Abstract
<p>Fluency happens to be the main obstacle for EFL learners in mastering speaking. There are many ways to scaffold students’ speaking fluency; one of them is <em>Just a Minute</em> (JAM). JAM is an impromptu speech activity where the speaker is supposed to express their ideas on the given topic, within the duration of a minute, without hesitation and repetition. The purposes of this research are to describe the implementation of JAM, the impact of using JAM, and the students’ perception towards the use of JAM. Case study method was used in conducting the research. The qualitative data was obtained from observation, rubric, questionnaire, and interview. The participants of the research are nine students of XII Hotel Accommodation in SMKN 3 Bogor. The results of the research show that JAM can be well-implemented in English formal classroom, JAM has given positive impact in scaffolding students’ speaking fluency, and JAM has gained students’ positive perception towards its use. This study suggests the English teachers to try adapting JAM as a mean to help their students scaffold the speaking fluency.</p>
Highlights
IntroductionGower et al (1995) as cited in Derakhshan et al (2016, p.2) take into account the term of fluency as ―the ability to keep going when speaking spontaneously‖
Speaking is the production skill that includes fluency as its element
This study focuses on how Just a Minute (JAM) technique is implemented in teaching speaking, what is the impact of JAM technique in scaffolding students‘ speaking fluency, and the students‘ perception towards the use of JAM technique to scaffold speaking fluency
Summary
Gower et al (1995) as cited in Derakhshan et al (2016, p.2) take into account the term of fluency as ―the ability to keep going when speaking spontaneously‖. Hunter (2012, p.1) mentions ―teacher-centered classroom will not lead to fluency because the main focus is on linguistic form‖. No matter what method the teachers try to apply in the classroom, the assessment will revert to the teachers‘ own beliefs, and students seem to be too convenient to question it. This behavior may result in students‘ lack of confidence to speak in English because they are not sure whether what they say is right or wrong
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