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Self-Assessment to Improve Speaking Skills in Tenth Graders

Abstract:

English is considered a universal language and the main means of communication. To communicate orally, students must be able to master speaking skills. Then, teachers should introduce activities in their classrooms where students can develop their speaking skills by themselves (Rao, 2019). Generally, most of the time learners do not have enough opportunity either in their classes or outside to speak English (Leong & Ahmadi, 2017). So that the only place they practice English is the students’ book. In addition, speaking skill is ignored in the classrooms where teachers pay more attention to reading and writing skills (Richards & Rodgers, 2001). Moreover, inhibition, nothing to say, low or uneven participation and mother tongue are factors that do not allow learners to improve their speaking skills (Ur, 1996). It is why learners cannot improve their speaking skills and do not have the chance of real interaction to communicate in class to express their thoughts or needs. Nevertheless, students have some problems with the use of tenses at the moment they speak in English. They find it difficult when they want to use vocabulary, expression or give a simple description. They cannot describe an object or picture while showing it to others using basic words, phrases and formulaic expressions. Hence, this action research has a goal to determine how speaking improves with self-assessment in tenth graders at Paltas-Catacocha – Ecuador. Jamrus and Razali (2019) affirmed that when students use this strategy “students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary” (p. 64).