pág. 5310
THE DIRECT METHOD IN THE DEVELOPMENT
OF ENGLISH-SPEAKING SKILL
EL MÉTODO DIRECTO EN EL DESARROLLO DE LA
COMPETENCIA LINGÜÍSTICA EN INGLÉS
Daniela Marisol Nevárez Rosado
Universidad Laica Eloy Alfaro de Manabí
Luis Miguel Romero Zambrano
Universidad Laica Eloy Alfaro de Manabí
María Maricela Nevárez Zambrano
Universidad Laica “Eloy Alfaro de Manabí”
Evelyn Tatiana Loor Bailón
Universidad Laica “Eloy Alfaro de Manabí”
Narcisa de Jesús Chacha Chaguan
Universidad Laica “Eloy Alfaro de Manabí”
Juan Carlos Becerra Arevalo
Universidad Laica “Eloy Alfaro de Manabí”
Tania Evelin Conforme Zambrano
Universidad Laica “Eloy Alfaro de Manabí”
pág. 5311
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16216
The Direct Method in the Development of English-Speaking Skill
Daniela Marisol Nevárez Rosado1
daninevarez@live.com
https://orcid.org/0009-0006-2084-240X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Luis Miguel Romero Zambrano
luis.romero@pg.uleam.edu.ec
https://orcid.org/0009-0001-8647-1211
Universidad Laica Eloy Alfaro de Manabí
Ecuador
María Maricela Nevárez Zambrano
mamaneza20@hotmail.com
https://orcid.org/0009-0000-1152-7834
Universidad Laica “Eloy Alfaro de Manabí”
Ecuador
Evelyn Tatiana Loor Bailón
evelyn.loor@pg.uleam.edu.ec
https://orcid.org/0009-0008-0300-031X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Mayra Auxiliadora Moreira Acosta
mayra.moreira@pg.uleam.edu.ec
https://orcid.org/0009-0004-7604-8606
Universidad Laica Eloy Alfaro de Manabí
Ecuador
ABSTRACT
The present work focuses on one of the skills of foreign language learning: speaking. The research takes
the application of the direct method for the development of it. A study carried out on students and teachers
of Educational Unit shows that students have difficulties with the oral production and interaction of the
English language. One of the identified causes is the limited application of methodologies that enhances
oral abilities. On this direction, it is observed that the direct method is not taken as an alternative to develop
these abilities. The following methods are used in the research: bibliographical review to analyze the
fundamentals of speaking and the direct method, a survey to teachers to collect information about the
development of their students´ English speaking skills and observations to English lessons to evaluate the
level of development of English-speaking skills in the students. The results obtained lead to establish as
objective of the work the elaboration of direct method activities to improve speaking abilities. They include
methodological guidelines for the implementation of them. Pre and posttests are administered to determine
the validity of the activities proposed and the feasibility of application of such activities.
Key words: speaking, direct method, skill
1 Autor principal
Correspondencia: daninevarez@live.com
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16216
The Direct Method in the Development of English-Speaking Skill
Daniela Marisol Nevárez Rosado1
daninevarez@live.com
https://orcid.org/0009-0006-2084-240X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Luis Miguel Romero Zambrano
luis.romero@pg.uleam.edu.ec
https://orcid.org/0009-0001-8647-1211
Universidad Laica Eloy Alfaro de Manabí
Ecuador
María Maricela Nevárez Zambrano
mamaneza20@hotmail.com
https://orcid.org/0009-0000-1152-7834
Universidad Laica “Eloy Alfaro de Manabí”
Ecuador
Evelyn Tatiana Loor Bailón
evelyn.loor@pg.uleam.edu.ec
https://orcid.org/0009-0008-0300-031X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Mayra Auxiliadora Moreira Acosta
mayra.moreira@pg.uleam.edu.ec
https://orcid.org/0009-0004-7604-8606
Universidad Laica Eloy Alfaro de Manabí
Ecuador
ABSTRACT
The present work focuses on one of the skills of foreign language learning: speaking. The research takes
the application of the direct method for the development of it. A study carried out on students and teachers
of Educational Unit shows that students have difficulties with the oral production and interaction of the
English language. One of the identified causes is the limited application of methodologies that enhances
oral abilities. On this direction, it is observed that the direct method is not taken as an alternative to develop
these abilities. The following methods are used in the research: bibliographical review to analyze the
fundamentals of speaking and the direct method, a survey to teachers to collect information about the
development of their students´ English speaking skills and observations to English lessons to evaluate the
level of development of English-speaking skills in the students. The results obtained lead to establish as
objective of the work the elaboration of direct method activities to improve speaking abilities. They include
methodological guidelines for the implementation of them. Pre and posttests are administered to determine
the validity of the activities proposed and the feasibility of application of such activities.
Key words: speaking, direct method, skill
1 Autor principal
Correspondencia: daninevarez@live.com
pág. 5312
El método directo en el desarrollo de la competencia lingüística en inglés
RESUMEN
El presente trabajo se centra en una de las habilidades del aprendizaje de lenguas extranjeras: la expresión
oral. La investigación aborda la aplicación del método directo para su desarrollo. Un estudio realizado con
estudiantes y docentes de una Unidad Educativa revela que los estudiantes presentan dificultades en la
producción e interacción oral en el idioma inglés. Una de las causas identificadas es la aplicación limitada
de metodologías que potencien las habilidades orales. En este sentido, se observa que el método directo no
se considera como una alternativa para desarrollar dichas habilidades. En la investigación se emplean los
siguientes métodos: revisión bibliográfica para analizar los fundamentos de la expresión oral y el método
directo, una encuesta a docentes para recopilar información sobre el desarrollo de las habilidades orales en
inglés de sus estudiantes y observaciones a clases de inglés para evaluar el nivel de desarrollo de dichas
habilidades en los estudiantes. Los resultados obtenidos permiten establecer como objetivo del trabajo la
elaboración de actividades basadas en el método directo para mejorar las habilidades orales. Estas incluyen
directrices metodológicas para su implementación. Se administran pruebas previas y posteriores para
determinar la validez de las actividades propuestas y la viabilidad de su aplicación.
Palabras clave: expresión oral, método directo, habilidad
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 febrero 2025
El método directo en el desarrollo de la competencia lingüística en inglés
RESUMEN
El presente trabajo se centra en una de las habilidades del aprendizaje de lenguas extranjeras: la expresión
oral. La investigación aborda la aplicación del método directo para su desarrollo. Un estudio realizado con
estudiantes y docentes de una Unidad Educativa revela que los estudiantes presentan dificultades en la
producción e interacción oral en el idioma inglés. Una de las causas identificadas es la aplicación limitada
de metodologías que potencien las habilidades orales. En este sentido, se observa que el método directo no
se considera como una alternativa para desarrollar dichas habilidades. En la investigación se emplean los
siguientes métodos: revisión bibliográfica para analizar los fundamentos de la expresión oral y el método
directo, una encuesta a docentes para recopilar información sobre el desarrollo de las habilidades orales en
inglés de sus estudiantes y observaciones a clases de inglés para evaluar el nivel de desarrollo de dichas
habilidades en los estudiantes. Los resultados obtenidos permiten establecer como objetivo del trabajo la
elaboración de actividades basadas en el método directo para mejorar las habilidades orales. Estas incluyen
directrices metodológicas para su implementación. Se administran pruebas previas y posteriores para
determinar la validez de las actividades propuestas y la viabilidad de su aplicación.
Palabras clave: expresión oral, método directo, habilidad
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 febrero 2025
pág. 5313
INTRODUCTION
Speaking is one of the abilities that all human beings applied in their every-day life. It is attached to
practically all activities that take place in ordinary life. Its roots date back to anyone´s childhood due to the
primary character of it.
In relation to foreign language teaching and learning, speaking is viewed as a fundamental skill. Its
relevance is so significant that learners consider that mastering a foreign language is directly associated to
speaking as a success (Anggryadi, 2014).
The fact that English has been assumed as an international language at present reveals the importance of
speaking for people. This issue should not only be associated to academic or working activities but also to
the understanding that English serves for other communicative purposes related to travelling, joy,
entertainment and ordinary activities such as the use of the Internet.
Such social demands imply that teachers of English as a foreign language (EFL) should provide guidance
and help to lead students to the development of this communicative skill (Copland et al., 2020). Though
speaking might seem an easy skill to teach and learn since it is what people acquire first as a communicative
ability in the developmental process of their personality, it is in fact far from being simple, especially when
learning a foreign language.
Speaking demands complex actions which imply not only a correct pronunciation but also other linguistic
resources such as suprasegmentally units, pragmatic uses of the language, strategic positions in a
communicative and non-verbal aspects. Spoken language, according to Costas (1992) also involves the
listener´s knowledge under discussion and the context in which the interaction takes places.
Brown and Yule (1983) specify two essential functions of speaking as a language ability: the transactional
function (transferring information) and the interactional (establishing and maintaining social relations).
They also conceive speaking as a negotiation of meaning since for the transferring of information, social
exchanges are carried out (ibídem).
The analysis of the sources above mentioned leads to the conclusion that the formation and development
of speaking in the teaching-learning of EFL is a complex process. It requires the application of methods,
techniques and procedures according to the students´ level, their existing background knowledge, their
INTRODUCTION
Speaking is one of the abilities that all human beings applied in their every-day life. It is attached to
practically all activities that take place in ordinary life. Its roots date back to anyone´s childhood due to the
primary character of it.
In relation to foreign language teaching and learning, speaking is viewed as a fundamental skill. Its
relevance is so significant that learners consider that mastering a foreign language is directly associated to
speaking as a success (Anggryadi, 2014).
The fact that English has been assumed as an international language at present reveals the importance of
speaking for people. This issue should not only be associated to academic or working activities but also to
the understanding that English serves for other communicative purposes related to travelling, joy,
entertainment and ordinary activities such as the use of the Internet.
Such social demands imply that teachers of English as a foreign language (EFL) should provide guidance
and help to lead students to the development of this communicative skill (Copland et al., 2020). Though
speaking might seem an easy skill to teach and learn since it is what people acquire first as a communicative
ability in the developmental process of their personality, it is in fact far from being simple, especially when
learning a foreign language.
Speaking demands complex actions which imply not only a correct pronunciation but also other linguistic
resources such as suprasegmentally units, pragmatic uses of the language, strategic positions in a
communicative and non-verbal aspects. Spoken language, according to Costas (1992) also involves the
listener´s knowledge under discussion and the context in which the interaction takes places.
Brown and Yule (1983) specify two essential functions of speaking as a language ability: the transactional
function (transferring information) and the interactional (establishing and maintaining social relations).
They also conceive speaking as a negotiation of meaning since for the transferring of information, social
exchanges are carried out (ibídem).
The analysis of the sources above mentioned leads to the conclusion that the formation and development
of speaking in the teaching-learning of EFL is a complex process. It requires the application of methods,
techniques and procedures according to the students´ level, their existing background knowledge, their
pág. 5314
interests and motivation. Among the different methods that have been used for developing speaking
abilities, the Direct Method (DM) arises as one widely applied in foreign language teaching.
Haliwanda (2019) states that the DM is profitable for the development of students´ speaking abilities since
they are exposed directly to the target language without any translation in real-life situations. This teaching-
learning context enriches students´ vocabulary and provides them with opportunities to speak. The previous
assertion allows to conclude that the DM can offer objective possibilities to be used in an EFL class to
develop and improve students´ use of the oral language.
The present work focuses on the use of the DM for the development of English-speaking skills in secondary
school Students at Educational Unit. The research departed from a diagnostic study consisted of the analysis
of the level of the speaking communicative competence on students of such level of education. As a general
result of the study, it came out that they do not reach the expected level of competence in this ability. The
evidences show that the strategies used by teacher needed improvement. It is also noticed that the use of
the DM is not considered as a viable alternative to enhance students´ outcomes.
The situation above mentioned leads to reconsider the application of the DM in the teaching-learning
process of EFL in secondary school students of Educational Unit. Consequently, this arises the pedagogical
need of applying the fundamentals of the DM to design and implement activities that positively influence
on the development of students´ speaking abilities. The idea to defend in these papers lies on: the
implementation of DM activities will contribute to the improvement of secondary school students´ speaking
abilities.
The sample is constituted by 20 eighth-grade general basic education students and one English teacher who
has direct contact with them. Those students are selected at random to obtained reliable and objective data
and have equal chances to participate in the study.
The activities included in this paper are based on the influence of the DM and the proven positive effect it
may have for the development of oral production and interaction, as essential aspects within speaking as a
foreign language ability. Its role is not overestimated. It is viewed in terms of an alternative teachers may
have to guide their students towards an effective communication.
interests and motivation. Among the different methods that have been used for developing speaking
abilities, the Direct Method (DM) arises as one widely applied in foreign language teaching.
Haliwanda (2019) states that the DM is profitable for the development of students´ speaking abilities since
they are exposed directly to the target language without any translation in real-life situations. This teaching-
learning context enriches students´ vocabulary and provides them with opportunities to speak. The previous
assertion allows to conclude that the DM can offer objective possibilities to be used in an EFL class to
develop and improve students´ use of the oral language.
The present work focuses on the use of the DM for the development of English-speaking skills in secondary
school Students at Educational Unit. The research departed from a diagnostic study consisted of the analysis
of the level of the speaking communicative competence on students of such level of education. As a general
result of the study, it came out that they do not reach the expected level of competence in this ability. The
evidences show that the strategies used by teacher needed improvement. It is also noticed that the use of
the DM is not considered as a viable alternative to enhance students´ outcomes.
The situation above mentioned leads to reconsider the application of the DM in the teaching-learning
process of EFL in secondary school students of Educational Unit. Consequently, this arises the pedagogical
need of applying the fundamentals of the DM to design and implement activities that positively influence
on the development of students´ speaking abilities. The idea to defend in these papers lies on: the
implementation of DM activities will contribute to the improvement of secondary school students´ speaking
abilities.
The sample is constituted by 20 eighth-grade general basic education students and one English teacher who
has direct contact with them. Those students are selected at random to obtained reliable and objective data
and have equal chances to participate in the study.
The activities included in this paper are based on the influence of the DM and the proven positive effect it
may have for the development of oral production and interaction, as essential aspects within speaking as a
foreign language ability. Its role is not overestimated. It is viewed in terms of an alternative teachers may
have to guide their students towards an effective communication.
pág. 5315
Literature Review
As it was stated in previous pages, speaking is part of everyone’s ordinary lives. It is an ability that has
features that distinguish it from other language skills. Thornbury (n/d) refers that speaking is basically
characterized by its linear character since it occurs in real time, at the moment of speech. Consequently, it
is distinguished a spontaneous activity which implies a real time-processing (ibídem).
This same author explains that such skill demands an organizational process for the elaboration and
production of the message to be conveyed. From his point of view such process consists of:
conceptualization and formulation (selection of the adequate discourse level, grammatical units and
vocabulary), articulation (it implies the use of the organs of speech), self-monitoring and repair
(concretizing the necessary corrections in the communicative situation in which language is used),
automaticity (focusing attention of the key aspects of speaking required in the context), fluency
(considering the correct speech for language production, required pauses, etc.) and managing talk (it implies
interaction and strategic positions like taking turns, change the topic or tone of the message, assertive
communication, among other aspects).
The analysis carried out by Thornbury (n/d) evidence that speaking is far from being a skill easy to develop.
Therefore, teaching this skill is also a complex process that involves teacher´s creativity and innovation.
Teaching speaking, then, comprises key factors that teachers should keep in mind whiles designing their
strategies to develop this skill. Brown (1994) provides practical issues for the teaching of oral
communication. The aspects highlighted by him are summarized as follows: the role of pronunciation.
Brown (ibídem) assumes that it is important but it should be conceived under rational terms, considering
that native pronunciation (including accent free) is quite difficult to reach in non-native speakers.
Brown (ibídem) also considers that teacher should keep in mind what to prioritize accuracy or fluency. His
position reveals that teaching speaking should be message oriented (teaching language in use) rather than
language oriented (teaching language usage). Though the author emphasizes a communicative perspective,
it should also be considered that accuracy (language usage) plays a significant position in speaking. It
should be viewed in terms of necessary step to language proficiency and not as an expected outcome: it is
a mean, not an end.
Literature Review
As it was stated in previous pages, speaking is part of everyone’s ordinary lives. It is an ability that has
features that distinguish it from other language skills. Thornbury (n/d) refers that speaking is basically
characterized by its linear character since it occurs in real time, at the moment of speech. Consequently, it
is distinguished a spontaneous activity which implies a real time-processing (ibídem).
This same author explains that such skill demands an organizational process for the elaboration and
production of the message to be conveyed. From his point of view such process consists of:
conceptualization and formulation (selection of the adequate discourse level, grammatical units and
vocabulary), articulation (it implies the use of the organs of speech), self-monitoring and repair
(concretizing the necessary corrections in the communicative situation in which language is used),
automaticity (focusing attention of the key aspects of speaking required in the context), fluency
(considering the correct speech for language production, required pauses, etc.) and managing talk (it implies
interaction and strategic positions like taking turns, change the topic or tone of the message, assertive
communication, among other aspects).
The analysis carried out by Thornbury (n/d) evidence that speaking is far from being a skill easy to develop.
Therefore, teaching this skill is also a complex process that involves teacher´s creativity and innovation.
Teaching speaking, then, comprises key factors that teachers should keep in mind whiles designing their
strategies to develop this skill. Brown (1994) provides practical issues for the teaching of oral
communication. The aspects highlighted by him are summarized as follows: the role of pronunciation.
Brown (ibídem) assumes that it is important but it should be conceived under rational terms, considering
that native pronunciation (including accent free) is quite difficult to reach in non-native speakers.
Brown (ibídem) also considers that teacher should keep in mind what to prioritize accuracy or fluency. His
position reveals that teaching speaking should be message oriented (teaching language in use) rather than
language oriented (teaching language usage). Though the author emphasizes a communicative perspective,
it should also be considered that accuracy (language usage) plays a significant position in speaking. It
should be viewed in terms of necessary step to language proficiency and not as an expected outcome: it is
a mean, not an end.
pág. 5316
Finally, Brown (ibídem) adds two more important elements: affective factors (by means of which teachers
create a kind, secure and self-confident environment in the class for students to speak without being afraid
of making mistakes and feel ashamed). The interaction effect is the other element pointed out by Brown
(ibídem). He considers that teachers should guarantee a class climate where students engage in the process
of negotiation of meaning.
The development of speaking involves other relevant aspects to be taken into account at the time designing
speaking activities. The Council of Europe (2018) frames such skills in the following directions: spoken
production, understood as student s´ long turns to sustain a dialogue to describe an experience, give
information, put a case or address an audience about a topic, depending on the level students are expected
to reach.
Oral interaction is another described by the Council of Europe (ibídem). It includes two or more participants
who co-construct meaning. It is significant for the achievement of interpersonal, collaborative and
transactional functional. Finally, mediation becomes another relevant category within speaking as a skill.
It focuses on considering learners as social agents who build spaces for communication and learning,
collaborating to construct meaning. It is regarded as an encouragement to construct and pass information
in appropriate ways.
The development of speaking integrates the use of different techniques and activities. Faxritdinovna (2023)
uses the P.R.E.S. formula (Point, Reason, Example, Summary) technique to have students to express their
opinions a reveal their knowledge about a given topic. The results of the study show that this interactive
approach contributes to the improvement of their speaking skills.
Henisah et al. (2023) develops a study by means of which applies the role-play technique to enhance
students´ speaking abilities. The results reveal that the use of this technique enhances motivation, makes
learning more enjoyable and bring positive outcomes during speaking activities.
Hoetal (2023) apply different active learning techniques to develop their students´ speaking skills. The
techniques they use are focused on think-pair share, group work and questioning. The results derived from
the application of them reveal positive perceptions on teachers about implementing such types of techniques
in their lessons. It also shows the improvements students have after the implementation of the chosen
techniques.
Finally, Brown (ibídem) adds two more important elements: affective factors (by means of which teachers
create a kind, secure and self-confident environment in the class for students to speak without being afraid
of making mistakes and feel ashamed). The interaction effect is the other element pointed out by Brown
(ibídem). He considers that teachers should guarantee a class climate where students engage in the process
of negotiation of meaning.
The development of speaking involves other relevant aspects to be taken into account at the time designing
speaking activities. The Council of Europe (2018) frames such skills in the following directions: spoken
production, understood as student s´ long turns to sustain a dialogue to describe an experience, give
information, put a case or address an audience about a topic, depending on the level students are expected
to reach.
Oral interaction is another described by the Council of Europe (ibídem). It includes two or more participants
who co-construct meaning. It is significant for the achievement of interpersonal, collaborative and
transactional functional. Finally, mediation becomes another relevant category within speaking as a skill.
It focuses on considering learners as social agents who build spaces for communication and learning,
collaborating to construct meaning. It is regarded as an encouragement to construct and pass information
in appropriate ways.
The development of speaking integrates the use of different techniques and activities. Faxritdinovna (2023)
uses the P.R.E.S. formula (Point, Reason, Example, Summary) technique to have students to express their
opinions a reveal their knowledge about a given topic. The results of the study show that this interactive
approach contributes to the improvement of their speaking skills.
Henisah et al. (2023) develops a study by means of which applies the role-play technique to enhance
students´ speaking abilities. The results reveal that the use of this technique enhances motivation, makes
learning more enjoyable and bring positive outcomes during speaking activities.
Hoetal (2023) apply different active learning techniques to develop their students´ speaking skills. The
techniques they use are focused on think-pair share, group work and questioning. The results derived from
the application of them reveal positive perceptions on teachers about implementing such types of techniques
in their lessons. It also shows the improvements students have after the implementation of the chosen
techniques.
pág. 5317
Nguyen (2023) develops a study by means of which uses drama-based activities for speaking to improve
students´ speaking performances. The conclusions of the research expose that such activities have positive
effects for developing speaking, in particular in discourse management.
As it can be noticed from the previous bibliographical review, there are numerous practical activities that
are used to develop speaking abilities. One of the choices, not included in the above-studied sources is the
DM.
Mahapatra (2014) exposes that in the DM speaking started with continuous emphasis on pronunciation and
the acquisition of vocabulary by means of gestures, demonstration and pictures. Abstract vocabulary is
taught through the association of ideas (ibídem).
Ghafoor (2015) sustains that the DM for the teaching of a foreign language is based on the natural use of
language, establishing a direct association with the mother tongue. Teaching through this method implied
obviating the use of the mother tongue and written rules (ibídem).
Abdulaziz (n/d) summarizes the main characteristics of the DM as follows: based on oral speech, exclusion
of translation and mother tongue in the lessons, attention to phonetics and correct pronunciation. The author
also determines that vocabulary is developed in context, as constituents of sentences and using induction
as the way to learn grammar (ibídem). The method demands intensive language practice. Lessons are
basically designed by means of dialogues between students and the teacher, by means of which teachers
ask questions based on previously lexical and grammatical contents (ibídem).
Andriyani (2015) states that conversational activities play a fundamental role in this method. The author
affirms that the use of language in real contexts provides students with ample possibilities to speak and
think in the foreign language (ibídem). She also confirms that the DM points at avoiding the use of the
native language and translation as techniques for teaching the foreign one (ibídem).
Sitorus and Silitonga (2019) also developed a study about the influence of the DM for developing students´
abilities in speaking. The results they obtain demonstrate an enhancement on the ability of speaking on the
learner who receive the influence of the DM in the English lessons.
The aspects discussed above evidence the use of the DM offers real possibilities to improve students´
performances in speaking. The variety of studies and contexts covered in the previous referenced studies
can be taken as initial guidelines for the development of the present investigation.
Nguyen (2023) develops a study by means of which uses drama-based activities for speaking to improve
students´ speaking performances. The conclusions of the research expose that such activities have positive
effects for developing speaking, in particular in discourse management.
As it can be noticed from the previous bibliographical review, there are numerous practical activities that
are used to develop speaking abilities. One of the choices, not included in the above-studied sources is the
DM.
Mahapatra (2014) exposes that in the DM speaking started with continuous emphasis on pronunciation and
the acquisition of vocabulary by means of gestures, demonstration and pictures. Abstract vocabulary is
taught through the association of ideas (ibídem).
Ghafoor (2015) sustains that the DM for the teaching of a foreign language is based on the natural use of
language, establishing a direct association with the mother tongue. Teaching through this method implied
obviating the use of the mother tongue and written rules (ibídem).
Abdulaziz (n/d) summarizes the main characteristics of the DM as follows: based on oral speech, exclusion
of translation and mother tongue in the lessons, attention to phonetics and correct pronunciation. The author
also determines that vocabulary is developed in context, as constituents of sentences and using induction
as the way to learn grammar (ibídem). The method demands intensive language practice. Lessons are
basically designed by means of dialogues between students and the teacher, by means of which teachers
ask questions based on previously lexical and grammatical contents (ibídem).
Andriyani (2015) states that conversational activities play a fundamental role in this method. The author
affirms that the use of language in real contexts provides students with ample possibilities to speak and
think in the foreign language (ibídem). She also confirms that the DM points at avoiding the use of the
native language and translation as techniques for teaching the foreign one (ibídem).
Sitorus and Silitonga (2019) also developed a study about the influence of the DM for developing students´
abilities in speaking. The results they obtain demonstrate an enhancement on the ability of speaking on the
learner who receive the influence of the DM in the English lessons.
The aspects discussed above evidence the use of the DM offers real possibilities to improve students´
performances in speaking. The variety of studies and contexts covered in the previous referenced studies
can be taken as initial guidelines for the development of the present investigation.
pág. 5318
The DM has gained credits in EFL environments and constitutes the center of interest of this investigation.
However, it should me mentioned that there are some inherent aspects on the method that required
meditation. The attention to reading and writing is not key in the method. This is an aspect that demands
reflection since learners, as social beings, are also exposed situations in which they should produce written
materials and read a certain piece of information. Though the aim of the present research is only related to
speaking by applying the DM, it is valid to point out that it is not the intention of the paper to overestimate
the role of the DM. Its use is viewed in terms of a plausible alternative to generate positive changes while
dealing, either for teaching or learning, with speaking as a foreign language skill.
Some authors also express that designing real-life situations can be overwhelming and time-consuming for
teachers. It was, in fact, a factor that affected the application of the DM decades ago. Nowadays, the
expanded use and access of Internet has made possible that a considerable number if examples of this kind
of situations are now available to practically everybody. Consequently, taking such samples of situations
and adapting them (if necessary) is not at present a complex activity for teachers.
METHODOLOGY
The research belongs to the mixed type. It harmonically combines methods from the quantitative and
qualitative approaches. Since the study is focused on solving practical problems associated to the teaching
and learning of speaking as a skill in Educational Unit, the investigation is also of the applied type.
A bibliographical review is used for the theoretical analysis of the sources related to speaking as a foreign
language skill and the fundamentals of the DM in the English lessons to develop such skill. The review
contributes to establish the bases upon which the DM activities proposed in this paper rely on.
To determine the treatment given to speaking in the English lessons of the Educational Unit referred, a
diagnostic study is carried out. It consisted on the application of a survey to an English teacher to gather
information about the levels of performance of the students´ speaking abilities (Annex 1). Five lesson
observations are also applied to verify in practical situations the actual speaking development of the
students (Annex 2).
Once the data analysis is concluded, a set of DM activities is elaborated. Their design is directed to
overcome the weaknesses and reinforce the strengths found during data collection.
The DM has gained credits in EFL environments and constitutes the center of interest of this investigation.
However, it should me mentioned that there are some inherent aspects on the method that required
meditation. The attention to reading and writing is not key in the method. This is an aspect that demands
reflection since learners, as social beings, are also exposed situations in which they should produce written
materials and read a certain piece of information. Though the aim of the present research is only related to
speaking by applying the DM, it is valid to point out that it is not the intention of the paper to overestimate
the role of the DM. Its use is viewed in terms of a plausible alternative to generate positive changes while
dealing, either for teaching or learning, with speaking as a foreign language skill.
Some authors also express that designing real-life situations can be overwhelming and time-consuming for
teachers. It was, in fact, a factor that affected the application of the DM decades ago. Nowadays, the
expanded use and access of Internet has made possible that a considerable number if examples of this kind
of situations are now available to practically everybody. Consequently, taking such samples of situations
and adapting them (if necessary) is not at present a complex activity for teachers.
METHODOLOGY
The research belongs to the mixed type. It harmonically combines methods from the quantitative and
qualitative approaches. Since the study is focused on solving practical problems associated to the teaching
and learning of speaking as a skill in Educational Unit, the investigation is also of the applied type.
A bibliographical review is used for the theoretical analysis of the sources related to speaking as a foreign
language skill and the fundamentals of the DM in the English lessons to develop such skill. The review
contributes to establish the bases upon which the DM activities proposed in this paper rely on.
To determine the treatment given to speaking in the English lessons of the Educational Unit referred, a
diagnostic study is carried out. It consisted on the application of a survey to an English teacher to gather
information about the levels of performance of the students´ speaking abilities (Annex 1). Five lesson
observations are also applied to verify in practical situations the actual speaking development of the
students (Annex 2).
Once the data analysis is concluded, a set of DM activities is elaborated. Their design is directed to
overcome the weaknesses and reinforce the strengths found during data collection.
pág. 5319
A preliminary analysis of the feasibility of application of such DM activities and its validity is obtained by
means of the application of a pre and a post test. For the application of these tests the initial sample of 20
students is organized at random in two groups. One of them undergoes the influence of the activities
elaborated and the other is taken as a control group to compare the results.
RESULTS
The data collected from the survey applied to the eight grade English teacher reveal that the perception the
teacher has about the level of speaking development of the students is very basic (equivalent to a Pre-A1
level according to the Common European Framework of Reference). The information provided by the
teacher sustain that students have a poor repertoire of words and simple phrases related to personal
information and specific concrete situations. The interaction they can maintain with other partners and the
teacher is very limited, showing difficulties to ask and answer questions about personal details. Students
are very dependent of excessive repetition and the use of the mother tongue. These aspects come out as the
main weaknesses during the speaking lessons.
The referred that the main strengths of the students rely on their interest to learn English and the discipline
they keep in the lessons. This is a very positive aspect since motivation becomes essential for the learning
process.
According to the teacher, his speaking lessons are based on questions and role-plays, activities in which
students struggle due to their limitations in both, linguistic and communicative resources. For his lessons,
the teacher explains that he basically uses the chalkboard and the materials included in the students´ text
and workbooks. He also states that he has to use a great deal of Spanish in the speaking lessons for both,
introducing new items and practicing them.
The integral analysis of the survey allows to conclude that the perception about the speaking performance
of the students is considered insufficient in relation to what expected them to achieve. It is noticed that
speaking lessons can be improved by means of other alternatives that promote a more active use of the
English language.
The five observations to lessons partially confirm the points made by the teacher. The table below
summarizes the aspects that more systematically come during these observations.
A preliminary analysis of the feasibility of application of such DM activities and its validity is obtained by
means of the application of a pre and a post test. For the application of these tests the initial sample of 20
students is organized at random in two groups. One of them undergoes the influence of the activities
elaborated and the other is taken as a control group to compare the results.
RESULTS
The data collected from the survey applied to the eight grade English teacher reveal that the perception the
teacher has about the level of speaking development of the students is very basic (equivalent to a Pre-A1
level according to the Common European Framework of Reference). The information provided by the
teacher sustain that students have a poor repertoire of words and simple phrases related to personal
information and specific concrete situations. The interaction they can maintain with other partners and the
teacher is very limited, showing difficulties to ask and answer questions about personal details. Students
are very dependent of excessive repetition and the use of the mother tongue. These aspects come out as the
main weaknesses during the speaking lessons.
The referred that the main strengths of the students rely on their interest to learn English and the discipline
they keep in the lessons. This is a very positive aspect since motivation becomes essential for the learning
process.
According to the teacher, his speaking lessons are based on questions and role-plays, activities in which
students struggle due to their limitations in both, linguistic and communicative resources. For his lessons,
the teacher explains that he basically uses the chalkboard and the materials included in the students´ text
and workbooks. He also states that he has to use a great deal of Spanish in the speaking lessons for both,
introducing new items and practicing them.
The integral analysis of the survey allows to conclude that the perception about the speaking performance
of the students is considered insufficient in relation to what expected them to achieve. It is noticed that
speaking lessons can be improved by means of other alternatives that promote a more active use of the
English language.
The five observations to lessons partially confirm the points made by the teacher. The table below
summarizes the aspects that more systematically come during these observations.
pág. 5320
Table 1: Summary of Key Aspects Detected During the Observations
Indicators for Observation Data collected
1. Materials Used In all lessons (100%) the chalkboard and students´ text and
workbooks are used
2. Aspect Emphasized in the Lessons In 4 of the 5 lessons observed (80%) emphasis is put on
language-oriented activities. Attention is centered in
pronunciation and correct use of grammatical patterns. In
only one lesson (20%) some activities are message oriented.
3. Typology of Speaking Activities The 95% of the activities focuses on interaction, basically on
guided role-plays by means of which students repeat or
transpose a certain dialogue to practice a certain grammatical
or phonological pattern.
4.1 Speaking Proficiency A poor level of speaking proficiency prevails in all lessons.
4.2 Motivation Students´ motivation, interest and willingness to develop
speaking activities is moderate. It contradicts, up to a certain
extent, the criteria stated by the teacher. Such result is
consistent with findings of other works since the feeling of
frustration, anxiety and shame to develop speaking activities
is understandable and expected to appear due to the
limitations they have while using the English language.
After the integral analysis of the data collected, a set of DM activities is elaborated to overcome the
difficulties found during the diagnostic studied. This paper includes a sample of the activities that were
created.
DM Speaking Activities Description of the activity
Chain description The teacher presents a picture with a part of a house with some typical
objects of it in the picture. Students gather in groups of four. Each of
them is asked to produce a sentence describing an object included in
the picture. The next student repeats the first sentence and produces a
new one describing another object. This goes on till all four students
have elaborated a sentence.
Cartoon Sequencing The teacher organizes students in pairs. He hands out each one a set
of pictures, asks them to order the set in a reasonable sequence. After
that, students should produce a sentence about each picture.
Likes and dislikes The teacher selects some pictures including habitual actions related to
hobbies (swimming, reading, watching TV or videos, listening to
music, etc.). He places the pictures on his desk and covers them. He
chooses one student and asks him to uncover one picture. The students
will ask one of his classmates if he/she likes the hobby represented in
the picture. That student has to answer the question and support
Table 1: Summary of Key Aspects Detected During the Observations
Indicators for Observation Data collected
1. Materials Used In all lessons (100%) the chalkboard and students´ text and
workbooks are used
2. Aspect Emphasized in the Lessons In 4 of the 5 lessons observed (80%) emphasis is put on
language-oriented activities. Attention is centered in
pronunciation and correct use of grammatical patterns. In
only one lesson (20%) some activities are message oriented.
3. Typology of Speaking Activities The 95% of the activities focuses on interaction, basically on
guided role-plays by means of which students repeat or
transpose a certain dialogue to practice a certain grammatical
or phonological pattern.
4.1 Speaking Proficiency A poor level of speaking proficiency prevails in all lessons.
4.2 Motivation Students´ motivation, interest and willingness to develop
speaking activities is moderate. It contradicts, up to a certain
extent, the criteria stated by the teacher. Such result is
consistent with findings of other works since the feeling of
frustration, anxiety and shame to develop speaking activities
is understandable and expected to appear due to the
limitations they have while using the English language.
After the integral analysis of the data collected, a set of DM activities is elaborated to overcome the
difficulties found during the diagnostic studied. This paper includes a sample of the activities that were
created.
DM Speaking Activities Description of the activity
Chain description The teacher presents a picture with a part of a house with some typical
objects of it in the picture. Students gather in groups of four. Each of
them is asked to produce a sentence describing an object included in
the picture. The next student repeats the first sentence and produces a
new one describing another object. This goes on till all four students
have elaborated a sentence.
Cartoon Sequencing The teacher organizes students in pairs. He hands out each one a set
of pictures, asks them to order the set in a reasonable sequence. After
that, students should produce a sentence about each picture.
Likes and dislikes The teacher selects some pictures including habitual actions related to
hobbies (swimming, reading, watching TV or videos, listening to
music, etc.). He places the pictures on his desk and covers them. He
chooses one student and asks him to uncover one picture. The students
will ask one of his classmates if he/she likes the hobby represented in
the picture. That student has to answer the question and support
pág. 5321
his/her answer. After the discussion, the student who answers now has
to uncover another picture and select a new student to continue the
debate about the new picture uncovered. This is developed till all
pictures have been analyzed.
Breaking in The teacher asks for two or three volunteers to become the questioners
of the activity. Those volunteers choose a topic: holidays, friends,
family, shopping, getting an address, etc., and prepare some questions
about the topic. The teacher, then, organizes the class in small groups
of 3 or 4 students. Volunteers will approach each group and ask the
members of it the questions they have already prepared. The members
of the team will answer offering the required information or help.
On WhatsApp Call Students are organized in pairs. Each member has a card. One of them
contains questions and the other the answers about conversation
occurring in WhatsApp. The answers are not sequentially arranged.
After a question, the student with the card containing the answers has
to find the appropriate one according to the question asked. After all
questions are answered, students will act out the dialogue, taking turns
for questions and answers.
Transposing information Students work in groups of three. Each group is given a didactic paper
containing a dialogue with three characters. Students are asked to
transpose the dialogue, changing some pieces of information like
names, dates, addresses or any other they can come out with. Each
group will dramatize the transposed dialogue to the whole class.
Gap Solving This is a whole class activity that can be developed as a game. The
teacher reads aloud some sentences with a gap of information.
Students have to complete each sentence with the appropriate word or
phrase.
Examples:
- A man needs to go to work but it is raining. He needs ___ (an
umbrella).
- Mary likes watching movies. She should go to ____ (a
cinema).
- My favorite hobby is playing sports. Your favorite hobby is
______ (any logical answer).
-
his/her answer. After the discussion, the student who answers now has
to uncover another picture and select a new student to continue the
debate about the new picture uncovered. This is developed till all
pictures have been analyzed.
Breaking in The teacher asks for two or three volunteers to become the questioners
of the activity. Those volunteers choose a topic: holidays, friends,
family, shopping, getting an address, etc., and prepare some questions
about the topic. The teacher, then, organizes the class in small groups
of 3 or 4 students. Volunteers will approach each group and ask the
members of it the questions they have already prepared. The members
of the team will answer offering the required information or help.
On WhatsApp Call Students are organized in pairs. Each member has a card. One of them
contains questions and the other the answers about conversation
occurring in WhatsApp. The answers are not sequentially arranged.
After a question, the student with the card containing the answers has
to find the appropriate one according to the question asked. After all
questions are answered, students will act out the dialogue, taking turns
for questions and answers.
Transposing information Students work in groups of three. Each group is given a didactic paper
containing a dialogue with three characters. Students are asked to
transpose the dialogue, changing some pieces of information like
names, dates, addresses or any other they can come out with. Each
group will dramatize the transposed dialogue to the whole class.
Gap Solving This is a whole class activity that can be developed as a game. The
teacher reads aloud some sentences with a gap of information.
Students have to complete each sentence with the appropriate word or
phrase.
Examples:
- A man needs to go to work but it is raining. He needs ___ (an
umbrella).
- Mary likes watching movies. She should go to ____ (a
cinema).
- My favorite hobby is playing sports. Your favorite hobby is
______ (any logical answer).
-
pág. 5322
The activities are partially introduced in the English lessons of eight graders. They were naturally
introduced to10 of the 20 students who were initially taken as part of the sample. The other 10 students did
not undergo the influence of the DM activities.
A pretest was applied to both groups of students. It consisted of a proficiency speaking test. It comprised
two sections: one directed to oral production. It was carried out by means of a visual support (a picture)
about which students had to offer information. The other part of the test, oral interaction, was developed by
means of a teacher-student interview. It covered the following topics: greetings, asking names and saying
names, describe a part of the house, locate objects in that part, likes and dislikes and colors.
The results of the test are consistent with the ones obtained in the diagnostic study; in particular the ones
detected during the lesson observations.
They are shown in the graphic below:
Graphic 1: Results of the Pre-test applied to all 20 students
The application of the activities lasted for a period of two months, from January 2023 to February 2023.
The activities were implemented in the English lessons as part of the usual teaching-learning process.
After the application of the DM activities a post proficiency test was applied to both groups. The overall
oral production shows higher levels of proficiency in the group influenced by the DM activities. Students
belonging to that group can produce simple descriptions and presentation of people, living and working
conditions, daily routines and likes/dislikes.
0
5
10
15
20
A1
Level
A1
Level
A1
Level
A1
Level
Use of
Communicative
Functions
Grammar Use
Coherence
Interaction
The activities are partially introduced in the English lessons of eight graders. They were naturally
introduced to10 of the 20 students who were initially taken as part of the sample. The other 10 students did
not undergo the influence of the DM activities.
A pretest was applied to both groups of students. It consisted of a proficiency speaking test. It comprised
two sections: one directed to oral production. It was carried out by means of a visual support (a picture)
about which students had to offer information. The other part of the test, oral interaction, was developed by
means of a teacher-student interview. It covered the following topics: greetings, asking names and saying
names, describe a part of the house, locate objects in that part, likes and dislikes and colors.
The results of the test are consistent with the ones obtained in the diagnostic study; in particular the ones
detected during the lesson observations.
They are shown in the graphic below:
Graphic 1: Results of the Pre-test applied to all 20 students
The application of the activities lasted for a period of two months, from January 2023 to February 2023.
The activities were implemented in the English lessons as part of the usual teaching-learning process.
After the application of the DM activities a post proficiency test was applied to both groups. The overall
oral production shows higher levels of proficiency in the group influenced by the DM activities. Students
belonging to that group can produce simple descriptions and presentation of people, living and working
conditions, daily routines and likes/dislikes.
0
5
10
15
20
A1
Level
A1
Level
A1
Level
A1
Level
Use of
Communicative
Functions
Grammar Use
Coherence
Interaction
pág. 5323
Students of that group also evidence a wider range in speaking by using basic sentence patterns, phrases
and words in order to communicate in ordinary situations. In relation to fluency, they show advances in
making themselves understood in utterances.
The interaction student-student and teacher-student confirm that those who receive the influence of the
activities are more actively involved in speaking than the members of the other group. Interaction is also
characterized, in the DM activities group, by the possibility of asking and answering questions related to
the topics.
Coherence is also improved in that group in relation to the control one. They were able to use in appropriate
situations connectors like “and”, “but” and “because”. Their pronunciation becomes more acceptable than
the outcomes produced by the students who do not participate in the implementation of the activities.
Graphic 2 illustrates the differences between the two groups
Graphic 2: Results of the Post-test (number of students who reach an A2 Level of higher)
As a summary, it can be stated that the group undergoing the influence of the DM activities evidence
improvement in its speaking proficiency. It reaches an A2 level meanwhile the majority of students of the
control group remains in an A1 level. Though the A2 level is still typical of basic users, reaching this level,
as compared to the initial test and the control group, shows a positive influence of the activities proposed
in this work.
0
2
4
6
8
10
12
Use of
Communicative
Functions
(A2 Level or
higher)
Grammar Use (A2
Level or higher)
Coherence (A2
Level or higher)
Interaction (A2
Level or higher)
Control Group
Experimental Group
Students of that group also evidence a wider range in speaking by using basic sentence patterns, phrases
and words in order to communicate in ordinary situations. In relation to fluency, they show advances in
making themselves understood in utterances.
The interaction student-student and teacher-student confirm that those who receive the influence of the
activities are more actively involved in speaking than the members of the other group. Interaction is also
characterized, in the DM activities group, by the possibility of asking and answering questions related to
the topics.
Coherence is also improved in that group in relation to the control one. They were able to use in appropriate
situations connectors like “and”, “but” and “because”. Their pronunciation becomes more acceptable than
the outcomes produced by the students who do not participate in the implementation of the activities.
Graphic 2 illustrates the differences between the two groups
Graphic 2: Results of the Post-test (number of students who reach an A2 Level of higher)
As a summary, it can be stated that the group undergoing the influence of the DM activities evidence
improvement in its speaking proficiency. It reaches an A2 level meanwhile the majority of students of the
control group remains in an A1 level. Though the A2 level is still typical of basic users, reaching this level,
as compared to the initial test and the control group, shows a positive influence of the activities proposed
in this work.
0
2
4
6
8
10
12
Use of
Communicative
Functions
(A2 Level or
higher)
Grammar Use (A2
Level or higher)
Coherence (A2
Level or higher)
Interaction (A2
Level or higher)
Control Group
Experimental Group
pág. 5324
CONCLUSIONS
Ecuador is one of the countries in South America that has assumed English as the foreign language to teach
at school. Such selection is based on the international character of this language to establish and develop
practically any kind of relations among people.
This context justifies the teaching of English at educational units in order to develop communicative
competence in that language. Within communicative competence, speaking stands as fundamental skill due
to the primary oral character of language and the common interactions and human activities. Such issue
supports the development of works oriented to enhance this skill.
The present work identifies limitations on speaking in eight grade students in the Educational Unit. Since
the DM has traditionally been applied for the improvement of this skill, the study is centered in determining
the influence of this method on speaking in the students above mentioned.
As a result of the investigation, a set of DM is elaborated to overcome the difficulties found during the
diagnostic study. The activities combine the use of pictures and cards with whole-class work, small-group
work and pair work. These activities stimulate the natural use of language in real-life situations, promoting
various and rich interactions between/among students and the teacher and students.
The findings obtained by means of the application of the DM activities coincide with the ones of previous
works. The implementation of this type of activities enhances speaking in terms of oral production and
interaction. Consequently, it can be concluded that they are a plausible and viable alternative for developing
speaking in EFL in eight grade students in the Educational Unit.
The author of this paper recommends extending the application of the DM activities proposed to a wider
range of students. This could enrich data collection and provide new evidences about the impact of the
speaking activities in students of the same grade. Since only one teacher is included in the sample, it is also
suggested to interact with other teachers, of the same unit or other institutions, to share the results of the
investigation and assimilate their experiences while teaching speaking and using the DM in their lessons.
REFERENCES
Abdulaziz Abduvohid, A. (n/d). The Role of Direct Method in Learning English. France International
Scientific-online Conference: “Scientific Approach to the Modern Education System". Part 18, 5th
October.
CONCLUSIONS
Ecuador is one of the countries in South America that has assumed English as the foreign language to teach
at school. Such selection is based on the international character of this language to establish and develop
practically any kind of relations among people.
This context justifies the teaching of English at educational units in order to develop communicative
competence in that language. Within communicative competence, speaking stands as fundamental skill due
to the primary oral character of language and the common interactions and human activities. Such issue
supports the development of works oriented to enhance this skill.
The present work identifies limitations on speaking in eight grade students in the Educational Unit. Since
the DM has traditionally been applied for the improvement of this skill, the study is centered in determining
the influence of this method on speaking in the students above mentioned.
As a result of the investigation, a set of DM is elaborated to overcome the difficulties found during the
diagnostic study. The activities combine the use of pictures and cards with whole-class work, small-group
work and pair work. These activities stimulate the natural use of language in real-life situations, promoting
various and rich interactions between/among students and the teacher and students.
The findings obtained by means of the application of the DM activities coincide with the ones of previous
works. The implementation of this type of activities enhances speaking in terms of oral production and
interaction. Consequently, it can be concluded that they are a plausible and viable alternative for developing
speaking in EFL in eight grade students in the Educational Unit.
The author of this paper recommends extending the application of the DM activities proposed to a wider
range of students. This could enrich data collection and provide new evidences about the impact of the
speaking activities in students of the same grade. Since only one teacher is included in the sample, it is also
suggested to interact with other teachers, of the same unit or other institutions, to share the results of the
investigation and assimilate their experiences while teaching speaking and using the DM in their lessons.
REFERENCES
Abdulaziz Abduvohid, A. (n/d). The Role of Direct Method in Learning English. France International
Scientific-online Conference: “Scientific Approach to the Modern Education System". Part 18, 5th
October.
pág. 5325
Andriyani, N. (2015). Using the Direct Method in Teaching to Improve Students’ Speaking Skill at Purikids
Language Course. Thesis submitted as Partial Fulfillment of the Requirement for the Attainment
of the Degree of a Sarjana Pendidikan in English Language Education. English Education Study
Program Faculty, of Languages and Arts Yogyakarta State University.
Anggryadi, M. A. (2014). The Effectiveness of Storytelling in Improving Students’ Speaking Skill. Jakarta:
UHAMKA.
Ban, B., et al. (2023). Debate: One of the Key Factors to Improving Students’ English Language Speaking
Skills. Journal of General Education and Humanities. Vol. 2, No. 2, pp. 107– 120,
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Brown, H. D. (1994). Teaching by Principles. Prentice Hall Regents. Englewoods Cliffs, New Jersey.
Brown, G. and G. Yule. (1983). Teaching the Spoken Language. Cambridge University Press.
Copland, F., et al. (2020). Native‐English‐Speaking Teachers: Disconnections Between Theory, Research,
and Practice. Tesol Quarterly, 54(2), 348-374.
Costas, G. (1992). Teaching Communication and Interaction Strategies. An Action Research Project with
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Council of Europe. (2018). Common European Framework for Languages: Learning, Teaching,
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Ghafoor Awan, A. (2015). Comparison of GTM and Direct Method of Teaching English at Elementary
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Andriyani, N. (2015). Using the Direct Method in Teaching to Improve Students’ Speaking Skill at Purikids
Language Course. Thesis submitted as Partial Fulfillment of the Requirement for the Attainment
of the Degree of a Sarjana Pendidikan in English Language Education. English Education Study
Program Faculty, of Languages and Arts Yogyakarta State University.
Anggryadi, M. A. (2014). The Effectiveness of Storytelling in Improving Students’ Speaking Skill. Jakarta:
UHAMKA.
Ban, B., et al. (2023). Debate: One of the Key Factors to Improving Students’ English Language Speaking
Skills. Journal of General Education and Humanities. Vol. 2, No. 2, pp. 107– 120,
https://doi.org/10.58421/gehu.v2i2.69, ISSN 2963-7147.
Brown, H. D. (1994). Teaching by Principles. Prentice Hall Regents. Englewoods Cliffs, New Jersey.
Brown, G. and G. Yule. (1983). Teaching the Spoken Language. Cambridge University Press.
Copland, F., et al. (2020). Native‐English‐Speaking Teachers: Disconnections Between Theory, Research,
and Practice. Tesol Quarterly, 54(2), 348-374.
Costas, G. (1992). Teaching Communication and Interaction Strategies. An Action Research Project with
Greek Teenagers at Intermediate Level.
Council of Europe. (2018). Common European Framework for Languages: Learning, Teaching,
Assessment. Companion Volume with New Descriptors. Language Policy Programme, Education
Policy Division, Education Department.
Faxritdinovna, Z. M. (2013). Speaking with the Way of P.R.E.S. Formula. Zien Journal of Social Sciences
and Humanities, ISSN NO: 2769-996X.
Ghafoor Awan, A. (2015). Comparison of GTM and Direct Method of Teaching English at Elementary
Level in Pakistan. Global Journal of Management and Social Sciences, Vol.1, No.1 Sept-Dec,2015.
Page 17-30., ISSN 2519-0091.
Haliwanda, U. (2019). The Effect of Using Direct Method in Teaching Speaking Skill at the Second Year
of Smk Negeri 1 Bener Meriah-Aceh. Journal Basis, Vol. 6 No. 2, ISNN: 2406-9809.
Henisah, R. et al. (2023). Role Play Technique to Improve Students' Speaking Skills. International Journal
of Contemporary Studies in Education. Vol. 02 No. 03 (2023) 176-182.
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