Developing English Speaking for Presentation based on ... · According to Tudor’s (1996,p.1) concept of learner-centredness, English speaking lessons are supposed to comprise a

15วารสารมนุษยศาสตร์ มหาวิทยาลัยนเรศวร ปีที ่16 ฉบบัที ่1 ประจ�าเดือนมกราคม - เมษายน 2562

Developing English Speaking for Presentation based on Genre Approach

for Thai High-School Learners

การพัฒนาการพูดภาษาอังกฤษเพื่อการน�าเสนอข้อมูลตามหลักการสอน

แบบอรรถลักษณะส�าหรับผู้เรียนไทยระดับมัธยมศึกษาตอนปลาย

Patspat Praneenararat1

ภัสพัฒน์ ปราณีนรารัตน์2

AbstractOwing to the current situation, many English-speaking lessons have problems in linguistic guides

to engage Thai adolescent learners to progress speaking ability for presenting factual information. Hence,

this research has an objective to develop Thai EFL adolescent learners’ speaking ability at this specific

point from speaking lessons designed based on the genre approach (Derewianka 1990). The participants

were a small group of Thai high-school students at Satriwithaya School. Two instruments, including:

1) the two new speaking lessons designed based on the genre approach for the practices of presenting

factual information (information-report genre), and 2) a video recorder, were applied for the data

collection. The findings of this research implied many useful points for developing speaking lessons and

pedagogy for Thai EFL adolescent learners.

Keywords : Speaking practices, Genre approach, Materials development, Discourse analysis,

Professional development

บทคัดย่อปัญหาบทเรียนภาษาอังกฤษในประเทศไทยยังคงเป็นปัญหาสืบเน่ืองมาจนถึงปัจจุบัน ท้ังนี้ บทเรียน

ภาษาอังกฤษจ�านวนมากยังไม่ค่อยมีประสิทธิภาพในแง่ของการช่วยให้ผู้เรียนระดับเยาวชน ยกระดับความรู้

ความเข้าใจด้านภาษาศาสตร์ซึง่เป็นส่วนส�าคญัทีจ่ะช่วยให้ผูเ้รยีนสือ่สารได้อย่างมปีระสทิธิภาพ ผูเ้รยีนจ�านวนมาก

ไม่สามารถน�าความรู้ด้านภาษาศาสตร์ มาใช้สื่อสารในสถานการณ์จริงได้ งานวิจัยฉบับน้ีจึงมีวัตถุประสงค์เพ่ือ

พัฒนาบทเรยีนภาษาองักฤษตามหลกัการสอนตามแบบอรรถลกัษณะ (Derewianka 1990) ซึง่มุง่เน้นวัตถุประสงค์

ของการสื่อสาร การจัดเรียงข้อมูล และองค์ประกอบทางภาษาศาสตร์กลุ่มตัวอย่างนักเรียน ได้แก่นักเรียนระดับ

มัธยมของโรงเรียนสตรีวิทยา เครื่องมือที่ใช้ในวิจัยฉบับนี้ ประกอบด้วย 1.) บทเรียนส�าหรับฝึกการพูดตามหลักการ

สอนแบบแบบอรรถลักษณะ จ�านวน 2 บทเรียน ซึ่งเป็นการฝึกน�าเสนอข้อมูลตามความเป็นจริง (อรรถลักษณะ

แบบรายงาน) 2.) อุปกรณ์บันทึกวิดิทัศน์เพื่อบันทึกข้อมูล ผลลัพธ์ของการวิจัยนี้ชี้ให้เห็นถึงประเด็นต่างๆ ที่จะเป็น

ประโยชน์ต่อการพัฒนาบทเรยีนและการเรยีนการสอนส�าหรบัการฝึกพูด แก่ผูเ้รยีนไทยระดบัเยาวชนในฐานะผูเ้รยีน

ภาษาอังกฤษเป็นภาษาต่างประเทศ

ค�าส�าคัญ: การฝึกพูด การสอนแบบอรรถลักษณะ การพัฒนาบทเรียน การวิเคราะห์ปริจเฉท การพัฒนาความ

เชี่ยวชาญทางอาชีพ

1 Ph.D. Candidate, Graduate School of English, Assumption University2 นักศึกษาปริญญาเอก บัณฑิตวิทยาลัย(ภาษาอังกฤษ) มหาวิทยาลัยอัสสัมชัญ

16 Journal of Humanities, Naresuan University Year 16 Volumn 1, January - April 2019

Introduction

For developing English speaking proficiency of Thai adolescent learners in the

high-school levels, English lessons in the coursebooks are certainly one of the primary pedagogical

supports to that teachers would regard. As several available lessons are produced to comprise

eye-catching information, appearance and content, teachers do not need to spend so much time

to prepare their teaching, as well as have any difficulties in keeping on teaching during the class

period (Conlon 2009,pp. 65-67). Yet, many teachers seem not to recognize that these traditional

ready-made lessons are somehow lack of efficiency to progress the learners’ speaking ability

effectively. According to the statistics given by Bolton (2008,pp. 5-6), many learners seem not to be

able to convey meaningful and purposeful information orally to encounter the real-world situations.

The learners cannot speak as to convey factual information when they are asked to do so although

having learnt from these types of lessons for a long time. Technically, the main cause is the

linguistic elements presented by the lessons. As stated by Lewis and McCook (2002,p. 147) and

Sutinwong (2015,p. 1), learners are compelled to acquire knowledge in linguistic forms, patterns

or rules, and practice using them consciously with the belief that the habits of using the target

language would be created from correct responses. All what the teachers are supposed to conduct

is to pass on such knowledge by just assigning the learners to work on the exercises in the lessons

(Conlon 2009,p. 130). The learners have no room to work on the language in an organized context

in purposeful way.

Rationale

For developing Thai EFL high-school learners’ speaking ability which, in this case, is to

be able to give factual information, it can be identified that: 1) the English lessons ought to be

developed based on an approach mainly aiming to provide language-use training, not the language

knowledge, and 2) the lessons ought to be designed to train the learners’ speaking for specific

communicative purposes. According to Tudor’s (1996,p.1) concept of learner-centredness, English

speaking lessons are supposed to comprise a variety of learning activities to build up linguistic-

communicative progress to the learners.

Objectives of the Research

To enhance Thai EFL high-school learners’ speaking proficiency at this particular point,

this research, has an objective to develop Thai EFL high-school learners’ speaking ability for

specific purposes of giving factual information (information-report) from the lessons based on

the genre approach (Derewianka 1990).


Research Question

What are the outcomes from speaking practices for Thai EFL high-school learners in

terms of communicative purposes, organization and language features of information report from

the lessons designed based on the genre approach?

Literature Review

Genre Approach

Genre approach in second/foreign language learning, as explained by (Cheng 2007,p. 288),

was originally developed from the Systemic Functional Linguistics (SFL) primarily by M.A.K.

Halliday plus some other related ideas by some other genre theorists. Theoretically, the key

concept for the genre approach is to develop learners’ communication skills by supplying

frameworks for producing information in organized context, not just isolated sentences (Paran

2012,p. 453). As Foley (2011,p. 19) described that “genre is located at the level of context of

culture”, the language is identified as a tool that the communicators as a member of culture and

society may use for conveying contextual information for specific objectives and circumstances

under specific culture and society (Myskow and Gordon 2010,p. 291). Under the framework specified

by a genre, the learners may realize what specific organization including communicative functions

(interpersonal metafunction) and information arrangement in detail (textual metafunction) and

language features (ideational metafunction) that they should apply in the contextual information

(Gardner and Nesi 2013,p. 27). Among a number of genres, according to Derewianka (1990),

the basic genres that the learners are supposed to acquire are information report, instruction/process,

explanation, argument, recount and narrative, each of which is composed of its own distinctive

communicative purpose, organization (interpersonal metafunction and textual metafunction) and

key language features (ideational metafunction). In case of the information report, its communicative

purpose, organization and key language features can be identified as follows:

Information Report (Derewianka 1990,pp. 51-53)

a) Purpose – Give factual information

b) Organization – The information is presented by point (classes, aspects, factors, criteria, etc.

c) Language Features

• Point-of-idea indicators

• Verbs of material, behavioral, relational, and existential processes (action verbs,

mental-action verbs, linking verbs, and there + verb to be)

• Present-tense clauses

• Adverbs place/position, accompany, manner, degree, frequency and duration


Owing to this conceptual principle, English lessons under genre are normally situational

and content-based targeting on social issues (Thu 2009,p. 17). Owing to Vygotsky’s ideas of “cycle

supports or scaffolds”, pedagogy is implemented through the processes of modeling, analysis,

joint performance and independent construction (Johns 2003,p. 200).For classroom teaching,

referring to Derewianka and Jones (2012,p. 45), the English lessons under the genre approach

can be separated into two parts. The first part is to supply essential input knowledge of the learning

genre featuring a communicative purpose, a framework for organization, and the use of relevant

language features. The second part is to provide an opportunity for the learners to practice

producing and communicating contextual information from the assigned speaking topic of the

learning genre. As recommended by Berendt (2009,p. 22), the learners are ideally supposed to

use their target language to perform their assigned communicative tasks functionally and

interactively.

Figure 1 Conceptual Framework

Research Participants

The target participants were a group of four Mathayom-4 and one Mathayom-3 students

(14-16 years old) in Mathematics and Sciences major at Satriwithaya School. The participants

were the students of a special English course in the evening, which has the learning objective

match to this research which was to develop efficient English communicative skills including

learning genre. As recommended by Berendt (2009: 22), the learners are ideally supposed to use their target language to perform their assigned communicative tasks functionally and interactively.

Figure 1 Conceptual Framework Research Participants

The target participants were a group of four Mathayom-4 and one Mathayom-3 students (14-16 years old) in Mathematics and Sciences major at Satriwithaya School. The participants were the students of a special English course in the evening, which has the learning objective match to this research which was to develop efficient English communicative skills including speaking as to present the quality factual information. These students studied all the subjects in Thai including the other English subjects taught by Thai teachers. Instrumentation

In order to acquire the expected data for the study, the instruments to be applied in this research were consisted of: 1) speaking lessons, and 2) video recorder.

Organization (Interpersonal & Textual Metafunctions)

Communicative Purposes

Authentic Speaking Lesson (P-Lesson A and

P-Lesson B)

Genre Approach

Teaching/Learning

Language Features (Ideational Metafunction)

Effective Speaking Practices of the Learners’

Produce and Present Contextual Information Organization (Interpersonal &

Textual Metafunctions)

Communicative Purposes Language Features (Ideational Metafunction)

Modeling, Analysis, and

Joint Performance

Independent Construction


speaking as to present the quality factual information. These students studied all the subjects in

Thai including the other English subjects taught by Thai teachers.

Instrumentation

In order to acquire the expected data for the study, the instruments to be applied in this

research were consisted of: 1) speaking lessons, and 2) video recorder.

1. Speaking Lessons

To generate the data, two information-report lessons were developed. The lessons

included: 1) a pre-speaking activity (warm-up activity) which was a reading text with post-reading

questions, and 2) a speaking activity as illustrated in Table A, on a topic somehow connected to

the reading text, in form of an individual presentation. Considering the process of the modeling,

analysis and joint performance, the pre-speaking activity was used as model for the participants to:

1) study the learning genre regarding the communicative purpose, organization (interpersonal

metafunction and textual metafunction) and the use of language features (ideational metafunction),

and 2) perceive the way to produce and present the information for the speaking activity. For the

process of the independent construction, a speaking activity was assigned for the participants

to practice speaking by presenting the information under the required elements of the genre that

they had just learnt.

Table 1 Speaking Activities of Information-Report Lessons

Lesson Speaking Activity

P-Lesson A:

The Life of A Prisoner

Create a new prison anywhere in the world (drawing your

idea on the board). Then talk as to give factual detail about

your prison assume that a team of staffs from the government

responsible for this project was listening to your idea.

P-Lesson B:

Dallas/Forth Worth

International Airport

Create a new airport packed with a variety of facilities and

services for travelers (drawing your idea on the board). Then,

talk as to give factual detail about your airport assume that the

mayor of the city and his/her staffs in which you build the airport

were listening to your idea.


2. Video Recorder

To acquire data, Video Recorder or Camcorder – Sony, Handycam HDR-PJ540 –, featuring

a 64-GB memory, a tripod and a set of wireless microphone, with ability to record motion-picture

and sound was the selected instrument. The reason that this tool was the selected choice was

because it was able to record the participants’ speaking performance in real time. Moreover,

the recordings of the video files are easy to store in a digital format.

Data Collection

A naturalistic participant observation was the method to collect data. The data were

the participants’ speaking performances in form of individual presentations from the beginning

to the end in the classes that the two designed lessons were facilitated. To collect data,

the speaking performances in the speaking session of all the participants who attended the

classes were recorded by the prepared recording instruments.

Data Analysis

By the procedure, the collected data which are the video recordings were first transcribed.

Then, the information that each participant produced and spoke was analyzed by a discourse

analysis on the content based on the genre approach (Derewianka 1990) with the support of the

observational checklists designed regarding the elements on: 1) organization (interpersonal

metafunction and textual metafunction) and 2) language features (ideational metafunction) of the

information report, as illustrated in Example 1. The purpose was to examine to what extent the

participants could produce meaningful information by organization and the use of language

features and speaking it to encounter the specific communicative purpose, which, in this case,

is to present factual information by the point.


Example 1 – Participants’ Overall Speaking Performance based on Information Report

(by Participant P1 in P-Lesson A)

Findings

This section is the presentation of the outcomes in terms of speaking performance

produced by the participants from the speaking practices provided by the two designed lessons

based on the genre approach. The collected data, which were the video records, the transcription,

and the discourse analysis on the content of the participants’ speaking performances were

analyzed in detail by the point to answer the research question as follows:

Example 1 – Participants’ Overall Speaking Performance based on Information Report (by Participant P1 in P-Lesson A)

Organization Information Language Features General Statement

Definition

Opening Statement

Description

Indicators of Particular-Aspect/ Point-by-Point Information

Material Process

Relational Process

Subject + Modal Verbs to Display Possibility + …..

Subject + Verb 1 + …….

Adverbs of Place/Position

Adverbs of Accompany

Adverbs of Manner

Adverbs of Degree, Frequency, Duration

||[it is a prison in my in my in my thinking]||

||it has it is a (punishment area) for ah a prisoner who ah no ah a general prisoner|| |and if if you ahh| ||we have a we have a stamp to collect (by doing a good good thing)|| |||and if you have stamp|| you can you can go out of this punishment area|| and give it to the give it to the police|| and you can you can have [you can have] a ticket to the the (many accommodation) around the like a cinema or a resting point that have a bookcase and music station and computer zone that are that that is (without internet connection) to protect the criminal problem|| and it have (a visiting area) that are room not just a window and a family or partner can visit you (in the visiting room)||| ||and [it have] a bedroom that are that sorry it have (a bed bedroom) that are ah that can that can umm that can that are comfortable|| and and we have (a nursing room) be beside (for 24 hours)|||


1. Organization

The followings are the outcomes on the organization in both interpersonal metafunction

(presenting the required communicative functions) and textual metafunction (information

arrangement in detail) produced by the participants while presenting the information based on

the information report. In detail, the outcomes can be discussed point by point as follows:

1a) Interpersonal Metafunction

The outcomes of the participants’ performance on the interpersonal metafunction

(presenting the communicative functions which are the introduction and the body) in the information

report are presented in Figure 2.

GS = General Statement D = Description

** P = Produced N = Not Produced

*** PLA = P-Lesson A PLB = P-Lesson B

Figure 2 Participants’ Performance on Interpersonal Metafunction

According to Figure 2, considering the required communicative functions for the

information report, the outcome demonstrated that, all the participants could present both the

general statement (GS) (the introduction of the information report) and the description (D) (the

body of the information report) for the factual information that they created in both P-Lesson A

(PLA) and P-Lesson B (PLB). This outcome is supported from the evidence that 100 percent of

the participants produced the general statement and also the description both in P-Lesson A and

in P-Lesson B. Example 2 is the example of the participants’ performance in presenting the general

statement and the description for the factual information based on the information report.


Example 2 – Participants’ Presenting both General Statement and Description based on Information Report (by Participant P2 in P-Lesson A)

1b) Textual Metafunction The outcomes of the participants’ performance on the textual metafunction (arranging

information in detail) in the information report are presented in Figure 3.

** P = Produced N = Not Produced *** PLA = P-Lesson A PLB = P-Lesson B

Figure 3 Participants’ Performance on Textual MetafunctionAccording to Figure 3, the outcome demonstrated that all the participants could present

the particular aspects or the points of information in the description. This outcome is supported from the evidence that 100 percent of the participants created the particular aspects or the points of information in the description both in P-Lesson A (PLA) and in P-Lesson B (PLB). Examples 3 is the example of the participants’ performance in presenting the particular aspects or the points

of information in the description based on the information report.

According to Figure 2, considering the required communicative functions for the information report, the outcome demonstrated that, all the participants could present both the general statement (GS) (the introduction of the information report) and the description (D) (the body of the information report) for the factual information that they created in both P-Lesson A (PLA) and P-Lesson B (PLB). This outcome is supported from the evidence that 100 percent of the participants produced the general statement and also the description both in P-Lesson A and in P-Lesson B. Example 2 is the example of the participants’ performance in presenting the general statement and the description for the factual information based on the information report. Example 2 – Participants’ Presenting both General Statement and Description based on Information Report (by Participant P2 in P-Lesson A)

Organization Information Language Features

General Statement

Definition

Opening Statement

Description

1b) Textual Metafunction

The outcomes of the participants’ performance on the textual metafunction (arranging information in detail) in the information report are presented in Figure 3.

|in the center is ground| ||and it have a ahh middle building is a public building|| |||it has fitness swimming pool gym pet room computer room library mini mart visiting area and spa|| but everything you must pay money|| so you must have job in specific time||| |but ah to protect the problem| ||every prisoner must inter chip||

||[it’s a prison in my thinking]|| ||[ahh its name is chip prison]||


Figure 3 Participants’ Performance on Textual Metafunction

According to Figure 3, the outcome demonstrated that all the participants could present the particular aspects or the points of information in the description. This outcome is supported from the evidence that 100 percent of the participants created the particular aspects or the points of information in the description both in P-Lesson A (PLA) and in P-Lesson B (PLB). Examples 3 is the example of the participants’ performance in presenting the particular aspects or the points of information in the description based on the information report.

Example 3 – Participants’ Presenting Particular Aspects/Points of Information in the Description (by Participant P1 in P-Lesson A)


Description


P = 100% P = 100%

||it is a prison in my in my in my thinking||

||it has it is a punishment area for ah a prisoner who ah no ah a general prisoner|| |and if if you ahh| ||we have a we have a stamp to collect by doing a good good thing|| |||and if you have stamp|| you can you can go out of this punishment area|| and give it to the give it to the police|| and you can you can have you can have a ticket to the the many accommodation around the like a cinema or a resting point that have a bookcase and music station and computer zone that are that that is without internet connection to protect the criminal problem|| and it have a visiting area that are room not just a window and a family or partner can visit you in the visiting room||| ||and it have a bedroom that are that sorry it have a bed bedroom that are ah that can that can umm that can that are comfortable|| and and we have a nursing room be beside for 24 hours|||


Example 3 – Participants’ Presenting Particular Aspects/Points of Information in the Description


2. Ideational Metafunction (Use of Language Features)

The followings are the outcomes of the participants’ performance on the ideational

metafunction (using the language features) when they were presenting the factual information in

both P-Lesson A and P-Lesson B based on the information report. In detail, the outcomes can

be discussed point by point as follows:

2a) Idea Indicators

The outcomes of the participants’ performance in applying the point-of-idea indicators

of the information report are presented in Figure 4.

** P = Produced N = Not Produced

*** PLA = P-Lesson A PLB = P-Lesson

Figure 4 Participants’ Performance in Applying Idea Indicators


Figure 3 Participants’ Performance on Textual Metafunction

According to Figure 3, the outcome demonstrated that all the participants could present the particular aspects or the points of information in the description. This outcome is supported from the evidence that 100 percent of the participants created the particular aspects or the points of information in the description both in P-Lesson A (PLA) and in P-Lesson B (PLB). Examples 3 is the example of the participants’ performance in presenting the particular aspects or the points of information in the description based on the information report.

Example 3 – Participants’ Presenting Particular Aspects/Points of Information in the Description (by Participant P1 in P-Lesson A)


Description


P = 100% P = 100%

||it is a prison in my in my in my thinking||

||it has it is a punishment area for ah a prisoner who ah no ah a general prisoner|| |and if if you ahh| ||we have a we have a stamp to collect by doing a good good thing|| |||and if you have stamp|| you can you can go out of this punishment area|| and give it to the give it to the police|| and you can you can have you can have a ticket to the the many accommodation around the like a cinema or a resting point that have a bookcase and music station and computer zone that are that that is without internet connection to protect the criminal problem|| and it have a visiting area that are room not just a window and a family or partner can visit you in the visiting room||| ||and it have a bedroom that are that sorry it have a bed bedroom that are ah that can that can umm that can that are comfortable|| and and we have a nursing room be beside for 24 hours|||

2. Ideational Metafunction (Use of Language Features) The followings are the outcomes of the participants’ performance on the ideational

metafunction (using the language features) when they were presenting the factual information in both P-Lesson A and P-Lesson B based on the information report. In detail, the outcomes can be discussed point by point as follows: 2a) Idea Indicators

The outcomes of the participants’ performance in applying the point-of-idea indicators of the information report are presented in Figure 4.

** P = Produced N = Not Produced *** PLA = P-Lesson A PLB = P-Lesson

Figure 4 Participants’ Performance in Applying Idea Indicators

According to Figure 4, the outcome demonstrated that approximately only three-fifths of the participants could apply the point-of-idea indicators to organize the particular aspects or the points of information in the description while the other two-fifths of them were likely to be inconsistent at this specific point. This outcome is supported from the evidence that 40 percent of the participants applied the point-of-idea indicators in P-Lesson A (PLA) while up to 80 percent of them applied this language feature in P-Lesson B (PLB). Example 4 is the example of the participants’ performance in applying the point-of-idea indicators for the factual information based on the information report.

N = 20%

N = 60%

P = 40%

P = 80%


According to Figure 4, the outcome demonstrated that approximately only three-fifths

of the participants could apply the point-of-idea indicators to organize the particular aspects or

the points of information in the description while the other two-fifths of them were likely to be

inconsistent at this specific point. This outcome is supported from the evidence that 40 percent

of the participants applied the point-of-idea indicators in P-Lesson A (PLA) while up to 80 percent

of them applied this language feature in P-Lesson B (PLB). Example 4 is the example of the

participants’ performance in applying the point-of-idea indicators for the factual information based

on the information report.

Example 4 – Speech with Point-of-Idea Indicators based on Information Report (by Participant

P4 in P-Lesson A)

For the participants with the point-of-idea indicators, it was found that, in both P-Lesson

A and P-Lesson B, there are two ways that the participants produced the point-of-idea indicators.

The first way is applying the adverb of place/position, mostly in the form of a phrase, a chunk or

a clause specifying a place/position as the point-of-idea indicators, to help make the information

be organized by the area or section, as presented in Example 5. The second way is applying

a nominal group or a clause together with a sequential item as the point-of-idea indicators to help

Example 4 – Speech with Point-of-Idea Indicators based on Information Report (by Participant P4 in P-Lesson A)


General Statement

Description

Point-of-idea Indicators

For the participants with the point-of-idea indicators, it was found that, in both P-Lesson A

and P-Lesson B, there are two ways that the participants produced the point-of-idea indicators. The first way is applying the adverb of place/position, mostly in the form of a phrase, a chunk or a clause specifying a place/position as the point-of-idea indicators, to help make the information be organized by the area or section, as presented in Example 5. The second way is applying a nominal group or a clause together with a sequential item as the point-of-idea indicators to help make the information be organized either by the area/section or by the type/category, as presented in Example 6.

|||my prison name is fantastic prison|| because everybody every prisoner will never want to go out from this prison|||

||[first there is a car park]|| and then the visitor can buy um the gift or the product that the prisoner make or practice for the next job|| |||then when you come in|| [first tower is of is the office]||| ||you can contact the officer to ah visit your prisoner|| |||so when you will you meet your prisoner|| you can hang around the field|| ||you can ride the bicycle or play kite play football around this area|| ||[and you will see the hospital]|| ||the prisoner can ah contact the doctor for for a healthy problem|| ||and there is a counsel room for the mental problem or healthy problem|| ||[and you will find the community mall]|| |there including the restaurant cinema internet café spa aquarium| ||you can hang um the prisoner can hang out with their friend all day|| ||[next is the gym]|| ||the gym will include every equipment that the prisoner want|| ||and it have a swimming pool on the on the top of the tower|| ||[the last tower in this pri in this prison is dormitory]|| |it including the living room bathroom and restroom it like a five-star hotel|

||thank you||


make the information be organized either by the area/section or by the type/category, as presented

in Example 6.

Example 5 – Speech Applying Adverb of Place/Position, or Any Chunk/Clause Specifying

Place/Position as Point-of-Idea Indicator (by Participant P5 in P-Lesson A)

Example 5 – Speech Applying Adverb of Place/Position, or Any Chunk/Clause Specifying Place/Position as Point-of-Idea Indicator (by Participant P5 in P-Lesson A)


General Statement

Description


||[my prison name is f & h jail|| ||is main mean happy and fun fun and happy]||

|||[in the third floor have a food court|| and in the second floor to five it is a dormitory]||| |||if you hungry in the night|| you can go go down and cook any drink you want to eat that have a ingredient you have||| |if you a good prisoner| ||and it is a have a chair and ah a water fountain|| ||[it have a library]|| ||you can read any book around the world that you want to read|| ||you can check or borring to read at you bedroom or everywhere|| |||you can bring to read it in a park or in a visiting room to to present you book at you family that it is a good book||| |||[and it have in the third floor is a fitness room|| and the second floor is a computer room]||| |||you can play game online any game|| and it have a internet|| but it can only connect in the jail||| ||[and this is a swimming pool]|| ||you can swim to swim with a fish or ah you want|| ||it have a pond that have a bridge cover it|| |||you can catch a fish ||and make a sashimi|| or grill it beside a pond||| ||[and this is a office building that have a nursing room]|| |||if you have a sick|| you can go it||| ||[and in the second floor have a visiting room]|| |||if your family go to|| and you can visit your family in this floor||| ||[and in the on the building it have a hall park]|| |||if your family go to buy hall|| it can park it|||

||thank you||


Example 6 – Speech Applying Nominal Group/Clause together with Sequential Item as Point-of-

Idea Indicator (by Participant P4 in P-Lesson A)

2b) Processes

According to the analysis, the outcomes of the participants’ performance on the verb

processes are presented in Figure 5

Material = Material Process Behavioral = Behavioral Process

Relational = Relational Process Existential = Existential Process

Others = Other Types of Verb Processes


Figure 5 Participants’ Performance in Applying Verb Processes

Example 6 – Speech Applying Nominal Group/Clause together with Sequential Item as Point-of- Idea Indicator (by Participant P4 in P-Lesson A)


General Statement

Description


2b) Processes

According to the analysis, the outcomes of the participants’ performance on the verb processes are presented in Figure 5



||thank you||

Example 6 – Speech Applying Nominal Group/Clause together with Sequential Item as Point-of- Idea Indicator (by Participant P4 in P-Lesson A)


General Statement

Description


2b) Processes

According to the analysis, the outcomes of the participants’ performance on the verb processes are presented in Figure 5



||thank you||

Material = Material Process Behavioral = Behavioral Process Relational = Relational Process Existential = Existential Process Others = Other Types of Verb Processes *** PLA = P-Lesson A PLB = P-Lesson B

Figure 5 Participants’ Performance in Applying Verb Processes

According to Figure 5, the outcome shows that the participants could overall produce the relevant verbs in view of the verb processes for the information-report speech. This outcome is supported from the evidence that more than 90 percent of all the verbs that the participants produced are the relevant verb processes both in P-Lesson A (PLA) and in P-Lesson B (PLB). In detail, the outcome also shows that the relational process and the material process are the verb processes that all the participants applied in their information-report speech. This outcome is supported from the evidence that, on average, approximately 47 percent of all the verbs that the participants produced are the relational process while approximately 45 percent are the material process. In the opposite, the behavioral process and the existential process were produced by the participants no more than eight percent. Example 7 is the example of the participants’ performance in applying the types of the relevant verb processes based on the information report.

Material = 42% Material = 48%

Relational = 49% Relational = 44%

Behavioral = 6% Behavioral = 6%

Existential = 2% Existential = 1% Others = 1% Others = 1%


According to Figure 5, the outcome shows that the participants could overall produce

the relevant verbs in view of the verb processes for the information-report speech. This outcome

is supported from the evidence that more than 90 percent of all the verbs that the participants

produced are the relevant verb processes both in P-Lesson A (PLA) and in P-Lesson B (PLB).

In detail, the outcome also shows that the relational process and the material process are the

verb processes that all the participants applied in their information-report speech. This outcome

is supported from the evidence that, on average, approximately 47 percent of all the verbs that

the participants produced are the relational process while approximately 45 percent are the

material process. In the opposite, the behavioral process and the existential process were

produced by the participants no more than eight percent. Example 7 is the example of the

participants’ performance in applying the types of the relevant verb processes based on the

information report.

Example 7 – Information-Report Speech with Four Types of Relevant Verb Processes


Example 7 – Information-Report Speech with Four Types of Relevant Verb Processes (by Participant P4 in P-Lesson A)


General Statement

Description Material Process Behavioral Process Relational Process Existential Process

On the point of using words, it was found that the verb ‘be’ and ‘have’ are the most

common verbs of the relational process that all the participants applied. Some participants also used the verbs ‘get’, and ‘include’ likely to have the meaning of ‘have’ in the context. For the material process, the verbs such as ‘go’ and ‘come’ are the verbs of the material process that the participants frequently used. For the behavior process, it was found that some participants used the verb ‘see’ likely to convey the meaning of ‘watch’ or ‘take a look’ in their contexts more likely to be belonged to the behavioral process than the mental process. The verb ‘know’ that is basically supposed to be belonged to the mental process in the meaning of ‘understand’ or ‘perceive’ can also be used as the behavioral process in the information-report contexts in the meaning of ‘explore or discover information’.


||first there is a car park|| and then the visitor can buy um the gift or the product that the prisoner make or practice for the next job|| |||then when you come in|| first tower is of is the office||| ||you can contact the officer to ah visit your prisoner|| |||so when you will you meet your prisoner|| you can hang around the field|| ||you can ride the bicycle or play kite play football around this area|| ||and you will see the hospital|| ||the prisoner can ah contact the doctor for for a healthy problem|| ||and there is a counsel room for the mental problem or healthy problem|| ||and you will find the community mall|| |there including the restaurant cinema internet café spa aquarium| ||you can hang um the prisoner can hang out with their friend all day|| ||[next is the gym]|| ||the gym will include every equipment that the prisoner want|| ||and it have a swimming pool on the on the top of the tower|| ||the last tower in this pri in this prison is dormitory|| |it including the living room bathroom and restroom it like a five-star hotel|

||thank you||


On the point of using words, it was found that the verb ‘be’ and ‘have’ are the most

common verbs of the relational process that all the participants applied. Some participants also

used the verbs ‘get’, and ‘include’ likely to have the meaning of ‘have’ in the context. For the

material process, the verbs such as ‘go’ and ‘come’ are the verbs of the material process that the

participants frequently used. For the behavior process, it was found that some participants used

the verb ‘see’ likely to convey the meaning of ‘watch’ or ‘take a look’ in their contexts more likely

to be belonged to the behavioral process than the mental process. The verb ‘know’ that is basically

supposed to be belonged to the mental process in the meaning of ‘understand’ or ‘perceive’ can

also be used as the behavioral process in the information-report contexts in the meaning of ‘explore

or discover information’.

2c) Clause Forming

According to the analysis, the outcomes of the participants’ performance on the clause

forming are presented in Figures 6.

SMP = Subject + Modal Verbs to Display Possibility + ….

SV1 = Subject + Verb 1 + …….

SMC = Subject + Modal Verbs to Display Command + ……

SV2 = Subject + Verb 2 + …….


Figure 6 Participants’ Performance in Applying Clauses


the relevant clauses for the information-report speech which are ‘Subject + Modal Verbs to Display

Possibility + …..’ and ‘Subject + Verb 1 + …….’. This outcome is supported from the evidence

that more than 90 percent of all the clauses that the participants produced are the relevant clauses

both in P-Lesson A and P-Lesson B. In detail, the outcome shows that the participants applied

2c) Clause Forming According to the analysis, the outcomes of the participants’ performance on the clause

forming are presented in Figures 6.

SMP = Subject + Modal Verbs to Display Possibility + …. SV1 = Subject + Verb 1 + ……. SMC = Subject + Modal Verbs to Display Command + …… SV2 = Subject + Verb 2 + ……. *** PLA = P-Lesson A PLB = P-Lesson B

Figure 6 Participants’ Performance in Applying Clauses

According to Figure 6, the outcome shows that the participants could overall produce the relevant clauses for the information-report speech which are ‘Subject + Modal Verbs to Display Possibility + …..’ and ‘Subject + Verb 1 + …….’. This outcome is supported from the evidence that more than 90 percent of all the clauses that the participants produced are the relevant clauses both in P-Lesson A and P-Lesson B. In detail, the outcome shows that the participants applied ‘Subject + Verb 1 + …….’ more than ‘Subject + Modal Verbs to Display Possibility + …..’. This outcome is supported from the evidence that, on average, approximately 65 percent of all the relevant clauses that the participants produced both in P-Lesson A (PLA) and P-Lesson B (PLB) are ‘Subject + Verb 1 + …….’ (SV1) whereas ‘Subject + Modal Verbs to Display Possibility + …..’ (SMP) were produced by the participants no more than 35 percent. For producing clause ‘Subject + Modal Verbs to Display Possibility + …..’, it was found that ‘can’, ‘will’ and ‘want to’ are the verbs that were, more or less, applied for showing the modality of

SMC = 4%

SMP = 35%

SV1 = 60%

SV1 = 63%

SMC = 6%

SV2 = 1% SV2 = 1%

SMP = 30%


‘Subject + Verb 1 + …….’ more than ‘Subject + Modal Verbs to Display Possibility + …..’.

This outcome is supported from the evidence that, on average, approximately 65 percent of all

the relevant clauses that the participants produced both in P-Lesson A (PLA) and P-Lesson B

(PLB) are ‘Subject + Verb 1 + …….’ (SV1) whereas ‘Subject + Modal Verbs to Display Possibility

+ …..’ (SMP) were produced by the participants no more than 35 percent. For producing clause

‘Subject + Modal Verbs to Display Possibility + …..’, it was found that ‘can’, ‘will’ and ‘want to’ are

the verbs that were, more or less, applied for showing the modality of possibility by the participants.

Example 8 is the example of the participants’ performance in applying the types of the relevant

clauses based on the information report.

Example 8 – Information-Report Speech with Two Forms of Relevant Clauses (by Participant P4

in P-Lesson B)

possibility by the participants. Example 8 is the example of the participants’ performance in applying the types of the relevant clauses based on the information report. Example 8 – Information-Report Speech with Two Forms of Relevant Clauses (by Participant P4 in P-Lesson B)


General Statement

Description Subject + Modal Verbs to Display Possibility + …..

Subject + Verb 1 + …….

||my airport name is [my airport name is] valencia international airport]|| ||[[there are] four main towers in this airport]||

||[the first one is] the control tower|| ||the control tower| there ah there is ah [there are] the control room that control all of this airport system and [the floor that can park] the car|| ||[the second tower is] ah shopping mall and hotel|| |||[this tower will entertain] the shopper|| before [they go] to the next tower||| ||[this shopping mall is including] a lot of things that [you want] around the world|| |||and the [this hotel is] the five stars hotel|| and [it has] a spa||| |||then before [you go] to or before [you boarding]|| [you will exchange] your money this area|| so that [you can go] to the next tower...the next tower that connected by bridge||| |||this bridge made built from built from the glasses or the brick built from the glasses||| ||you [you can see] the biotical garden under this bridge|| ||[it is] very beautiful|| ||[it including] all of the plants in thailand|| |this i forgot something okay| ||this [this tower is] name ah [this tower is departure tower]|| ||ah first rule must check in this area|| ||and then [you can kill] your time in restaurant café or cinema|| ||and [you have] a lounge|| ||ah [this is] free|| |||then [you can go] in the gate|| and go boarding||| ||so you [the last tower is] arrival tower|| ||the ah [the tower has] a lounge a very big lunch lounge|| |||because when [the korean idol or the movie star come] to this thailand|| [they have] many fans || so fans will must waiting for them|| before that they that [they come]|| so [they can relax] or sleeping||| ||there [this is] the luggage zone|| |||when [you arrive]|| you can get [you will get] the luggage zone ah the luggage your luggage in this zone||| ||[it have] a mini stage for the idol to show them to show they to show them for fans|| |||and then [you go] to this tower|| and [go] out of the airport||| ||Thank you||


2d) Adverbial Groups

According to the analysis, the outcomes of the participants’ performance on the adverbial

groups are presented in Figures 7.

Place = Adverbs of Place or Position

Accompany = Adverbs of Accompany

Manner = Adverbs of Manner

Degree/Frequency/Duration = Adverbs of Degree, Frequency and Duration

Others = Other Types of Adverbs


Figure 7 Participants’ Performance in Applying Adverbial Groups


the basic adverbial groups for the information-report speech. This outcome is supported from the

evidence that approximately up to 75 percent of all the adverbial groups that the participants

produced in P-Lesson A (PLA) and P-Lesson B (PLB) are the basic adverbial groups including

the adverbs of place/position, the adverbs of accompany, the adverbs of manner, and the adverbs

of degree, frequency and duration. In detail, the outcome shows that the adverbs of place/position

and the adverbs of degree, frequency and duration are the most frequent and the second most

frequent types of adverbs that the participants produced to add detail in the speech. The adverbs

of accompany and the adverbs of manner were only occasionally produced by the participants.

This outcome is supported from the evidence that, from the two lessons, the participants, on

average, produced the adverbs of place/position 46 percent and the adverbs of degree, frequency

and duration 17 percent whereas they produced the adverbs of accompany and the adverbs of

manner no more than six percent. Example 9 is the example of the participants’ performance in

applying four types of the basic adverbial groups for the information report.

2d) Adverbial Groups According to the analysis, the outcomes of the participants’ performance on the

adverbial groups are presented in Figures 7.

Place = Adverbs of Place or Position Accompany = Adverbs of Accompany

Manner = Adverbs of Manner Degree/Frequency/Duration = Adverbs of Degree, Frequency and Duration

Others = Other Types of Adverbs *** PLA = P-Lesson A PLB = P-Lesson B

Figure 7 Participants’ Performance in Applying Adverbial Groups

According to Figure 7, the outcome shows that the participants could overall produce the basic adverbial groups for the information-report speech. This outcome is supported from the evidence that approximately up to 75 percent of all the adverbial groups that the participants produced in P-Lesson A (PLA) and P-Lesson B (PLB) are the basic adverbial groups including the adverbs of place/position, the adverbs of accompany, the adverbs of manner, and the adverbs of degree, frequency and duration. In detail, the outcome shows that the adverbs of place/position and the adverbs of degree, frequency and duration are the most frequent and the second most frequent types of adverbs that the participants produced to add detail in the speech. The adverbs of accompany and the adverbs of manner were only occasionally produced by the participants. This outcome is supported from the evidence that, from the two lessons, the participants, on average, produced the adverbs of place/position 46 percent and the adverbs

Place = 41% Place = 51%

Degree/Frequency/ Duration = 16%

Degree/Frequency/ Duration = 17%

Manner = 6% Manner = 7%

Accompany = 7% Accompany = 1%

Others = 30% Others = 24%


Example 9 – Information-Report Speech with Four Types of Relevant Adverbs (by Participant

P1 in P-Lesson A)

Discussion of the Findings

From the findings, it can be interpreted that the participants could be engaged to practice

and develop speaking ability, as recommended by Berendt (2009,p. 22), to convey the factual

information of the information report, as conceptualized by Derewianka (1990,pp. 51-53), from the

two designed lessons. Yet, the participants’ speaking ability has not improved to the mastery level

from the lessons. As can be seen, considering the organization featuring particular communicative

functions in order (interpersonal metafunction) and information arrangement in detail (textual

metafunction) and language features (ideational metafunction) as specified by Derewianka

(1990,pp. 51-53), and Foley (2011,p. 195), the participants’ speaking performance is not proficient

at the mastery level as there are some certain points that the participants could and could not do.

1. Organization

On the point of the interpersonal metafunction, all the participants could present

the required communicative functions which are the general statement and the description for

the information report. Furthermore, on the point of the textual metafunction, all the participants

had no problems in presenting the particular aspects or the points of information in the description.

of degree, frequency and duration 17 percent whereas they produced the adverbs of accompany and the adverbs of manner no more than six percent. Example 9 is the example of the participants’ performance in applying four types of the basic adverbial groups for the information report. Example 9 – Information-Report Speech with Four Types of Relevant Adverbs (by Participant P1

in P-Lesson A)


General Statement

Description Adverbs of Place/Position

Adverbs of Accompany

Adverbs of Manner

Adverbs of Degree, Frequency, Duration, Time

Discussion of the Findings

From the findings, it can be interpreted that the participants could be engaged to practice and develop speaking ability, as recommended by Berendt (2009: 22), to convey the factual information of the information report, as conceptualized by Derewianka (1990: 51-53), from the two designed lessons. Yet, the participants’ speaking ability has not improved to the mastery level from the lessons. As can be seen, considering the organization featuring particular

||it is a prison in my in my (in my thinking)||

||it has it is a punishment area for ah a prisoner who ah no ah a general prisoner|| |and if if you ahh| ||we have a we have a stamp to collect (by doing a good good thing)|| |||and if you have stamp|| you can you can go (out of this punishment area)|| and give it to the give it (to the police)|| and you can you can have you can have a ticket (to the the many accommodation around) the (like a cinema or a resting point) that have a bookcase and music station and computer zone that are that that is (without internet connection) to protect the criminal problem|| and it have a visiting area that are room (not just a window) and a family or partner can visit you (in the visiting room)||| ||and it have a bedroom that are that sorry it have a bed bedroom that are ah that can that can umm that can that are comfortable|| and and we have a nursing room be (beside) (for 24 hours)|||


2. Use of Language Features (Ideational Metafunction)

On the point of the point-of-idea indicators, only a half of the participants could apply

the point-of-idea indicators for organizing the aspects or points of information in the description.

Practically, the ways that the participants produced the point-of-idea indicators are by applying

the adverbs of place/position and/or the nominal groups/clauses together with sequential items

as the point-of-idea indicators.

On the point of the verb processes, all the participants overall could utilize the relevant

verb processes although some participants produced a few irrelevant verb processes together with.

Practically, the material process and the relational process were most frequently applied by all

the participants; furthermore, the behavioral process was also applied by most participants.

On the point of the clause forming, all the participants could form the relevant clauses

despite applying a few irrelevant clauses along with. In addition, the majority of the participants

were able to present the information in the speech with a combination of ‘Subject + Modal Verbs

to Display Possibility + …..’ and ‘Subject + Verb 1 + …….’.

On the point of the adverbial groups, all the participants could produce the adverbs of

place and the adverbs of degree, frequency and duration. However, they only produced some

adverbs of accompany and adverbs of manner occasionally.

Recommendations from the Research

According to the genre approach (Derewianka 1990,pp. 51-53), lessons for speaking

development for the information report can be further developed as follows:

Inferred from the findings, the activities of the information-report speaking practices can

technically be distinguished to be two sub-types considering the textual metafunction which are

1) section-by-section speaking and 2) point-by-point speaking in case that teacher would like to

be systematic on the lesson plan. For the section-by-section speaking, learners may have an

opportunity to practice applying the adverbs of place/position as the point-of-idea indicators to

support discussing in each section of information in the description. For the point-by-point speaking,

learners may practice applying the cardinal number together with/or various types of nominal

groups, phrases, clauses or any unorganized chunks as the point-of-idea indicators to support

discussing in each point of information instead.


Talking about places such as restaurant, shop, house, train station, shopping mall, theme

park, city, etc, events or projects in various places in detail is a good choice of activities for the

information-report speaking practice. Learners may develop the information-report speaking ability

continuously to the mastery level by describing places, event or project in a place really existing

in the world or from the ones that they create from creativity and imagination. Besides places,

events or projects, many objects or animals featuring interesting points, types or categories to

describe in details; for example, a box set of carpentry tools, home-theater system, species of

whales, etc. can also be the other good alternatives.

To upgrade the learners’ speaking practice and speech production, these are the relevant

input knowledge at micro-level that teachers are supposed to supply to the learners during

the process of modeling, analysis and joint performance before they move on to the process of

independent construction.

1. Point-of-Idea Indicators: - Since there are some participants being inconsistent in using point-

of-idea indicators, the ways to apply this language feature for the information-report information

should be explained more in-depth together with some examples for the participants to build

awareness and encourage them to apply it into the information.

2. Verb Processes: - Since the participants could have provided many action verbs in the last

lesson, it is a good idea to make a progress in a qualitative way by encouraging the participants

to apply more specific action verbs in place of the basic verbs such as have, go, make, or do.

As a result, it should help upgrade the participants’ speech to sound more professional and

academic.

3. Clause Forming: - Since the participants only used the verbs ‘can’, ‘will’ and ‘want to’ to show

the modality of possibility in the clause ‘Subject + Modal Verbs to Display Possibility + ……’,

the verbs such as ‘would’, ‘may’, ‘might’, ‘could’, etc., which are also useful for the information-

report speaking, should be encouraged to the participants to utilize in the speech if having a

chance. Moreover, the participants should be reminded to avoid using ‘Subject + Modal Verbs

to Display Command + ……’ as it is unnecessary for the information-report information.

4. Adverb Groups: - Since the participants produce only a few adverbs of accompany and manner;

as a matter of facts, they can provide these types of adverbs more in the information. For the

adverbs of accompany, the participants should be encouraged to add some more examples, or

‘with what/whom’ details. For the adverbs of manner, the participants should also be encouraged


to try to add some ‘how to’ details if having a chance. Some examples of words, phrases, chunks

and clauses for these language features should be pointed out to provide more idea and build

more awareness to apply for the participants if possible.

Recommendations for Further Research

Beyond the recommendations mentioned in the previous section, the following suggestions

are the possible alternatives that researchers or teachers may continue for the further research

and development:

Firstly, because the participants for the study were limited to only a small group of the

high-school students from Satriwithaya School, it is interesting to try the designed lessons again,

but with the other groups of participants from the other schools for a more variety of outcomes

and some interesting aspects.

Secondly, because there are only two lessons designed in this study, it is a good idea

to continue the study by designing more lessons to develop the learners’ speaking ability to

the mastery level. Furthermore, developing a set of lessons from the other genres including

the instruction, the recount, the explanation, the narrative and the argumentative referring to

Derewianka (1990), as to advance the learners’ speaking ability is also the other specific area

where the study should be operated.

References

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Documents

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