Professional Documents
Culture Documents
Chaney (1998: 13) says that speaking is the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of contexts.
Speaking is a crucial part of second and foreign language learning and teaching.
Despite its importance, for many years, teaching speaking has been undervalued and
drills or memorization of dialogues. However, today's world requires that the goal of
that way, students can express themselves and learn how to follow the social and
teacher of EFL to carefully examine the factors, condition and components that
from the careful analysis of this area, together with sufficient language input and
speaking ability.
those are cultural factors, linguistic factors or ineffectual factor. Here the researcher
only focus on the students to explain the effective factors since it is strongly related
to the research being done by the researcher. The ineffectual factors include culture
shock, previous negative social and political experiences, lack of motivation, anxiety
and shyness in class, especially if their previous learning experiences were negative
(Nunan, 1999:231). All the factors stated above give the effect on the students’
speaking ability. So, the teacher has to solve this problem as good as possible.
be due to the students’ fear of looking and feeling foolish when they make a mistake
that would make the others laugh at them or even look down on them. This method
proposes to help the students eliminate their resistance to learning spoken language
by making them forget their difficulties in learning (Brown, (1994: 23). Yet,
countless studies and experiments in human learning have shown that motivation is a
key in learning. Therefore the teacher is expected to motivate the students the class
language, Allen and Widdowson (in Brumfit and Keith, 1979) elaborate that English
teaching has been called upon to provide students with the basic ability to use the
special study.
skill and most programs aim to integrate both spoken and written language (Burn and
written form, and being able to express felling, thought, and experience in various
contexts, Lado (1964 : 51) states that to know the language is to use it. He further
states that students do not know a sentence until he can speak it.
The teaching of speaking skill will enable students to realize their progress or
not simply a matter of learning skills such as pronouncing English sounds or being
able to produce single utterances or phrases. The teaching of speaking conveys the
sense of exposing the students to express their thought, idea, and feelings. It is
considered important in terms of the teaching of language, since it can bring the
students to think creatively and through speaking they can express what they are
thinking about.
Nunan (2003: 23) in this case formulates what is meant by teaching speaking:
- Produce the English speech sounds and sound patterns
- Use word and sentence stress, intonation patterns and the rhythm of the
second language.
- Select appropriate words and sentences according to the proper social setting,
- Use the language quickly and confidently with few unnatural pauses, which is
called as fluency.
In addition, Hayriye (http://unr.edu/homepage/hayriyek) provides some
following:
knowledge.
o Ask eliciting questions such as "What do you mean? How did you
they are speaking. Correction should not distract student from his
or her speech.
o Involve speaking activities not only in class but also out of class;
track and see whether they need your help while they work in
groups or pairs.
activities.
some difficulties in learning speaking. In this case, Richard (1990: 222) explains the
- Poor grammar
- Poor pronunciation
Also Richard (1990: 233) says that there are many reasons causing English
Hawes (1994:35) reveals that most of EFL teachers have often complained
about their learners, because they often do not pay attention to the instruction even
reluctant to participate actively in speaking class. Actually there are some factors
influenced, one of them is the activities which are provided by teachers in classroom.
Brown (1994:266), states that the activities which are given by teachers may attract
students’ motivation to involve in speaking class. Thus, the teacher should use a
They will need to use their imaginations in devising situation which provoke the use
of language in expression to the students own meaning, even when students have
very limited recluse on which to draw, from the very beginning levels of language
2) Developed knowledge about how social and culture contexts effect the type
strategies.
and intonation.
7) Develop skill which will enable them to predict what will occur in a
conversation.
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their speaking ability not only in class but also outside and helps them becoming
socialized, and makes students more active in teaching and learning process and at
the same time makes their learning more meaningful and fun for them that quoted
Playing Cards, Picture Narrating, Picture Describing, Find the Difference. Each of
they are in various social contexts and have a variety of social roles. In role-play
activities, the teacher gives information to the learners such as who they are and what
they think or feel. Thus, the teacher can tell the student that "You are David, you go
to the doctor and tell him what happened last night, and…" (Harmer, 1984)
2.4.2 Simulations
different than role plays is that they are more elaborate. In simulations, students can
bring items to the class to create a realistic environment. For instance, if a student is
acting as a singer, she brings a microphone to sing and so on. Role plays and
simulations have many advantages. First, since they are entertaining, they motivate
the students. Second, as Harmer (1984) suggests, they increase the self-confidence of
hesitant students, because in role play and simulation activities, they will have a
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different role and do not have to speak for themselves, which means they do not have
In this activity, students are supposed to be working in pairs. One student will
have the information that other partner does not have and the partners will share their
because the task cannot be completed if the partners do not provide the information
the others need. These activities are effective because everybody has the opportunity
2.4.4 Brainstorming
generate ideas quickly and freely. The good characteristics of brainstorming are that
the students are not criticized for their ideas so students will be open to sharing new
ideas.
2.4.5 Storytelling
Students can briefly summarize a tale or story they heard from somebody
beforehand, or they may create their own stories to tell their classmates. Story telling
fosters creative thinking. It also helps students express ideas in the format of
beginning, development, and ending, including the characters and setting a story has
to have. Students also can tell riddles or jokes. For instance, at the very beginning of
each class session, the teacher may call a few students to tell short riddles or jokes as
an opening. In this way, not only will the teacher address students’ speaking ability,
2.4.6 Interviews
good idea that the teacher provides a rubric to students so that they know what type
of questions they can ask or what path to follow, but students should prepare their
own interview questions. Conducting interviews with people gives students a chance
to practice their speaking ability not only in class but also outside and helps them
becoming socialized. After interviews, each student can present his or her study to
the class. Moreover, students can interview each other and "introduce" his or her
This is a very enjoyable, whole-class, free-speaking activity for which students sit in
a circle. For this activity, a teacher starts to tell a story, but after a few sentences he
or she stops narrating. Then, each student starts to narrate from the point where the
previous one stopped. Each student is supposed to add from four to ten sentences.
2.4.8 Reporting
and, in class, they report to their friends what they find as the most interesting news.
Students can also talk about whether they have experienced anything worth telling
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In this game, students should form groups of four. Each suit will represent a
Each student in a group will choose a card. Then, each student will write 4-5
questions about that topic to ask the other people in the group. For example:
If the topic "Diamonds: Earning Money" is selected, here are some possible
questions:
However, the teacher should state at the very beginning of the activity that
students are not allowed to prepare yes-no questions, because by saying yes or no
students get little practice in spoken language production. Rather, students ask open-
This activity is based on several sequential pictures. Students are asked to tell
the story taking place in the sequential pictures by paying attention to the criteria
provided by the teacher as a rubric. Rubrics can include the vocabulary or structures
they need to use while narrating.
just one picture and having them describe what it is in the picture. For this activity
students can form groups and each group is given a different picture. Students
discuss the picture with their groups, so a spokesperson for each group describes the
picture to the whole class. This activity fosters the creativity and imagination of the
For this activity students can work in pairs and each couple is given two
different pictures, for example, picture of boys playing football and another picture
of girls playing tennis. Students in pairs discuss the similarities and/or differences in
the pictures.
origins during World War II when it became known as the Army method (Kifuthu,
thousands of years, but the method was perceived as taking too long for learners to
be able to speak in the target language. The Audio-Lingual method set out to
1947-1967 the Audio-Lingual approach was the dominant foreign language teaching
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saying “Good!” and praising the class when they perform well.
languages rapidly. It is best for beginning level English classes in a foreign language
setting. All instructions in the class are given in English. A dialog is presented for
memorization. The teacher asks the class to repeat each line of the dialog.
Expansion drills are used for difficult sentences. The teacher starts with the end of
the sentence and the class repeats just two words. A series of pattern practice drills
One of the key principles of the Audio-Lingual method is that the language
students are expected to be able to mimic the model. Based upon contrastive
analyses, students are drilled in pronunciation of words that are most dissimilar
between the target language and the first language. Grammar is not taught directly by
rule memorization, but by examples. The method presumes that second language
aural-oral procedures, and behaviorist psychology, which endows it with its own
pattern drills;
Based on the statements above, it is know that this method give emphasis to
oral skill, including speaking and listening. Reading and writing also taught through
this method, but after the teaching of listening and speaking skill. Other
characteristic of this method is that the using of mother tongue is not allowed. And
finally, the characteristic of this method is that the teaching and learning process take
especially teaching speaking. Teacher who used this method not only improve the
intonation. So that it will be able to teach the students in the target language.
Dialogue and drill form the basis of audio- lingual class room practices.
Dialogues provide the means of contextualizing key structure and illustrate situation
in which structure might be used as well as some cultural aspect of the target
pronunciation, stress, and intonation are emphasized after a dialogue has been
presented and memorized, specific grammatical pattern in the dialogue are selected
and become the focus of varies kinds of drill and pattern – practice exercise.
The use of drills and pattern practice is a distinctive feature of the audio
lingual method. Various kinds of drills are used. Brooks (1964:156-61, in Larsen-
1. Repetition. The students repeat an utterance aloud as soon as he has heard it.
He does this without looking at a printed text. The utterance must be brief
5. Completion. The student hears an utterance that is complete except for one
develop language mastery of the learner, especially speaking. A student’s text book
is often not used in the elementary phases of a course, where students are mostly
taught speaking, listening, repeating, and responding. Tape recorders and audiovisual
equipment often have central roles in an audio lingual course. If the teacher is not a
native speaker of the target language, the tape recorder provides accurate models for
There are several studies that have been done on improving speaking. Kartini
(2006) conducted a study intended to find out whether teaching English speaking
could be improve by mastering a lot of vocabulary and can increase the students’
Second Year of SMP N 3 Peusangan”. The hypothesis of this study is the students
vocabulary. The population of this study is the second year student of SMP N 3
Peusangan. The final result of this study is that the hypothesis is accepted.
speaking skill by using role play. The title of this research is “Improving the
Students’ Speaking Skill by Using Role Play. The research was a qualitative
research is the second year students’ of SMP Islam Pase Batuphat Barat. The final
result of this research showed that the students’ achievement on speaking is better
than before they learnt speaking by using role play. This research also concluded that
the role play is effective to be used in learning and teaching process of speaking.
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title of this research is “Improving Speaking by Using Role Play. The research
applied a collaborative classroom action research. The subject of this research is the
second year students’ of SMP N 5 Paya Reubek. The final result of this research is
the application of role play technique in teaching and learning process of speaking
could improve students’ ability, and it can motivated and made the students enjoy
learning speaking when the teacher applied role play technique in the classroom.