter what teaching strategies a teacher uses, it is necessary to give directions, explain activities and check students‟ understanding (Schmidt, 1995). A teacher‟s ability to orchestrate the interaction not only determines who may participate and when. It also influences opportunities for learning. The consequence of this is that the teacher clearly talks more and occupies more of the interactional space of the classroom. Learners‟ opportunities for classroom participation are largely controlled by the teachers. Yet, no matter how natural the dominance of teacher talk in language classrooms seems, its excess has been the source of criticism. This is especially for restricting learners' opportunities of language production and classroom participation. Harmer (2007) claims that learners will have less opportunity for class participation if teacher talks and talks. Long (1996) in his Interaction Hypothesis, suggested that when L2 learners experience communication problems while having opportunity to negotiate solutions, they will acquire new language. In other words, opportunities to negotiate, participate, and discuss are considered crucially important in the learning process. Hence, teachers are recommended to provide learners opportunities to negotiate meaning.

Active use of target language (hereafter referred to as L2) by students is considered to be an integral part of language acquisition process (Nunan, 1999). An effective learner-centered L2 classroom should provide an environment in which students can contribute to learning activities and maximize their use of the language. In an English-as-a-foreign-language (EFL) classroom, in particular, the opportunities to practice verbal communication outside the classroom are often significantly limited.

Much research has focused on Teacher Talk Time (TTT) strategy its quantity (amount) and/or quality

(effectiveness). This will be discussed in the literature review. These studies have provided new insights into the ways EFL teachers teach in the classroom. The aim of the present study is to evaluate

Students‟ Talking Time strategy and TTT in the teaching of English language speaking skills. This will be assessed in SS1 arm of Senior Secondary Schools in Zaria metropolis of Kaduna State, Nigeria.

1.2.         Statement of the Problem

Many students have problems in learning and communicating in English language in schools. They tend to have low self-concept and self-efficacy when using English as a tool for communication (Choy,

2002). These situations decrease students‟ motivation to participate actively in English language classroom. Students have individual needs when learning English language such as the need for more meaningful interactions with their learning environment and teachers. Through the inside and outside the classroom interactions, their confidence will be developed and motivation to learn the English language will increase.

In Nigeria, education is regarded as the instrument for socio-political development and the determinant of economic mobility (Rahji, 2005; Lawal, 2007). It follows that, if some children are allowed to remain educationally disadvantaged, the national economy would be affected due to reduced pool of skilled workers. David (2008) opined that the absence of conscious efforts in effective teaching of basic language skills; will leave pupils‟ competence in ESL to chance.

Students who interact and speak in the classroom tend to achieve better in oral expression in most cases than those who always keep silent. Therefore, the problem we are confronted within this research is the existing relationship between classroom interaction and developing English language learning especially the speaking skill. The precise questions are:

1. Will students learn better through (STT) classroom interaction inside classroom?
2. Does STT strategy lead to a better achievement in learners‟ English language speaking skill?

 

1.3          Objectives of the Study

The general objective of this study is to evaluate the impact of Student Talking Time (STT) strategy on students speaking skills mean performance in SS1 arm of Senior Secondary students in Zaria metropolis. The specific objectives are to:

1. assess the ways in which STT strategy improves the learning of pronunciation in Senior

Secondary students 1 in Zaria metropolis,

2. ascertain the impact of STT strategy on the learning of English language speaking skill (oral fluency) among Senior Secondary students 1 in Zaria metropolis,
3. assess the impact of STT strategy on the learning of speaking skills among Senior Secondary students I in Zaria metropolis,
4. find out the impact of STT strategy on students‟ learning grammar among Senior Secondary students 1 in Zaria metropolis, and
5. find out the impact of STT strategy on students' learning vocabulary among Senior Secondary students 1 in Zaria metropolis.

1.4. Research Questions

The following research questions were raised to guide the study:

1. What are the differences between the mean performance score in speaking skills of SS I students taught using STT strategy and those taught using the conventional method?
2. What are the differences between the mean pronunciation performance score of SS I students taught using STT strategy and those taught using the conventional method?
3. What are the differences between the mean oral fluency performance score of SS I students taught using STT strategy and those taught using the conventional method?
4. What are the differences between the mean grammar performance score of SS I students taught using STT strategy and those taught using the conventional method?
5. What are the differences between the mean vocabulary performance score of SS I students taught using STT strategy and those taught using the conventional method?

1.5. Null Hypotheses

The following null hypotheses were formulated for the research:

Ho1: The mean performances score in speaking skills of SS I students taught using STT strategy and those taught using the conventional method are similar.

Ho2: SS I students taught using STT strategy have the same mean pronunciation performances score as those taught using the conventional method.

Ho3: The mean oral fluency performances score of SS I students taught using STT strategy and those taught using the conventional method are the same.

Ho4: SS I students taught using STT strategy have the same mean grammar performances score with those taught using the conventional method.

Ho5: There is no significant difference between the mean vocabulary performances score of SS I students taught using STT strategy and those taught using the conventional method.

1.6. Significance of the Study

The main significance of this study is categorized to highlight the impact of STT strategy on English language speaking skill at Senior Secondary students 1 in Zaria metropolis and how this strategy may help improve the learners‟ communicative (speaking skill) and interactive performance.

The targeted interventions designed for this study have the potential of intervening positively in this problems facing learners‟ speaking skill. It may proffer significant contributions and value to the lots of ESL learners (ESLL) in Nigerian Secondary schools. The significance of this study involves evaluation of a way to teach ESL based on the use of Student Talking Time (STT) strategies. This will promote learning and develop pupils‟ communicative competence in Nigeria. The significance of Teacher Talking Time will be reviewed due to its paramount role in effective teaching and learning of ESL.

The study can help articulate principles for the design of a new English language curriculum that gives priority to interactivity and task-based language learning strategies, such as drama, interview, discussion, etc. The study will provide information on how to improve general communicative competence among Nigerian learners.

The study hopes to give illumination to the Ministry of Education and other agencies saddled with the responsibility of education management in Nigeria. The outcome of this study could be very beneficial in several ways. Firstly, it could be a search light on the power and efficacy of Student Talking Time (STT) strategy in improving L2 pupils‟ communicative proficiency in English. Secondly, it can wellserve as a basis for the improvement of STT in the classroom. Thirdly, it may also be extended to a higher level of education or a higher number of students at the Secondary school level. Fourthly, it may help concerned authorities develop educational policies that may encourage the adoption of the intervention strategies to rescue the nation‟s education from imminent collapse. Fifthly, it might provide convincing evidences for Secondary school teachers on the need to change their pedagogical approaches to the teaching of L2 in schools. Sixthly, adoption of the above interventions can assist in achieving the ultimate educational objectives of the L2 learning as contained in the National Policy on Education.

The choice of this research work arose from the mass awareness of poor usage of English speaking skill in Kaduna State Senior Secondary schools.

1.7 Scope and Delimitation of the Study

The study is confined to assess the impact of STT on English language speaking skill in Senior

Secondary students SS one (I) in Zaria metropolis. Zaria metropolis has a total student population of 14,396. The coverage of this study was delimited to two (2) Senior Secondary Schools in Zaria zonal inspectorate division. SS I arm of the Senior Secondary Schools was used.  

IMPACTS OF STUDENT TALKING TIME TACTIC ON SPEAKING SKILLS OF SENIOR SECONDARY SCHOOL (SSS 1) PUPILS  IN ZARIA CITY, KADUNA STATE

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