Pair Taping for Undergraduate EFL Students ’ Speaking Fluency and Self Confidence

The need for speaking mastery in English has been dramatically increasing because of the confirmed position of English as a language for international communication. Unfortunately, most of students get less of appreciation in classroom speaking activities. Therefore, to establish a natural approach where students could develop L2 fluency more effectively than what has occurred inside the classroom, the researchers tried Pair Taping (PT) in their Speaking Class. A number of studies have indicated that using PT facilitate students’ fluency and confidence (Washburn & Christianson: 1996, Kubo:2009, Kluge & Taylor: 2000 and Nguyen: 2012). This current study attempted at answering the questions related to: 1) the potential benefit of PT upon the students’ speaking fluency, 2) the students’ perspectives on their English speaking performance, and 3) the students’ attitudes toward PT. The findings revealed that pair taping could be conducive to promote students’ speaking fluency along with developing their knowledge of language. It also advances our understanding of how pair taping makes contribution to foreign language learning and provide useful insight to teachers, lecturers or course designers in designing speaking course. The implementation of this study was found to be helpful in building up students’ speaking skills by offering innovative learning experience to students.


INTRODUCTION
The need for speaking mastery in English has been dramatically increasing because of the confirm position of English as a language for international communication.The major goal of teaching English in Indonesia is on how the students can communicate effectively and accurately (Depdiknas, 2003).Learners should be able to make themselves understood using their current proficiency to the fullest (Hien: 2003).This vision has also become the main goal of English Department at Mulawarman University.
Students of English Department at Mulawarman University are demanded to speak English well; when a person learns a language, he intends to be able to speak the language (Pattison: 1992).They are being prepared to be English teacher and or other professions, passions that need English as the main ability they should have.Therefore, the issue of how to speak English fluently has also gained much concern in recent years in almost all level of educations.It converses with others, much more than the ability to read, write, or comprehend oral language.However, students have to face many difficulties to manage this skill (Hien: 2003).
According to Kubo (2009), Most of students attribute their inability to speak English fluently and confidently to the lack of speaking experience and/or opportunities to engage in English Conversation outside the classroom.It is important in addressing the need to put attention to conversation outside the classroom due to it is difficult for students to practice L2 speaking in large size classes (of over ten).When they are not constantly monitored, they often revert to their first language (L1) Moreover, many students are less of appreciating the inability in classroom speaking activities.Even those who possess these abilities sometimes feel self-conscious when classmates do not put attention and listen to them speak English, which effected lower level speakers from speaking in class.Most advanced students sometimes hid their actual ability by remaining silent, or took the role of spokesperson for the entire class.In short, conventional classroom speaking activities can be unproductive and difficult to manage (Kubo: 2009).
Drawing on those considerations, the researchers goal, therefore, is to establish a natural approach where students could develop L2 fluency more effectively than what has occurred inside the classroom.The researcher decides to introduce Pair Taping (PT) (Schneider: 1993,2001, Kluge & Taylor: 1998, Kubo: 2009, Nguyen: 2012) Based on the explanation previously mentioned, this current study attempted at answering the questions related to: 1) the potential benefit of Pair Taping upon the students' speaking fluency, 2) the students' perspectives on their English speaking performance, and 3) the students' attitudes toward Pair Taping.

METHODOLOGY
This research was a pre-experimental one-group pretest-posttest design with explanatory mix method.It involved both quantitative and qualitative methods in a single study.The consideration of conducting a mix method were first, mix method research can help to clarify and explain relationship found to exist between variables.Second, it allows researcher to explore relationship between variables in depth.In this situation, qualitative methods may be used to identify the important variables in an area of interest (Fraenkel, Wallen, & Hyun, 2012: 558).The use of both methods would provide a more comprehensive understanding than the use of either approach alone (Fraenkel, Wallen, & Hyun, 2012: 557).
Moreover, the purpose behind the use explanatory design was to flesh out the result of the quantitative study (Fraenkel, Wallen, & Hyun, 2012: 561).Therefore, the researcher first carried out the quantitative method and then used a qualitative method to follow up and refine the quantitative findings.The two types of data were analyzed separately, with the result of the qualitative analysis used by the researcher to expand upon the result of the quantitative study.
This study used one-group pretest-posttest design which means a single group was measured or observed not only after being exposed to a treatment of some sort, but also before (Fraenkel, Wallen, & Hyun, 2012: 265).The researcher conducted a speaking test to get the students' word count both immediately before and after the 4-week period.Regarding to the ideas, the researcher chose Class B-Regular to represent the sample.There were 28 students lectured by the same lecturer at Speaking-One Course.Most of them were in beginner level with sprinkling of intermediate.One of reasons to choose this class was also to see their speaking improvement at Speaking-Two compare to Speaking-One course.
The participants got one and a half hours of English speaking class.The fluency practice with pair taping was carried out as part of course requirements.They engaged in fluency practice for about 6 weeks.The implementation of this study was under supervised by the speaking lecturer to avoid bias during the data collection.In this research, the quantitative data was obtained from pre-test and post-test to collect, while the qualitative data was obtained from students' self-report, and questionnaire.
A speaking test was given to the students at the first meeting before participating in pair taping.They were asked to make a self-taping talking about 'TRENDS' for at least 3 minutes speaking.This topic was given considering the students experience on their daily life seeing what's 'in' or what most people talk about nowadays.By given this topic, they were intended to speak easily, naturally based on their interest and background knowledge.The same topic was given at the last meeting to compare the difference with the prior tape.
A self-report and a questionnaire modified from Song (2009) were used to collect the qualitative data.As for the former, the participants were asked to describe what they felt about their English speaking fluency in the posttest compared with the pretest, and this was done immediately after taking the posttest.Mclaughlin (1999) points out that a self-report reflects the judgment of the participants on the spot when they need to use information that is accessible from memory at the time.They were also asked to answer the questionnaire which was designed specifically to investigate their attitudes toward the pair taping.pre-speaking test, as the students did not have a great deal of speaking practice contributed to the quality of their speaking fluency; this point will be explained latter in discussion.The bigger amount of WPM in pretest was not guarantee for the better fluency.Contrary, they spoke more natural in posttest and most of them were improved their speaking time from the average of 3 minutes into the average of 5 minutes as presented in Table 2.

Data set one: the word per minute and speaking duration
Data set two: total number of words

Data set four: the result of self-report
The participants were asked to write a self-report which was designed to examine what they felt about their English spoken performance in the posttest compared to the pretest.
The responses were mostly positive toward fluency practice with pair taping and with regard to their English speaking ability.These findings were similar to most of the favorable responses in the questionnaire, which will be explained later.However, the following points concerning the self-report were more specific about the positive attitude of the students toward the English speaking after their practice with pair taping.The following section sets down the results of the 9 items questionnaire which was administered to examine the attitudes of the participants toward the use of pair taping technique to practice their speaking fluency.7 items of the questionnaire were multiple choices, and the rest 2 items were close-ended question that will be presented each for the comprehensive analysis.In accordance with the increased English speaking performance of the posttest, and the mostly positive responses to the self-report noted earlier, on the whole, the students showed positive reactions toward the questionnaire concerning the pair taping.

DISCUSSION
The first research question asked the effect of pair taping technique upon the students' speaking fluency.The result of quantitative has given evidences that proved this learning tool come to be a very useful practice in improving the students' fluency in speaking English.The main data of quantitative were the pretest and posttest recording.The word per minute (WPM), speaking duration and total number of words were counted to know the fluency.
They were also assessed and scored to know how the students' holistic speaking performance.
From the findings, it appealed that the students' WPM in posttest was definitely decreased.Surprisingly, after evaluating their pre-speaking test, it turned out that every student wanted to make their best recording.However, they were failed to speak smoothly at However, this practice was not without limitations.The students complained that a technological error may appear to impact the process of the project due to they have to send the recording files into email; that sometimes they got a problem with the internet connection, and of course the version of recoding tools would also determine how clear their speaking were.
Another noted important remark was not all students in this project can make a good coordination with their partner; that caused them stacked with their own obstacles; they mentioned their personal feelings like they cannot speak English, they were lazy to record their voice, they feel nervous and better to talk without partner.One of possible reasons was they were not given opportunity to change partner so that it come to impact their willingness to communicate.In his study, Kubo (2009)

CONCLUSION
This study reported on design and implementation of pair taping to know whether this technique could affect the speaking fluency of students attending Speaking-Two Class in English Department Mulawarman University as well as to figure out both positive and negative remarkable experiences that the students have been through.
Findings of this study were significant in contributing to the related literature due to the result indicate that pair taping could be conducive to promote students' speaking fluency along with developing their knowledge of language.It also advance our understanding of how pair taping makes contribution to foreign language learning and provide useful insight to teachers, lecturers or course designers in designing speaking course.
The implementation of this study was found to be helpful in building up students' speaking skills by offering innovative learning experience to students.They were able to , a method designed to engage students in extensive, natural, and meaningful fluency practice outside the classroom.Pair Taping for Underfraduate EFL Students' Speaking Fluency and Self Confidence Syamdianita, Nurhijrah Ismail, Dedi Rahman Nur Script Journal: Journal of Linguistic and English Teaching P-ISSN: 2477-1880; E-ISSN: 2502-6623 October 2018, Vol. 3 No. 2 Script Journal: Journal of Linguistic and English Teaching P-ISSN: 2477-1880; E-ISSN: 2502-6623 October 2018, Vol. 3 No. 2 disadvantages of pair taping.The results revealed that engaging in pair taping practice has allowed them to increase their knowledge, to help them practice their English more, motivate them to speak by seeing their partner; they can get the same spirit to be more confident and learn each other in which confirming Skehan and Foster's (2001) argument 'students acknowledged that through collaboration, they gained useful insights from their fellow friends.'Most importantly this practice allowed them to improve their speaking skill in general.
said that the self confidence, interpersonal motivation and attitude of the L2 students would depend with whom, at what time, and in what situation the learner was to enter into the learning process.

Table 2 Paired Samples Statistics of Speak Duration
As showed in Table1, the result of the student's Words per Minute (WPM) decreased from 105 more words into 94 words/ minute in the post-test.This result indicated that the

Table 4 Paired Samples Test of Number of Words
As presents in Table4there were significant mean differences for the pre and post speaking tests in terms of the total number of words [t(df=27)= -5.383, Sig.(2 tailed= .000].The mean of the total number of words was from 357.1071 to 473.8214, an increase of 116.71429 (Table4.3).This shows that the participants on average spoke about 473 more words per 5 minutes in the post speaking test.