Impromptu Speech on Facts: Roles of Reading and Group Discussions as Pre-Tasks

Abstract

Many researchers agree that discussion on factual issues help to train the graduates to speak their ideas creatively and critically. Speaking on factual issues, nevertheless, is intricate especially when it is conducted in second language. Theories in Second Language Acquisition reveals that providing inputs from reading and group discussion may help the speakers improve their speaking skills. This study explains how reading and group discussion as pre-tasks facilitate the development of content and language for impromptu speech on facts. In this study, eighteen undergraduates were assigned to speak on facts in impromptu speeches. The eighteen students were divided into three groups; participated in three different pre-tasks: reading (R), group discussion (GD) and reading supplemented by group discussion (RSGD). The pretest and posttest speeches were assessed by two raters, recorded and transcribed. The speeches were analyzed qualitatively; focusing on the content (ideas and organizations) and language development (meaning potentials at word, clause, phrase and sentence levels). The analysis of the pre-test and post-test impromptu speeches’ transcriptions was congruent with the scores analysis. Overall findings indicated that respondents participated in group discussion (GD and RSGD) showed greater improvements; and all the pre-tasks contribute to the development of content more than the development on language. Though overall findings indicate that RSGD showed the greatest improvement, it was noteworthy that GD improved more in language aspect.