This paper is done for two objectives. The first objective is to investigate the profile of students’ speaking ability before the implementation of the direct method. Then, the second one is to describe whether the direct method is an effective method to improve speaking ability or not. This study took place at Shohada Abu-Rwiaya Secondary School. The sample was 26 students of the 2nd secondary year, they all were in the same level of English. The method in this study was Action Research which consisted of three cycles, the first cycle had two classes, the second and the third ones had only one class. The technique of collecting data was done through oral pretest and post tests in the form of scores. The data was analyzed quantitatively to obtain the total mean of the both tests.
Table of Contents
1. INTRODUCTION
2. RELATED STUDIES
3. METHODOLOGY
3.1 RESEARCH DESIGN AND DATA COLLECTION
3.2 RESEARCH PROCEDURES
4. FINDINGS AND DISCUSSION
5. CONCLUSION
6. REFERENCES
Research Objectives and Key Topics
This study aims to examine the speaking proficiency of Libyan secondary school students before and after the implementation of the Direct Method to determine if this pedagogical approach effectively improves their oral communication skills.
- Investigation of initial student speaking ability profiles
- Evaluation of the Direct Method's impact on oral performance
- Implementation of classroom action research over three cycles
- Comparative analysis of quantitative pre-test and post-test data
Excerpt from the Book
In the direct method, which arrived at the end of the ninetieth century, language is learnt for communication, and it is primarily speech. Classroom instructions and activities are carried out in the target language Freeman (2000) .The direct method has one basic rule that is no translation is allowed. The meaning of the name ,Direct Method, comes from the fact that meaning is to be conveyed directly into the second language through demonstration and visual aids; therefore, students are actively involved in using the target language. Nevertheless, two questions will be raised predictably about this method, one is how to prevent misunderstanding without translating (especially, some abstract ideas), without referring to the first language; the other factor is how to apply this method in language learning. Furthermore, this method requires teachers who are native speakers or have native- like fluency in the foreign language they teach, but in practice, it is difficult to meet these requirements.
Norland and Terry (2006) provide some guidelines on how to apply direct method in teaching oral language as follow:
1- The teacher shows and describes pictures in the target language that often portray life in the country of the target language.
2- The teacher asks questions about the pictures, and the students answer them as best they can using the target language, usually pronunciation is corrected, but not grammatical mistakes.
3- Students may also read a passage in the target language, then teacher asks them about it. After that, students answer the questions as best they can use the target language.
Summary of Chapters
INTRODUCTION: This chapter contextualizes the teaching of English in Libyan secondary schools and outlines the challenges students face, proposing the Direct Method as a potential solution.
RELATED STUDIES: This section reviews previous research on the implementation of the Direct Method and its effectiveness in enhancing EFL learners' speaking abilities.
METHODOLOGY: This chapter defines the action research framework, including the research design, data collection techniques through pre-tests and post-tests, and the specific procedures followed in the classroom.
FINDINGS AND DISCUSSION: This section presents the quantitative data gathered across three research cycles, analyzing the shifts in students' test scores to evaluate progress.
CONCLUSION: The final chapter summarizes the research findings, confirming that the Direct Method positively impacts students' speaking skills by reducing their fear of making mistakes.
REFERENCES: This section lists all academic sources and literature cited throughout the research paper.
Keywords
Direct Method, Speaking Skill, Teaching Speaking, Action Research, EFL, Language Teaching, Classroom Communication, Oral Performance, Secondary Education, Student Proficiency, English as a Foreign Language, Pedagogical Approach, Language Acquisition, Libya.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on evaluating the effectiveness of the Direct Method in improving English speaking skills among students at a secondary school in Misurata, Libya.
What are the core thematic areas?
The core themes include English as a Foreign Language (EFL) instruction, the application of the Direct Method, action research methodology, and student oral proficiency assessment.
What is the main research question?
The research asks how the Direct Method influences students' speaking abilities and whether there is a significant difference in performance before and after the method's implementation.
Which scientific method is employed?
The study utilizes a classroom action research methodology, characterized by three distinct cycles of planning, action, observation, and reflection.
What is covered in the main body of the work?
The main body details the introduction of the Direct Method, relevant literature, the research design, and the presentation of quantitative data from three sequential cycles of testing.
Which keywords characterize this paper?
The primary keywords include Direct Method, Speaking Skill, Action Research, EFL, and Language Teaching.
How many students participated in the study?
The study sample consisted of 26 female students from the 2nd secondary year at Shohada Abu-Rwiaya Secondary School.
Why was the Direct Method chosen for this study?
It was chosen to create a more enjoyable learning environment and to encourage students to practice English directly and naturally without relying on translation.
How was students' speaking ability measured?
Ability was measured using a scoring system based on specific rubrics: grammar, pronunciation, vocabulary, comprehension, and fluency, evaluated through pre-tests and post-tests.
What were the main findings of the research?
The study found a meaningful improvement in students' speaking ability, as evidenced by higher mean scores in the final post-tests compared to the initial pre-tests.
- Arbeit zitieren
- Widad Ben Rabaa (Autor:in), Elham Ehriba (Autor:in), 2021, Evaluation of the Direct Method Use in Teaching English Speaking Skill at one of Misurata Secondary Schools, Libya, München, GRIN Verlag, https://www.grin.com/document/1021604
