Gingoog City Colleges – Junior High School

CHAPTER 2-REVIEW OF THE RELATED LITERATURE

The Literature review aims to bring together the sources of information

that will serve as basis, the practice-based evidence and relevant theory

that offers insights on how Grade 10 students deal in Oral recitation that

helps to develop their Oral Communication and reasoning practices through

giving out opinions.

According to Joughin (1998), Oral assessment might simply be defined

as the process of assessing a person's oral presentation style and their

ability to support their arguments on opinions effectively through the use of

spoken communication. It is often used as a tool for testing the knowledge

of students in a way that allows assessors to prove and scrutinize students.

It is being identified the four benefits of oral recitation; authenticity,

promoting good learning, balancing and development student strengths;

countering plagiarism (Joughin and Collorn, 2003). It also helps in boosting

students, ability to speak and improve speaking skills.

According to Che Noh a Journal of Islamic Education (2019) there is a

study that is related to the perception of Islamic Education teachers on their

teaching practices in the Qur'an recitation skills due to the national primary

schools under the administration of Education Ministry. A total of 120

Islamic Education teachers were involved as respondents in this study.

They were randomly selected from ten districts in Selangor. Data were

collected through a set of questionnaires consisting of 32 items. Descriptive

statistics consisted of frequency percentage and mean were used to report

the findings. Findings showed that the average means of all four

components in teaching practices were high. The component of lesson

induction showed mean=4.03, the component of lesson expansion showed

mean=4.18, the component of lesson closure showed mean=4.03 and the

component of teaching aids showed mean=3.77. In conclusion, teachers

should ensure a continuous improvement in their teaching practices

especially in Quran recitation skills.

Oral recitation is identically helpful to every student specifically the

Grade 10 students that will help to boost one's self-esteem, speaking skills

and to be enthusiast in speaking in front of the crowd either impromptu or

not. It will also be the basis of the teachers to examine the student’s

capability and ability to engage in personal reasoning and expressing own

opinions, stands and ideas that would make the students to be a

communication literate by organizing their views.

Oral recitation used to check comprehension rather than develop

thinking. Consistent with the example from the beginning of the chapter,

researcher has found that teachers dominate classroom talk. For example,

Lingard, Hayes, and Mills (2003) noted that in classrooms with higher

numbers of students living in poverty, teachers talk more and students talk

less. We also know that English Language learners in many classrooms are
 Gingoog City Colleges – Junior High School

asked easier questions or no questions at all and thus rarely have to talk in

the classroom (Guan Eng Ho, 2005). Several decades ago, Flanders (1970)

reported that teachers of high-achieving students spent about 55 per cent of

the class time talking, compared with 80 per cent for teachers of low

achieving students.

In addition to the sheer volume of teacher talk in the classroom,

researcher has identified the types of talk that are more and less helpful.

For example, Durkins (1978/1979) seminal research on comprehension

instruction confirmed that teachers rely primarily questioning to check for

understanding. Questioning is an important tool that teachers have, but

students also need opportunities for dialogue if they are to learn. And,

unfortunately, most questioning uses and initiate - respond - evaluate cycle

(Cazden, 1988) in which teachers initiate a question, a student responds,

and then the teachers evaluate the answer. Here is an example from 7th

grade social studies discussion of a reading on ancient Mesopotamia.

Therefore, teachers should initiate a question towards his students,

because students talk less if they are not asked. For students to respond,

teacher should start building the comprehension of his/her student to

practice and apply their developing knowledge.

Academic discourse has always been part of the classroom. Teachers

have long understood the importance of using language to transmit ideas.

In the early history of education, teachers talked for most of the instructional

day while students were quiet and completed their assigned tasks. Students

were expected to memorize facts and be able to recite them. Remember

that in most classrooms of the late 1800s, the age range was very diverse.

In the same classroom, teachers might have students who were 5 to 6

years old and others who were 15 to 18 (Doughs, 2008) Talking by students

was not the norm. In fact, students were punished in talking in class, even if

the talk was academic.

Overtime, educators realized that students had to use the language if

they were to become better educated. As a result, well-intentioned

educators called on individual to respond the questions. Teachers expected

them to use academic language in their individual responses, and as

students spoke, teachers would assess their knowledge.

As you respect on this excerpt from the classroom, consider whether

you think that the students will ever become proficient in using the

language. Our experience suggests that these students will fail to develop

academic language and discourse simply because they aren't provided

opportunities to use words. They are hearing words but are not using them.

We are reminded of Bakhtin's (1981) realisation. “The world in language is

half someone else's. It becomes 'one's own' only when the speaker

populates it with his own intention, his own accent, when he appropriates

the word, adapting it to his own semantic and expressive intention. (pp.
 Gingoog City Colleges – Junior High School

293-294). In other words, if students aren't using the words, they aren't

developing academic discourse. As a result, we often think we've done a

remarkable job teaching students and then wonder why they aren't learning.

The key is for students to talk with one another, in purposeful ways, using

academic language.

Therefore, a teacher must build first the language skills of students, so

that they will have a confident when reciting in class, because most likely

student has no interest to talk in class for they have language skills.

This Literature review aims to bring together sources of information,

including empirical research, practice-based evidence and relevant theory

that offer insights, into how students develop their oral communication

practices through their higher education experiences. As this is a broad

area some outline is necessary. Our particular focus will be on the current

nature of oral communication and its assessment in (HE), preparing and

delivering presentations, speaking in seminars discussion groups,

intercultural communication and ensuring in clarity when developing and

accessing oral communication practices. The review highlight, strengths

and weaknesses of current practices and explores approaches for making

practice more effective.

Difficulty in speaking in class is probably the most frequently cited

concern of the anxious foreign language students seeking help at the

Learning Skill Centre (LSC). Students often report that they feel fairly
 Gingoog City Colleges – Junior High School

comfortable responding to a drill or delivering prepared speeches un their

foreign language class but tend to 'freeze' in a role play station. Early on

students may make error in their use of grammar vocabulary, just as first

language learners do. Although the process of second language acquisition

varies with each student, depending on various factors, it is important to

acknowledge that all students go through general development. By the

increasing exposure of English languages of the progress of student’s from

acquiring social language to the more complex academic language.

(Horwitz, 2015) Oral recitation also keeps student's engaged in learning,

helps them verbalize their knowledge and suggests that if the information

being presented is important enough for the entire class to recite, it is worth

remembering.

Employability skills include the following abilities: the retrieval and

handling of information; communication and presentation; planning and

problem solving; and social development and interaction, creative thinking,

problem solving critical thinking, active and reflective application of

knowledge (Fallows & Steven, 2000; Driscoll, 2000). These are the skills

students need to succeed in their future workplace, so, they should be

embedded within the academic curriculum. One especially relevant part of

language curriculum at universities is teaching students how to prepare,

organize and deliver successful oral presentations for professional

purposes. Oral presentations provide “a rewarding and stimulating

experience both for teachers in developing facilitating skills and for students

in training themselves to have confident presentations in public“(King,

2002).

The ability to communicate is the most important goal that

communicative language teaching aims to reach. It is to be able to operate

effectively in the real world (Hedge, 2000). Students need a lot of

opportunity to practice language in situations which encourage them to

communicate their needs, ideas and opinions. With globalization graduates

need to be proficient in oral communication skills in order to function

effectively in the professional setting (Živković & Stojković, 2011).

Generally, effective oral communication is essential for success and

promotion in business (Murphy and Hildebrand, 1997).

According to (Reich, 1991) to have an oral recitation is to develop

students' receptiveness. Explaining reasons for this activity can increase

student participation and may always result in a heightening of satisfaction

and achievement.