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MINISTRY OF EDUCATION AND TRAINING
UNIVERSITY OF ECONOMICS AND FINANCE
Challenges In Learning English
Speaking Skills For Kids At Atlanta English
Centre
Major: ENGLISH LANGUAGE
Minor: TRANSLATION AND INTERPRETATION
UEF supervisor:
Site supervisor:
Student’s name:
Student ID:
Class:

2
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ACKNOWLEDGEMENTS
In the process of doing the internship report, not only have I faced up to
many problems in collecting reference materials but also got difficulties in
choosing the right way to express my ideas.
I would like to thank all teachers of University for their precious and useful
lessons during the time study which is then the foundation of this graduation
paper. Especially, I would like to express my deepest gratitude and indebtedness
to my lecturers who have always been most willing and ready to give me
valuable advice, suggestions, and materials to finish this report.
Last but not least, I also wish to extend my many thanks to my family for
financial support, time and encouragement to prepare, look for and collect the
necessary information to perform this project work.
In addition, I would like to thank my best friends for giving suggestions and
encouraged me during the time of doing this report.
Once again, I would like to say “Thank you so much” to everyone who
helped me complete this training report.
June, 2019

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THE SOCIALIST REPUBLIC OF VIETNAM
Independence - Freedom – Happiness
****
SUPERVISOR’S COMMENTS
Student’s full name:
Student ID:
Intake:
1. Internship duration
................................................................................................................................
................................................................................................................................
2. Major and minor
................................................................................................................................
................................................................................................................................
3. Comments
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
Supervisor’s signature

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TABLE OF CONTENT
ACKNOWLEDGEMENTS ........................................................................................ 1
TABLE OF CONTENT .............................................................................................. 4
LIST OF TABLE ........................................................................................................ 5
CHAPTER 1 INTRODUCTION ................................................................................ 6
1.1. The problem statement......................................................................................... 6
1.2. Rationale for the present study............................................................................. 7
1.3. Aims of the study and research questions............................................................ 8
CHAPTER 2 LITERATURE REVIEW ..................................................................... 9
1.2. Overview of speaking .......................................................................................... 9
1.2.1. Definition .......................................................................................................... 9
1.2.2. The importance of speakingskills ..................................................................... 9
1.2. Common problem analysis................................................................................. 10
1.2.1. Definition of problem...................................................................................... 10
1.2.2. Problems in the speech process....................................................................... 10
CHAPTER 3 RESEARCH METHODS ................................................................... 13
3.1. Methodology ...................................................................................................... 13
3.1.1. Survey ............................................................................................................. 13
3.1.2. Results............................................................................................................. 14
3.2. Suggested ways of overcoming the problems.................................................... 18
3.3.1. Some suggestions for learning to speak.......................................................... 18
3.3.2. Some suggestions for teaching speaking ........................................................ 21
CONCLUSION......................................................................................................... 22
REFERENCES.......................................................................................................... 24
APPENDICES........................................................................................................... 25

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LIST OF TABLE
Table 3. 1: Difficulties encountered during the speaking process ............................ 14
Table 3. 2: Factor in English speaking is difficult .................................................... 15
Table 3. 3: How grammar affect kids when speaking English? ............................... 15
Table 3. 4: Probable causes of getting problems ...................................................... 15
Table 3. 5: Suggestions for learning speaking skills................................................. 16
Table 3. 6: Suggestions for teaching speaking skill.................................................. 17

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CHAPTER 1 INTRODUCTION
1.1. The problem statement
Most people know English and its importance to the lives of Vietnamese
students. When mentioning to English, people immediately think of it as a global
language: the official language of more than 53 countries and territories, the
official language of the EU and the third language is spoken by many people
most only after Chinese and Spanish. International events, global organizations
also default to English as the language of communication. In addition, English is
spoken by more than 400 million people worldwide, with over one billion people
using English as their second language (according to Wikipedia), the nations
with the highest per capita income The world is proficient in English, or English
is commonly used and is a school subject.
In Vietnam, a country that is ahead of its time of development, expanding to
the door of globalization, do you see the importance of learning English? For
students, who are future generations of the country, learning English is becoming
ever more necessary. Especially for a developing country like Vietnam, English
was taught very early as many parents were aware of its importance for reasons
such as communicating with the outside world, approaching the scientific
resources that children are pursuing. That is why English is taught in primary
school. Understanding that, the Vietnamese education system has made English
compulsory in school seats since elementary school. English is also a compulsory
graduation exam at all levels. But the situation of learning English in Vietnam is
still a headache for educators as well as for parents who want their children to be
good at English. How to find a standard English learning method, help children
progress quickly, why students, students learn more than ten years in the English
school when the majority of the school does not deliver can I get it in English
Things are changing dizzily? However, it seems that teaching English in
Vietnamese education is not perfect. It is not to mention elementary school
teachers, the English language teachers themselves are also less able to

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pronounce well. In the next time, the Ministry of Education determines to
improve the quality of teaching foreign languages, especially English at all levels
and training levels, is a key task. The education sector will improve the format of
the test according to the framework of foreign language skills for Vietnam;
promulgating regulations on examination and issue of foreign language
certificates under this framework.
1.2. Rationale for the present study
During the internship at Atlanta English center, I found that in order to
learn English well, children needed to learn the right way from the beginning.
Although many children can write and read English quite well, hardly do they
speak fluently and correctly. I have recognized some big obstacles such as
limited vocabulary, the lack of self-confidence or the poor comprehension on the
part of the listeners which prevent English Language learners at Atlanta English
center from reaching their aims. Teachers, in Atlanta English center, should
focus on all four skills such as listening, speaking, reading and writing instead of
just teaching students grammar practice. In particular, kids should have the
opportunity to practice speaking skills which help students communicate with
native people. For the reasons above, I decided to choose the subject:
"Challenges in Learning English Speaking skills for kids at Atlanta English
center" as the topic of graduation. This study focuses on clarifying the difficulties
in learning English speaking skills encountered by children at Atlanta English
center as well as to find out teaching solutions, and learning methodologies to
improve the quality of the learning of speaking skills.

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1.3. Aims of the study and research questions
The theme is pointed at the diffirent drawback of kids at Atlanta English
center when they learn to speak and give some ways of overcoming in order to
improve the quality of learning speaking skills.
This study aims at improving the quality of learning and teaching speaking
skills for kids at Atlanta English center. Therefore, I have some question to
study:
- What are the problems that Atlanta English center's learners encounter in
learning speaking skills?
- What should be done to improve speaking skills for kids at the Atlanta
English center?

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CHAPTER 2 LITERATURE REVIEW
1.2. Overview of speaking
1.2.1. Definition
According to Brown (1994) and Burn & Joyce (1997), speaking is an
interactive method to construct meaning that involves producing and receive and
process information. Speaking means of communication in showing information,
ideas, and feeling to others. This is the most basic way in which the people can
express themselves through a language. Brown (1994), speaking is literally
defined as to say things, express thought aloud, and uses the voice.
As Spratt (2005), speaking is a productive skill. It means using speech to
express meanings to other people. Since speaking is a complex skill, students
maybe need something to help to prepare for speaking. The practice of
significant vocabulary, time to organize the ideas and what they want to
communicate, practice in pronouncing new vocabulary and expressions, practice
in carrying out a task before they speak freely. Students, especially beginners and
kids may need time to enjoy and process all the new language they hear before
they produce it in speaking.
According to Webster (1980), words to state and gives ideas and feelings
are called speaking. Speaking means for communicating ideas.
1.2.2. The importance of speakingskills
People are a social creature always communicates to the other. It can befall
during the exchange of the thought or ideas which include interactions. For
examples telling information or some news, asking others helps for their needs.
They can be done by speaking to others directly. It can see that the act of
speaking itself has a very significant role in our life.
According to Ramelan (1992:13), people always speak the language,
although they do not have any writing system to record their language. Hence,
speaking is of important value in mastering a foreign language.

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The ability to display one’s thought, opinions and feelings, in the form of
words put together in a meaningful way, provides the speaker with these
advantages. The joy of sharing ones’ ideas with others is immense. When we
speak to others, we come to have a better understanding of our own selves.
Assuredly, the clarify in speech reflects clear thinking.
An effective speaker can get the attention of the audience and take it until
the completion of his message. Speaking skills are important for career success,
but certainly not limited to ones’ professional aspirations. Speaking skills can
improve one’s personal life, too.
1.2. Common problem analysis
1.2.1. Definition of problem
According to Duskova, L. (1969), it is impending that the student does get
some problem in their language learning process. The realization of the second
language children problems is important for understanding a foreign language
learning process and planning of a course. On other hands, problems have a sign
to the instructor about how target language learning is successfully achieved.
When students have a difficult problem, they cannot resolve their problems by
themselves but they need the teacher or another to help them. Problems cannot
always be easily identified, because the notion of problem presupposes a norm,
and norms, in the turn, are dependent on amongst other things, the medium, the
social context and the relation between speaker and hearer. Therefore, as an
instructor must prepare immediately before teaching and they can analyze what
problem their students have done. Sometimes, a problem takes place when the
deviation arises as a result of lack of knowledge or lack of performance.
1.2.2. Problems in the speech process
According to Ellis, Rod & Barkhuizen, Gary (2005), speaking is a complex
skill requiring the simultaneous use of a number of different abilities. Either four

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or five components are generally recognized in the analysis of the speech
process: (1) pronunciation; (2) grammar; (3) vocabulary.
a. Pronunciation problem
- Pronunciation problems with vowels and consonants
Some words with transcriptions ended with a consonant. An English rule is
that all voiced consonants occurring at the end of a word are generally held and
voiced. Yet, in Vietnamese, all voiced consonants occurring in final position are
unvoiced. Therefore, pronunciation has become a popular problem that many
English learners encounter.
Words with /ei/, usually pronounced as /e/; e.g. tail, hate
Words with /z/ (pronounced as /s/ or voiceless; e.g. buzz, vase, scissors
Words with /v/ (pronounced as /f/); e.g. five, stove.
- Intonation problems
The pitch of the voice with which a voiced sound is pronounced is called its
intonation.
• Yes/No questions, the voice-pitch is rising.
• Wh-questions: a question beginning with ‘Who’, ‘What’, ‘Where’, ‘Why’,
or ‘How many?’ is often heard to fall at the end; however, students will most
probably make them like a yes-no question.
- Stress problems
Vietnamese words do not base on stress. Stress is one of the biggest
problems of Vietnam students. For example yesterday, tomorrow, technology,
dictionary (Vietnam students like to put stress on the last syllable)
b. Grammatical problems
According to Ellis and Barkhuizen (2005), there were four categories aimed
to explain how sentences derivate from the correct forms as the students change
the surface structure. This occurs when the students overuse certain grammatical
rules of the target language.
Example: *I didn’t to come. (Correction: I didn’t come)

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Example: *My sisters very beautiful. (Correction: My sister is very
beautiful)
Misformation is indicated by the use of wrong forms of certain morphemes
or structures.
Example: *Her doesn’t like. (Correction: She doesn’t like)
Misordering is indicated by the incorrect placement of certain morphemes.
Example: *He fights all the time his sister. (Correction: He fights his sister
all the time)
c. Vocabulary problems
Duskova (1969) found four types of lexical problems when she
analyzedlike the confusion of words with formal similarity, similar meaning,
misuse of words.

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CHAPTER 3 RESEARCH METHODS
3.1. Methodology
3.1.1. Survey
a. Questionnaire
The method in this study to get data is the survey questionnaire which
includes of 7 questions for staffs at Atlanta English center. The answers to these
questions will help us to understand the students’ difficulties and limitation of
children, especially the ten to sixteen years old children, then finding propose
teaching strategies and activities to improve their speaking skills. The
questionnaire concentrates on finding:
• Students’ difficulties in learning English speaking skills.
• Probable causes of getting problems in English speaking process
• Suggested ways for improving the quality of learning and teaching
English speaking skills.
Question 1: How is English speaking skill is important to kids?
Question 2: Which difficulties do children encounter during the speaking
process?
Question 3: Which factor in English speaking skill is difficult for kids?
Question 4: How does grammar affect children when speaking English?
Question 5: Which reason do they get during the speaking learning process?
Question 6: Can you give suggestions for learning speaking skills?
Question 7: Can you give suggestions for teaching speaking skills?
b. The subjects
In order to get information to fulfill the aims of the study, the survey
questionnaire was designed. I ask for helpof 15 staff at Atlanta English center.
They are homeroom teachers of 150 students at the center. So the surveyed
subjects were 150 students at Atlanta English Center.
I delivered the questionnaire to them in order to investigate the problems
students at Atlanta English center facing the learning of English speaking skills

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because there are many difficulties in learning English in primary school.
Therefore, learning speaking skills of six years old kids are paid the most
attention.
3.1.2. Results
- The importance of speaking skill
72percent of children at Atlanta English center believe that speaking skill is
essential to them; 22% of them say that it is quite necessary while the figure
considering it little important is very small, which only takes 6%, and one of the
students denies the salient role of English speaking skill.
- Difficulties encountered during the speaking process.
Table 3. 1: Difficulties encountered during the speaking process
Options %
Lack of confidence 23.3%
Lack of vocabulary to express ideas 76%
The confusion of pronouncing and using
Grammar
70.7%
Lack of background knowledge and culture 40%
The table shows the factors that prevent children to speak. They are the
difficulties that students encounter during their process of speaking. For students
at University, the biggest factor that prevents them from expressing their ideas is
their poor vocabulary (76%) because some the kids are just starting to learn
English. The confusion of pronouncing and using grammar is another difficulty.
70.7% of the children cannot speak because they cannot pronounce correctly and
use grammar needed. 40% of the kids lack knowledge and culture meanwhile
23.3% of them complain that they are not enough confidence to express their
ideas in the second language.
- Factor in English speaking skill is difficult

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Table 3. 2: Factor in English speaking is difficult
Options %
Vocabulary 19%
Pronunciation 31%
Grammar 21%
Fluency 29%
Looking at table 3.2, we can easily recognize that a large number of
students at the Atlanta English center struggle with fluency (31%). Nonetheless,
the biggest difficulty for them is to pronounce (31%). Also, 21% of children are
rated that grammar really deters them to improve English. In addition,
vocabulary is also a matter for children at the Atlanta English center with 19%.
- How does grammar affect students when speaking English?
Table 3. 3: How grammar affect kids when speaking English?
Options Percent
Very much 34percent
Quite much 28percent
Not very much 25percent
Not at all 13percent
As can be seen from the table, we can find out that grammar still has a great
impact on students’ mind because most of the students at the center are studying
English at school. Therefore, grammar affects to speak their English lots of with
34percent. And 28percent is the number of kids find grammar influences quite
much to them when speaking English. Only around one-half of students assert
that they are not influenced by grammar factor; one-quarter of them thinks that
grammar only affects their speaking a little.
- Which reason do they get during the speaking learning process?
Table 3. 4: Probable causes of getting problems
Options Percent

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Carelessness 28%
Translation 50%
Incomplete application of rules 10%
Ignorance of rule restriction 12%
Table 3.4 indicates that translation of mother tongue into the target
language is the chief culprit of getting problems in learning speaking English
with 50%. Although carelessness is the less significant cause than translation
with only 28%, it nearly doubles the incomplete application of rules and
ignorance of rule restriction in the percentage of children at Atlanta English
center.
- Suggestions for learning speaking skills
Table 3. 5: Suggestions for learning speaking skills
Questions Options %
How to improve self-
confidence?
Joining English speaking club 28%
Speaking with native speakers 32%
Well prepare for the topic 40%
Do you like
pair/groupwork?
Yes 80%
No 20%
What do we need to do
in order to learn
speaking skillswell?
Improve grammar 26%
Improve pronunciation 29%
Vocabulary enlargement 28%
Improve speaking through reading 27%
The lack of confidence is one of the causes which prevents children at
Atlanta English center reaches their aim in learning speaking skills. So, table 3.5
demonstrates to us how to improve self-confidence. The best effective way to
improve confidence is to prepare well for the topic with the agreement of 40% of
children. 32% of children at Atlanta English center believe that speaking with
native speakers brings self-confidence whereas joining English speaking club is

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only 28%. Furthermore, pair work and group work are highly appreciated by
many students. 80% of them say that they like to discuss in pairs and groups.
As can be seen from the table, the figure is nearly equal with approximately
30% believing that to learn speaking well, they need to improve grammar,
pronunciation, vocabulary enlargement, background knowledge, and culture
through reading.
- Suggestions for teaching speaking skills
Table 3. 6: Suggestions for teaching speaking skill
Questions Options %
Which speaking teaching
strategies that teacher
should use?
Using minimal response 35%
Recognizing scripts 32%
Using language to talk aboutlanguage? 33%
Which activities are
useful for teaching
speaking?
Acting from script 17%
Communication games 15%
Simulation and role play 38%
Discussion 30%
Three speaking teaching strategies are equally important. Besides, role
plays and discussion is most highly appreciated and interesting activities in
speaking teaching process, followed by acting from the script and word
communication games with only 17% and 15%, respectively.
In summary, thanks to giving survey questionnaire and data analysis do we
understand the difficulties that children at Atlanta English center encounter in
speaking learning process. They have to overcome a lot of obstacles in their way
of practicing English speaking skills. Appropriate support and guidance in the
right way would ensure their success in mastering English speaking skills

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3.2. Suggested ways of overcoming the problems
3.3.1. Some suggestions for learning to speak
a. Improving self-confidence
Confidence is one of the most important components of learning a new
language. In order to speak English fluently, students must have self- confidence.
A matter of fact is that children at Atlanta English center speak English badly not
because they lack vocabulary or understandings, but because they are nervous
and shy. Hence, it is necessary for students to be trained in this area.
The traditional way of teaching English in Vietnam, which is described as
teacher-centered has resulted in the reluctance to speak of students. Due to this
fact, it is required for children at the Atlanta English center to learn to develop
their inner strength and confidence along with their study of English speaking
skills. Students should be encouraged to speak the language no matter how many
mistakes they could possibly make. Building confidence takes time, patience and
lots of practice. Speaking English with confidence can be challenging sometimes,
but with hard work and the right learning tools. It is absolutely possible.
Self-confidence is the difference between feeling unstoppable and feeling
scared out of children's wits. Your perception of yourself has an enormous
impact on how others perceive you. Perception is reality-the more self-
confidence you have, the more likely you will succeed.
Although of the many factors affecting self-confidence is beyond your
control, there are a number of things you can consciously do to build self-
confidence.
- Well preparing for the topic
The way can help children at Atlanta English center be more confident
while speaking is asking them good planning for what to say about the topic.
Once students can prepare a careful speech that presents accurate, it will be a
good start to gain success in speaking. Good preparation gives the children the
confidence to announce the topic, present their ideas.

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Students can get a huge amount of information source concerned with the
topic by searching through media. By knowing enough about the topic, it creates
abilities for students to answer questions about it and encourages audience
response. Thus students can improve their audience by involving in the
discussion and forget their feeling of anxiety while speaking.
b. Group work
- Work in pairs
In this kind of work, the class will be divided into pairs who work
simultaneously together (called simultaneous pair work). Two kids are in the
duty of discussing a small topic or sharing the answer to an exercise in which
they, in turn, express their ideas.
Pair work brings children the chance to talk to his or her partner freely,
comfortably and confidently as he or she only speaks to one person, the
strangeness and timidity will disappear and be replaced by free communication
and mutual understanding. The work is also the base for students’ effective
speaking in a bigger group as they are no longer timid and afraid to speak after
working in pairs for a time.
- Work in groups
Working in groups also provides benefits: (1) increased productivity and
performance: groups that work well together can achieve much more than
individuals working on your own. A broader range of skills can be applied to
practical activities and sharing and discussing ideas can play a pivotal role in
deepening your understanding of a particular subject area. (2) Skills
development: being part of a team will help you develop your interpersonal skills
such as speaking and listening as well as team working skills such as leadership,
and working with and motivating others.
c. Individual work
This way of practicing speaking means that children at Atlanta English
center work alone without being interrupted by others. This kind of practice has

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its own advantages for upgrading the skills and absorbing a lot of valuable
knowledge
- Improving grammar
Grammar plays an important role not only in the academic test but also in
the activities of communication. With the main purpose of conveying and
exchange ideas, speaking will become more effective if speakers know how to
use grammar accurately and fluently. The progress of improving grammar when
speaking, in my opinion, children practice reading grammar aloud at home each
day, students need only 15 minutes for reading the sentences in correct grammar
rules. After that, they can speak with correct sentence grammar without looking
at them. Gradually, children can speak with grammar accuracy and create the
habit of choosing the best grammar structures for uttering instead of the not-
sound-good ones with grammatical mistakes.
- Improving pronunciation
Pronunciation is a set of habits of producing sounds. The habit of producing
a sound is acquired by repeating it over and over again and by being corrected
when it is pronounced wrongly. Learning to pronounce a second language means
building up new pronunciation habits and overcoming the bias of the first
language. Therefore, it needs to be seriously considered and practiced regularly
by learners to reach the level that speakers can interest listeners by their
pronunciation.
To have good pronunciation, kids should have own ways to practice
pronouncing English, such as listening to native speakers and imitate the sound
with the same stress, pronunciation, and intonation. Then, try to pronounce and
speak naturally.
- Vocabulary enlargement
There is no doubt that knowing grammar can help the students speak
English correctly. However, more important, they need to have good vocabulary
size to speak naturally and effectively. Vocabulary is a vital aspect in language

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because it appears in every skill of language: listening, speaking, reading and
writing. Several ways enriching vocabulary:
+ Learning words to subjects
A helpful way to remember and systematize new words is putting them in
according to various subjects. The various subjects about life are clearly
performed in the book.
+ Learning new words as a routine
By learning 10 new words, phrases, and structures each day, making
sentences with these new words, the vocabulary of students will remarkably be
increased.
- Improving speaking through reading
Reading is considered an effective activity to achieve speaking competence.
It involves interpreting meaning from text by decoding words, understanding
vocabulary, and creating connections between these and the readers’ prior
knowledge and experience. Reading improves learners’ vocabulary, command on
the language and communication skills, as they regularly come to cross new
words, phrases, idioms, and writing styles. Thanks to building reading
comprehension skills, children at Atlanta English center can have background
knowledge and culture to express their ideas and opinions when speaking.
3.3.2. Some suggestions for teaching speaking
Some suggested activities
a. Acting from script
Playing scripts and acting out the dialogues are two kinds of action scripts
that should be considered by the teacher in the teaching and learning process. In
the playing scripts, it is important for children at the Atlanta English center to
learn it as real acting. The role of the teacher in this activity is as theatre
directors, drawing attention to appropriate stress, intonation, and speed. This
means that the lines they speak will have real meaning. By giving students
practice in these things before they give their final performances, the teacher

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ensures that acting out is both a learning and language producing activity. In
acting the dialogue, the students will be very helped if they are given time to
rehearse their dialogues before the performance. The students will gain much
more from the whole experience in the process.
b. Communication games
Games are designed to provoke communication between children. The
games are made based on the principle of the information gap so that one child
has to talk to a partner in order to solve a puzzle, draw a picture, put a thing in
the right order, or find similarities and differences between pictures. Television
and radio games, imported into the classroom, often provide good fluency
activities.
c. Simulation and role play
Simulation and role-play can be used to encourage general oral fluency or
to train students for specific situations. Students can act out simulation as them or
take on the role of a completely different character and express thoughts and
feelings as they doing in the real world. Those activities can be used by teachers
to teach speaking. Teachers can choose an activity that related to the topic and
objective of the lesson. Besides, they must consider the situation, condition of the
students and materials that will be taught. For example, they use simulation and
role play activities when they teach expressions. Teachers can ask them to write
some dialogues and after that, they have to act them out in front of the class. It
may be used by the teachers in using acting from a script. In the discussion,
teachers can use some pictures or maybe videos in a certain situation. These
activities can be used as the way to measure how far students can speak, say and
express their feeling in English.
CONCLUSION
It is irrefutable that English is of significant value in our life. Learning
speaking English is an urgent need for everyone. However, there are many

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problems facing the learning of English in Vietnam, especially in today's English
centers. With the hope of finding out the ways to improve the learning of
speaking skills to children at the Atlanta English center, I carried out this study.
In the study, I investigate the actual difficulties that children at the Atlanta
English center commit when learning speaking skills.
Then, the paper focuses on giving the background of speaking skills,
speaking learning strategies and speaking teaching methods for teaching children
at the Atlanta English center. Therefore, finding the different methods help the
speakers have the basic vocabulary, full of self-confidence, and avoid cultural
misunderstanding when speaking
Due to limited time and knowledge, mistakes are certainly unavoidable in
my study. Therefore, comments, suggestions, and encouragement to better the
research paper are highly appreciated.

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REFERENCES
1. Brown, H.D. (1994). Teaching by principles: an interactive approach to
language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.
2. Duskova, L. (1969). On sources of errors in foreign language learning.
3. Ellis, Rod & Barkhuizen, Gary (2005), Analyzing Learner Language.
Oxford: Oxford University Press.
4. Oxford, R L (1990). Language learning strategies: What every teacher
should know. New York: Newbury House
5. Ramelan. 1992. Introduction to Linguistics Analysis. IKIP Semarang
Press.
6. Valdman, Albert, “Forward Self-instruction in Foreign Language
Learning”, IRAL, 2:1 (1904), P. 36
7. Webster, R. L. (1980). Evolution of a target-based behavioral therapy
for stuttering. Journal of Fluency Disorders, 5, 303-320.

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APPENDICES
SURVEY QUESTIONNAIRE
The Questionnaires below are designed for children at Atlanta English
center. Your assistance in completing the following items is highly appreciated.
1. How speaking English is important to you?
A. Very important
B. Rather important
C. A little important
D. Not important
2. What are the difficulties encountered during the speaking process?
A. Lack of confidence
B. Lack of vocabulary to express ideas
C. The confusion of pronouncing and using grammar
D. Lack of background knowledge and culture
3. Which factor in English speaking skill is difficult?
A. Vocabulary
B. Pronunciation
C. Grammar
D. Fluency
4. How do grammar affect you when speaking English?
A. Very much
B. Quite much
C. Not very much
D. Not at all
5. What is the cause of making errors?
A. Carelessness
B. Translation
C. Incomplete application of rules
D. Ignorance of rule restriction

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6. How to improve self-confidence?
A. Joining English speaking club
B. Speaking with native speakers
C. Well prepare for the topic
7. Do you like pair/ group work?
A. Yes
B. No
8. What do we need to do in order to learn speaking skills well?
A. Improve grammar
B. Improve pronunciation
C. Vocabulary enlargement
D. Improve speaking through reading
9. Which speaking teaching strategies that teacher should use?
A. Using minimal response
B. Recognizing scripts
C. Using language to talk about language
10. Which activities are useful for teaching speaking?
A. Acting from script
B. Communication games
C. Simulation and role play
D. Discussion