INDONESIAN JOURNAL OF APPLIED LINGUISTICS
Vol.
8 No.
September 2018, pp.
Available online at:
http://ejournal.
edu/index.
php/IJAL/article/view/13304 doi: 10.
17509/ijal.
Promoting speaking spontaneity in large classes: An action research study in an Indonesian EFL university setting Junjun Muhamad Ramdani 1* and Rahmat 2 English Education Department.
Faculty of Teacher Education.
Universitas Siliwangi.
Tasikmalaya.
West Java.
Indonesia
ABSTRACT
In the last two decades, teaching spoken English to EFL students has become a critical issue in the TESOL context.
However, a few studies touch upon how EFL learners are taught to speak English spontaneously.
Learning to speak English spontaneously in large classes becomes a big challenge for ESOL teachers because of space and time constraints.
In response to this growing need, this article provides an empirical account of how modified role playing, more student-centered learning, is implemented as an innovative learning design in an EFL university setting where a large class is concerned.
Data were garnered from open-ended and close-ended questionnaires, studentsA personal narratives, and photovoices.
These data were analyzed using Interpretative Phenomenological Analysis (IPA).
Findings of the study show that the students were finally able to survive in their speaking tasks, engaging them in a real-life communicative This study concludes with some pedagogical implications for how a teacher as a curriculum designer engages students in motivating and anxiety-free speaking tasks.
Keywords: Action research.
speaking circle.
speaking spontaneity.
student-centered learning First Received:
Revised:
Accepted:
26 September 2016 17 September 2018 1 September 2018 Final Proof Received:
Published:
24 September 2018 30 September 2018 How to cite .
n APA styl.
Ramdani.
& Rahmat .
Promoting speaking spontaneity in large classes: An action research approach in an Indonesian EFL setting.
Indonesian Journal of Applied Linguistics, 8, 388-401.
doi: 10.
17509/ijal.
emphasis on language as a means of communication rather than as a reinforcement of Aform-basedA orientation (Widodo, 2015.
Kroeker .
added that an English conversation class did not aim to promote studentsA communicative competence because the main purpose was to envision them for Afuture employmentA in which a TOEIC test became a requirement.
This communicative competence was seen as a dilemma perceived by both students and teachers because of examination orientation (Hong.
Thus, teachers play a crucial role in the design of a meaningful task, which can engage students in learning activities, such as speaking tasks (Widodo, 2015.
Despite large classes, getting to speak up is also another challenge for EFL students.
For instance, students encounter speaking problems.
INTRODUCTION Teaching English speaking in a large class is a great challenge for teachers.
Kroeker .
in her study pointed out that conversation classes in a Korean university were not geared for communicativelyoriented language learning due to a number of students in a speaking class, which did not maximize the class time for conversational In reality, this large class does not afford students the opportunity to engage in meaningful speaking activities as far as the use of English is Recent studies .
ee Chan.
Chin, & Suthiwan, 2011.
Widodo, 2015.
reported that in large classes, many foreign language teachers focused on form-based instruction and memorizing a dialog text to promote studentsA speaking fluency.
In this situation, they were required to place * Corresponding author Email: junjunmuhamad@unsil.
Indonesian Journal of Applied Linguistics, 8.
September 2018 such as anxiety, lack of self-confidence, and lack of language repertoire .
, vocabulary and gramma.
In Asia, previous studies in Oman.
Vietnam, and China revealed that university students could not communicate verbally in English owing to a lack of self-confidence, inadequate vocabulary, and lack of the necessary knowledge (Al-Mahrooqi & AlAghbari, 2015.
Hong, 2006.
Zhou, 2.
Moreover.
Humphries.
Burns, and Tanaka .
found that foreign language learners at a Japanese university faced difficulties speaking up because of being shy to speak up to their classmates.
Lack of preparation time also became a problem because it took time for students to formulate what to say due to their lack of language proficiency.
This empirical evidence is a starting point for EFL teachers to think of the design of speaking instruction in a large-class EFL setting.
To engage students in meaningful speaking tasks, role playing can be a platform for students to encourage their participation through participatory learning, and the majority of students found it beneficial as reported by Julius and Osman .
and Stevens .
Recently, a study in Taiwan indicated that a role-play has been found to be very influential in foreign language learning, allowing students to be involved in a wide range of language repertoire in English and to motivate them to (Robinson.
Harvey, & Tseng, 2.
The use of role plays in English speaking classrooms is not a new endeavor in ELT to develop language studentsA fluency in a communicative way.
However, a few studies (Julius & Osman, 2015.
Robinson.
Harvey, & Tseng, 2.
did not demonstrate how a role play promoted studentsA speaking spontaneity.
To fill this void, this article attempts to provide a practical insight into the teaching of speaking in a foreign language, such as English.
It also highlights a socioemotional dimension of studentsA learning In other words, this article aims to shed light on how to teach speaking spontaneity with modified role playing in a student-centered learning produce texts in a particular social context, helping them build their communicative competence (Widodo, 2016.
Because of multimodality presented, different modes of spoken texts both visual and verbal help students interact with one another in their speaking encounter.
Thus, speaking involves both social and cognitive aspects which are mutually reinforcing.
The mental processes previously explained are mutually interrelated with physical processes, how the speech is produced.
Levelt & Levelt et al.
1999, as cited in Goh, 2.
contends that Auspeech production is the result of three sets of mental and physical processes: conceptualisation, formulation and articulationAy .
The first process is the selection of ideas or information to be communicated affected by the speakersA prior or AencyclopaedicA knowledge about particular talks they would like to convey.
The message spoken may be represented as a vaguely simple gist.
Formulation is the continuity of the previous process in which the concepts selected are Afleshed outA in the right SpeakersA choices, not only word choice, are related to how the utterances have the implied meaning to the interlocutor.
Finally.
Authe formulated utterances are conveyed through the activation and control of specific muscle groups of the articulatory system through the process of articulationAy (Goh, 2007.
Goh, 2014, p.
However, insufficient knowledge of what to say or selection of the right words to express their meanings are challenges language learners face during one or more speech processes (Goh, 2.
It is important to note that speaking is a complex activity for students in an EFL speaking classroom because students have to express both content knowledge and linguistic resources in an appropriate way (Widodo, 2015.
In addition, students feel anxious due to a peer negative evaluation of their speaking activity, and this was considered as embarrassment (Widodo, 2015.
previous study by Gan .
revealed that four components, such as lexicogrammar, cognitive processes, speaking anxiety, and lack of perceived speaking practices, became impediments for university students in China and Hong Kong to engaging in English speaking tasks.
Another study conducted in New Zealand by Cao .
also examined ecological factors influencing studentsA willingness to communicate (WTC) in L2.
Findings of this study showed that WTC in L2 as experienced by students were influenced by three major they were individual .
elf-confidenc.
, communal .
opic and task typ.
, and linguistic .
anguage proficienc.
This may hinder students from participating actively in the speaking classroom and affect their speaking fluency.
Therefore, it is essential for English teachers to encourage students to explore their spoken language Speaking as text production The nature of speaking comes before constructing a written form (Willis, 2.
, which deals with both a social practice and cognitive process.
As text production, speaking is multimodally presented and expresses a Asocial meaningA in a Acertain situationA (Widodo, 2015.
Like listening, it entails numerous Amental processesA as the interaction in the Aworking memory,A which then relates to how students experience themselves in the process of socialization integrated with Athe society around themA (Goh, 2014.
Willis 2.
To support the notion of speaking as text production, the authenticity of spoken text plays a vital role in socializing students into how to understand and Copyright A 2018.
IJAL, e-ISSN: 2502-6747, p-ISSN:2301-9468 Indonesian Journal of Applied Linguistics, 8.
September 2018 to cope with simultaneous demands in a speaking class they participate in.
spontaneous communication trainin.
A teacher can engage students in spontaneous communication to assist students to enhance their communicative competence Auwith no loss of grammatical accuracyAy (Savignon, 2017, p.
StudentsA speaking spontaneity as a pedagogical focus for this article can be attained through modified role playing and speaking circles among other pedagogical methods .
llustrated in Figure 10 and Figure .
because the two tasks can encourage students to engage in spontaneous speaking, and they are closely related to Atask repetitionA (Goh & Burns, 2.
, which may contribute to studentsA speaking spontaneity Role playing as a mediation of learning to speak As a learning designer, a language teacher is supposed to explore a classroom innovation or creativity so as to create favorable conditions which can trigger learning activities.
This concurs with LazaratonAs .
argument that EFL teachers are required to provide a myriad of authentic and motivating learning activities.
Role playing can be one of the most potential ways to engage students in meaningful activities in an EFL speaking classroom.
Robinson.
Harvey, & Tseng .
reported that role play affected studentsA speaking engagement Most of students acknowledged that role play-assisted speaking tasks engaged them emotionally and honed their speaking competence.
Hence, role playing might play a role as a speaking task with a fluency orientation, and this fluency needs to be supported by accuracy because Auaccuracy is the key factor that facilitates the flow of communicationAy (Widodo, 2015a, p.
Widodo .
also emphasized that the term accuracy is closely related to grammaring, in which linguistic choices become the starting point of conveying spoken languages appropriately.
Thus, both fluency and accuracy intermingle one another.
To foster studentsA active participation in a large speaking class, both a modified role play and speaking circle .
dapted from Widodo, 2016.
in this study are encouraged.
Various genres and situations of the same topic provide students with language opportunities and practices.
This speaking task can be an innovative way when teachers implement speaking tasks through situational roles and creative roles: the supermarket simulation and going to the restaurant or cafy.
For example, conversation practices in a restaurant will engage students in a myriad of speaking tasks, speaking circles, because the interaction not only occurs between waiters and customers, but also among customers .
, having a small talk on a foodAs tast.
and among waiters.
This process can encourage studentsA speaking engagement, which can maintain their speaking spontaneity (Talandis & Stout, 2014.
Willis, 2.
Equally important, teachers need to build up studentsA awareness of spoken language features embracing seven essential Auspoken language is additive, conversation is interactive, conversation is evaluative, conversation is Avague,A discourse conversation is creativeAy .
ee Willis, 2015, p.
10 for more detail.
As a final note of this section, teaching innovation is best manifested through a variety of communicative tasks, such as modified role plays and simulations .
ringing students to a cafe for METHOD Research site and participants This study was undertaken at a university in West Java.
Indonesia.
The participants of the study were aged between 19 and 20 years old, in which female students .
pproximately 70%) were more dominant than and male students .
%) who learned English since primary schooling.
They were 160 lowerintermediate learners of English who experienced a six-month English speaking course divided into four classes: A.
C, and D in the English Education Department.
Most of them spoke Sundanese and Javanese.
some of them come from Jakarta and speak the Indonesian language.
They are from different cultural backgrounds and got different language experiences.
To many of the participants.
English speaking anxiety became an impediment to a conversation practice because they did not get used to speaking spontaneously.
Before this study commenced, we negotiated our research project with the participants as part of research ethics (Bickman & Rog, 2.
For this reason, all the participants were well-informed of this research so that they could make an informed decision on whether they agreed or declined to participate in the research project.
All the participants were asked to complete an online consent form and submit the signed form upon their participation in the project.
They deserved the right to withdraw their involvement in any phases of the research project.
Materials and pedagogical procedures A modified role play and speaking circles were chosen as speaking tasks because of two reasons.
First, we designed this role play to assist our students to practice authentic English speaking.
They practiced their speaking with real-life different roles at the cafy (AuWoody KitchenA.
, such as becoming a waiter or a waitress.
Others acted out as costumers ordering and eating the foods.
Second, students were also allowed to choose what roles they would like to play, such as waiters and costumers so as to build and enhance studentsA Copyright A 2018.
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September 2018 confidence in being involved in different speaking However, since they had no experience in speaking practices in English at the cafy, the teachers scaffolded students how to play different roles through modelling.
As this activity took place at a real-life cafy, we also invited a cafy manager to explain the standard operational procedures to students concerning how to play a role as waiter or a This process assisted students to familiarize how to carry out the English-medium speaking task, such as how a waiter or a waitress serves a customer professionally at the cafy.
In this respect, the teachers had to ensure that all students were engaged in this speaking task.
The intervention of the modified role play and speaking circles was executed following an action research procedure over a span of a semester of the speaking course because implementing role plays in large classes requires a series of tasks depicted in Table 1.
In this study, we followed action research stages proposed by Widodo .
and the adoption of the teaching speaking cycle .
ee Goh & Burns, 2.
Different cycles of instructional activities integrated cognitive, metacognitive, affective domains in order to afford students many opportunities to speak up, and the activities include:
Table 1.
Stages of a teaching speaking cycle Stages Stage 1 Focus on speaking warm-up Activating studentsA funds of knowledge of speaking skills Details Familiarizing students with learning objectives and tasks of English speaking Helping students consider strategies they need to use to perform role playing Stage 2 Provide input and/or guide Showing a conversation model so as to familiarize students with role playing Encouraging students to create vocabulary profiling situated at a restaurant, such as asking and taking an order Asking students to rehearse spoken English expressions Stage 3 Conduct Speaking Asking students to choose a speaking partner and perform a situational role play Urging each student to be familiar with the chosen role and motivating them to do an unstructured role play .
in pairs Inviting two until three pairs of students to perform their role play in front of the whole Stage 4 Focus on language/ skills/strategies Providing students with opportunities to pay attention to their speech features .
, fluency, clarity, or intelligibilit.
and language aspects .
, pronunciation, vocabulary, spoken gramma.
Promoting peer assessment that allows students to comment on each otherAs speaking chores concerning both speech features and language aspects Guiding students to reflect on their speaking task with a common role play through online open-ended and closeended questionnaires Stage 5 Repeat Speaking Task Negotiating with students about the time and place for modified role playing and speaking circles: supermarket simulation and going to the cafy.
AuWoody KitchenAy, focusing on classes C and D.
Asking students to perform modified role play and supermarket simulation .
ee Figure .
and acting out the roles of customers and sales Inviting students to a cafy (AuWoody KitchenA.
speaking circles .
ee Figure .
to improve their speaking Stage 6 Direct studentsAo reflection in Engaging reflecting on and for learning strengths and weaknesses of their speaking performance .
ee Widodo & Ferdiansyah.
Giving opportunity to evaluate their speaking performance in pairs or in groups Telling students to narrate their feelings and attitudes, self-evaluation on speaking speaking spontaneity after the through StudentsA Facebook Group (SFG) Stage 7 Facilitate feedback on learning Evaluating and commenting studentsA Responding studentsA personal narratives on SFG Asking students to reflect on a-semester long speaking class through online close-ended distributed twice to students.
The first open-ended and close-ended questionnaire was distributed to students after they experienced the speaking task with a common role play .
ee Figure .
so as to Data collection methods and analysis Data were garnered from open-ended and closeended questionnaires, studentsA personal narratives on SFG, and photovoices.
The questionnaire was Copyright A 2018.
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September 2018 document their self-assesment of their speaking performance and also their speaking anxiety.
The second close-ended questionnaire was distributed after the students experienced the speaking class during the whole semester to evaluate their speaking progress related to speaking anxiety, speaking spontaneity, and fluency.
Additionally, studentsA personal narratives on SFG aimed to document studentsA feelings and attitudes as well as selfevaluation of speaking development, especially speaking spontaneity.
To help teachersA reflections, photovoices were used to document how students were engaged in speaking tasks analyzed by the SHOWeD method .
ee Wang & Burris 1.
The Interpretative Phenomenological Analysis (IPA) was used to investigate repeated patterns .
of the data (Brocki & Wearden, 2.
The analysis encompassed three stages: multiple reading and making notes .
, highlighting data related to socio-emotional dimensio.
, transforming notes into emergent themes, and seeking relationship and clustering themes (See Pietkiewicz & Smith, 2014 for a fuller discussion of each stag.
In this IPA, emic and etic positionings (Clarke, 2.
were adopted to help us analyze data.
The emic position enabled us to contextually see the participantsA The etic position allowed for making sense of the participantsA experiences through subjective and theoretical interpretations.
To ease the analysis, the colored coding system was also deployed.
First, the coding system used red parenthesis ([ ]) to emphasize studentsA speaking anxiety, common role playing (Figure .
, and speaking circles .
ee Figure .
More colorful coding was also deployed to show the dynamics of speaking circles perceived by students.
Red reflects the emotional engagement.
Blue illustrates the new learning experiences.
Orange portrays the speaking black depicts the speaking spontaneity.
green shows self-confidence.
Table 2.
Sample data analysis Emergent Themes Language anxiety of speech Data I thought that my ability in speaking is not good .
elf assessmen.
because I always made some mistakes in grammar and pronunciation while I was speaking .
redicament in speech formulation and articulatio.
Maybe it happened because I felt shy or nervous .
peaking anxiet.
or maybe I didn't know how to be a good speaker .
ognitive But I've tried my best .
earning effor.
Sources Open-ended questionnaire Emotional engagement and speaking circle IAm sorry, because I was late to leave a comment.
Speaking class last week was very exciting for me.
because I could speak without being nervous.
I was also able to interact not only with one person, but with more than 5 people.
To learn to speak is very creative, innovative, and entertaining with my role became a maid cafe can train me to be a better StudentsA narrative on SFG reluctant to perform a speaking task with a common role play .
ee Figure .
because of language anxiety and the obstacles concerning speech production.
This phenomenon can bee seen in the following studentsA open-ended questionaire result.
FINDINGS AND DISCUSSION
Our IPA resulted in two predominant themes, such as .
language anxiety of speech production and .
emotional engagement and speaking circles.
Each of these findings is presented in relation to studentsA speaking spontaneity in the EFL speaking Excerpt 1: My speaking ability is still worse .
elf-assessmen.
, still bad in grammar and .
redicament formulation and articulatio.
but at least I have learned how to be brave .
earning effort decrease anxiet.
In speaking class with participating in some class activities .
earning engagemen.
, hope will be better in the next speaking class.
Language anxiety of speech production The aim of this study was to engage students in spontaneous speaking tasks, modified role playing and speaking circles, so as to enhance their speaking Findings of this study indicate that overall, studentsA responses of two classes were positive: Class A and Class B.
Drawing from their self-assessment, the majority of students .
ore than 80%) recounted that their English speaking had improved while the rest of them from Class C and Class D tended to disagree that they had a good progress of their speaking .
ee Figure .
Based on this set of data, students with low speaking proficiency mostly felt nervous and even Excerpt 2: I thought that my ability in speaking was not good .
elf-assessmen.
because I always made some mistakes while I was speaking.
Such as the grammar and .
redicament formulation and articulatio.
Maybe it Copyright A 2018.
IJAL, e-ISSN: 2502-6747, p-ISSN:2301-9468 Indonesian Journal of Applied Linguistics, 8.
September 2018 happened because I feel still shy or nervous .
peaking anxiet.
or maybe I didn't know how to be a good speaker .
ognitive anxiet.
But I've tried my best .
earning effor.
shy and didn't have a braveness to come forward .
peaking anxiet.
But I tried so hard .
earning effor.
to defeat my nervous, then the result was not bad at all.
Although my grammar was not correct at all .
redicament in speech formulatio.
but I still tried to speak Sometimes, when I tried to speak up at the class, all of my words in my head was hard to come then I was just speechless .
redicament in speech conceptualization and cognitive Excerpt 3: I think I can speak but IAom always nervous when I want to speak up, so my ability is not really good.
sychological and cognitive anxiet.
Excerpt 4: In a speaking class, it was hard for me to speak up in front of the class.
I was a bit
DISAGREE
Class D Class C
NEUTRAL
Class B Class A AGREE Figure 1.
Responses to AMy Speaking has improvedA .
= .
Figure 2 Speaking task with a common role play .
imited opportunity to engage in spontaneous communicatio.
Based on Excerpt 1, studentAs self-assessment showed the unsatisfying result of the speaking In addition, the student acknowledged that formulating and articulating the spoken languages were the primary obstacles in the speaking class.
In the same vein, shown in Excerpt 2, both the speech formulation and articulation became the main challenges.
This challenge affected students not to speak up confidently (See Excerpt 3 and Excerpt .
This might happen because their performance was intentionally monitored by intructors and peers (See Figure .
Kasbi & Shirvan .
highlighted that foreign language anxiety, specifically in speaking, arises because of classroom agents .
, a teacher and student.
and a classroom The negative evaluation by the teachers or peers would make students lose their speaking confidence as well.
Although the illustration of the findings above showed that students could participate in the speaking class.
Stage 4 reflected that only half participants, classes A and B, who got improved in their speaking performance.
The limited space for students, particularly classes C and D, to explore their speaking demotivated them to speak This evidence is in line with Copyright A 2018.
IJAL, e-ISSN: 2502-6747, p-ISSN:2301-9468 Indonesian Journal of Applied Linguistics, 8.
September 2018 Lazarton .
pointing out that students encountered simultaneous demands, such as lack of language repertoire and confidence, for unprepared spontaneous communication.
In other words, there should be more scaffold for the two classes .
and D) to improve their speaking performance, particularly their speaking spontaneity.
In response to the existing demands .
cognitive loads and anxiet.
in this speaking class, we had to remedy the interventions providing students with more language opportunities and To engage studentsA conversational spontaneity in anxiety-free speaking tasks, we added modified role playing and speaking circles.
As seen in Figure 10, the supermarket simulation helped students become more active speakers, playing a role as a clerk or a customer.
This activity exposed more their spoken languages in a variety of topics, such as conversational practices at a clothes shop and a drugstore.
This situation scaffolded students to get familiar with a variety of spoken language features commonly used by clerks and customers.
Equally important, this task design could decrease studentsA demotivation to speak up because all students were engaged in this supermarket simulation through a small group interaction:
between customers and a clerk and among A study by Cao .
showed that small group interaction could lessen studentsA speaking anxiety because a number of students participated actively in a communication reducing peer pressure .
, peerAs negative evaluatio.
Additionally, this situation created equal perceived conversational practices among students which could improve their emotional engagement to speak English and maintain their speaking spontaneity (Cao, 2011.
Willis, 2.
Emotional engagement and speaking circles We focused on two classes with the low speaking performance.
Class C and Class D as depicted in Figure 1.
For this reason, modified role playing and speaking circles: the supermarket simulation and bringing students to a AuWoody KitchenAy were implemented as a pedagogical proposal to build studentsA speaking spontaneity.
This played a pivotal role in this speaking classroom because it provided students with a myriad of language exposure that students could explore.
As they engaged in the supermarket simulation emotionally, for instance, it showed a significant improvement in the area of speaking spontaneity.
Some students highlighted on their personal narratives on Facebook .
nderlined responses represent its theme with the similar color, related to emotional engagement and speaking circl.
What the students jotted down on SFG .
ee Figures 3-.
shows how they were engaged emotionally in speaking circles .
s visualized in Figure .
The students were more encouraged to speak spontaneously dealing with various topics because speaking circles provided them with multiple themes of the conversation.
The notion of Auspeaking circlesAy has been inspired by a current work on literature circles (See Widodo, 2016.
Widodo .
6a, p.
emphasized that literature circles Aucan create a learning atmosphere that emphasizes the learning of integrated language skillsAy, such as listening, speaking .
, presentation and discussio.
, reading, and writing.
Thus, the speaking circles scaffolded and helped the students understand features of spoken language because they explored them in a myriad of spontaneous communication with others.
Joyful learning Speak spontaneously Engaged emotionally C Joyful learning Speak confidently Speaking circle .
nteracting with many student.
Engaged emotionally New learning experience Figure 3.
StudentAs personal narrative C Figure 4.
StudentAs personal narrative Copyright A 2018.
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September 2018 Bring to the real life context Joyful learning Develop Engaged emotionally New learning experience C Figure 5.
StudentAs personal narrative C Speak confidently and Joyful learning Engaged emotionally C Figure 6.
StudentAs personal narrative C Joyful learning Speak confidently and Speaking circle .
nteract with all classmate.
Engaged emotionally Figure 7.
StudentAs personal narrative C New learning experience Joyful learning Speak Speaking circle .
nteract with classmates as buyer.
Engaged emotionally Figure 8.
StudentAs personal narrative C New learning experience Joyful learning Speak Speaking circle .
nteract with classmates as buyer.
Engaged emotionally Figure 9.
StudentAs personal narrative Each place .
, conversational practices at a clothes shop and a drugstor.
as shown in Figure 10 also became the learning platform for students to engage and develop more their speaking As one student of Class C remarked.
Authe activity was creative, interesting, changing students not to be nervous.
New experience, improve fluency, use strategy to speak up, provide more opportunities to speak up.
Ay TeachersA photovoice-mediated reflection (See Appendix 1 on Photovoice Analysi.
also revealed how modified role play and speaking circles totally brought students into real-life experiences.
Furthermore, the changes in their speaking performance can be seen in the Table 3 after the students experienced asemester-long speaking class.
This table emphasizes how they evaluated their progress concerning their speaking anxiety .
ee no.
1, 2, 4, and .
, speaking spontaneity .
ee no.
2, 5, 6, and .
, and fluency .
ee no.
1, 3, and 8-.
Copyright A 2018.
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September 2018 Table 3.
StudentsA perception towards speaking spontaneity Statements Speaking tasks encourage me to speak up I donAt feel anxious to speak spontaneously within a variety of role plays Teacher always urges me to speak up Teacher created the motivating speaking class The speaking class encouraged me to participate spontaneously in the conversation practice Real-life situation helps me to develop a speaking Excitement motivated me to be confident in a speaking I use more speaking strategies in the speaking class I make fewer grammar mistakes and my English vocabulary has improved.
Speaking tasks urge me to speak more fluently I can respond directly to my partnersA talk SA= Strongly Agree.
A= Agree.
N=Neutral.
D=Disagree.
SD=Strongly Disagree =students playing a role as a clerk/ waiter.
=students playing a role as visitors/ communication process Figure 10.
Modified role play in a large class .
rovide a wide range of opportunities to engage in spontaneous communicatio.
Figure 11.
Speaking circles at cafy (AuWoody KitchenA.
Copyright A 2018.
IJAL, e-ISSN: 2502-6747, p-ISSN:2301-9468 Indonesian Journal of Applied Linguistics, 8.
September 2018 Based on the last close-ended questionnaire and one personal narrative shared through SFG (See Figures 3-9 and Table .
, modified role playing and speaking circles were successfully implemented which showed a significant improvement in studentsA speaking performance.
Both modified role playing and speaking circles aroused studentsA motivation to speak spontaneously in large classes, for the two tasks provided a number amount of language exposure in effective and fruitful English courses (Aliakbari & Jamalvandi, 2010.
Dorathy & Mahalakshmi, 2011.
Dyrnyei, 2.
Likewise.
AuRole play can become both real and surreal play:
students must consider what authentic language use is, but they also have some room for We would argue that this space between practice and play is fertile ground for cognitive and linguistic growthAy (Shapiro and Leopold, 2012, p.
As a result, conversational practices through modified role play and speaking circles can be learning platforms for language teachers to build and enhance studentsA speaking empowerment for successful learning in a classroom (Davis.
Summers, & Miller, 2.
This situation is labelled as a relational engagement, which Auprovides a strong motivational foundation for cognitive and behavioral engagement in school contextsAy (Ford 1992, as cited in Davis.
Summers, & Miller, 2012.
This can cope with the complexities of speaking in a large class.
Despite these advantages, a future study is necessary to explore more investigation into how teaching speaking spontaneity can be implemented in other speaking domains, such as a speech or an oral presentation.
This future agenda can examine to which extent students develop their speaking repertoire manifested multimodally in a certain situation (Widodo, 2015.
and in other EFL or ESL contexts.
ACKNOWLEDGEMENTS
We would like to express our sincere gratitude to the participants who volunteered to participate in this research project.
We are also grateful to Assoc.
Prof.
Handoyo Puji Widodo who provided insightful feedback on the manuscript and offered us advice and encouragement.
We wish to extend our sincere thanks to anonymous reviewers for their useful comments on this manuscript.
PEDAGOGICAL
IMPLICATIONS
AND
CONCLUSION
Five pedagogical implications can be drawn from the findings of the study.
First, the teaching of student-centered speaking should be of priority in EFL large classes.
It aims to provide students with a wide range of opportunities in a spoken language Second, these opportunities democratize the ways students systematize their speech production in conceptualizing, formulating, and articulating ideas into spoken texts.
As a result, students are engaged as problem solvers as they proceed with negotiation during conversational practices because they are encouraged to survive in English communication.
Fourth, it is also insufficient to provide students with merely a task, but how then a teacher as a curriculum designer engages students in a variety of speaking tasks in a motivating manner.
Finally, speaking spontaneity can be promoted by a means of Aspeaking circle.
A In this speaking circle, students are encouraged to engage in simultaneous communication activities with each other familiarizing them in a particular context of situation, which make them feel secured in doing speaking tasks.
Viewed from a language appraisal, the need of security and trust from both their peers and teachers Aucould build an anxiety reduced atmosphereAy (Widodo, 2015b, p.
To conclude, promoting speaking spontaneity in a large class requires teacherAs creativity in order to cope with complexities in a large class.
This creativity manages studentsA emotion and triggers their Acreativity acquisition deviceA (CAD) (Widodo.
Budi, & Wijayanti, 2.
, which encourages them with positive Asocial relationship goalsA as a way of REFERENCES