Evaluating what i have read

Hi readers! 🙌
 Today i'll give you the new title of the International Journal. Check it out!

1. Background
a.Who is the author?
The title of this paper is COMMUNICATIVE ACTIVITIES: ISSUES ON PRE, DURING, AND POST CHALLENGES IN SOUTH KOREA'S ENGLISH EDUCATION by Dr. Ian Done D. Ramos as the author. Dr. Ian Done D. Ramos is The Graduate School of the Department of English Language and Literature, The University of Suwon.

b. Who is the audience?
Dr. Ian presented this research to be read by students in Korea who have a language potentials on "pre," "during," and "post" communicative activities. This paper's aim is to know their strengths and weaknesses in the communication in English.

2.Purpose
a.What is the author’s main argument?

The main arguments of the author is how to develop the communication skill of students in Korea. There 3 ways how to develop communication skilk of students in Korea:
1. Conversation Theory and Communicative Competence
     Conversation practice is the best way to develop communicative competence. Students should have conversation in English with other to improve their English speaking skill. Students also must to knowing how to use language for a range of different purposes and functions,  and knowing when to use formal and informal language in their daily conversation.

2. Construct of Communicative Activities
     Communicative competence cannot be fully developed when its activities and learners' right attitude are not performed objectively. Communicative activities may refer to the spontaneous interaction between teachers and students or among students themselves.

3. Willingness to Communicate (WTC)
     Students willing to communicate when they are discussion with other student and when the teacher ask them to read the content of textbook or vocabulary or any answer questions in the textbook.

b. List and explain the author reasons for his/her main argument

1. The students were not emotionally- and intellectually- prepared for the entire activity.
     The students had been oriented with the types of communicative activity with their respective constructs before the activities were implemented, as manifested in the workbook and teacher's instructions, but still most of them could not cope with the preparatory undertakings.

2. The students' interest and willingness to communicate.
     The students lacked exposure to conversations. Middle school and high school English classes trained them with passive learning methods such as memorization of words, mastery of grammar points, and mere listening to teachers; thus, in an activity, the students with no confidence could not carry out their previous learning in actual practical conversation drills.

3. Students' retention span and comfort zone in the classroom were very limited.
     They were not able to reflect or meditate the impact of the whole activity; only few were able to manage to see the importance of interactive participation.

4. The students had endurance and patience in a classroom due to extrinsic factors, like attendance.                                   Some of them tended to become participative in communicative activities, only when they were not conscious of grammar and when they knew they could talk a lot freely about any interesting topics.

3. The reader’s point of view
Points of view that reader can get from this journal "COMMUNICATIVE ACTIVITIES: ISSUES ON PRE, DURING, AND POST CHALLENGES IN SOUTH KOREA'S ENGLISH EDUCATION" by Dr. Ian Done D. Ramos is about student's strengths and weaknesses in the communicative challenges were investigated; particularly, their weaknesses in the three stages were determined in terms of rank, of difficulty and frequency of attitude toward the activities.Students' learning styles, strategies, and attitudes were also affected due to the difficulties of communicative challenges and lack of support system. There are 3 ways to develop student's communication skill in english: Conversation Theory and Communicative Competence, Construct of Communicative Activities, and Willingness to Communicate (WTC).



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