Education English | Teaching Speaking Technique | Nunan (2003: 77) stated that teaching speaking technique is the key to make effective using approach that used by the lecture or the teacher to produce the English speech sounds and sound pattern in meaningful and logical sequences. In the class, the student should create a classroom environment where the students have real life communication, authentic activities and meaningful task that promote oral language. The teaching speaking technique divided into three steps. The first is pre teaching activities, the lecturer should give activities in pair or group in the class because it is as warming up. Then in main teaching activities, try to have students centred in the class because students should be active. The last is post teaching speaking activities, the lecturer should give feedback for the students and correct the error of the students.
According to Kayi (2006: 4), there are four activities in teaching speaking technique, which can be employed to fulfil the teaching speaking
According to Kayi (2006: 4), there are four activities in teaching speaking technique, which can be employed to fulfil the teaching speaking
1. Games
Games are truly communicative in teaching speaking technique because it makes the student enjoy with the lesson and activities. Besides that the students will be more interesting to follow the lesson and make them speak naturally. Byrne (1995: 101-103) gave the definition to games as a form of play governed by rules. It means
that games are not the activities without planning before practising. Similarly, Hadfield (1990: 2) defined games as an activity with rules, a goal an element of fun. Therefore, the students should be enjoyed and fun in the classroom. Based on the definition above, it can conclude that games is a form of play concerning rules, competition, relaxation, and learning that make the students enjoy and give chance to have communication with the other.
According to Amato (1996: 192-199), games has many advantages; the ability to capture students’ attention, lower students’ stress, and give students the chance for real communication. That is way games are effective for English Foreign Language students to study English.
There are many factors to consider while discussing games, one of which is appropriate. Teachers should be very careful about choosing games if they want to make them profitable for the learning process. If games are to bring desired results, they must correspond to either the student's level, or age, or to the material that is to be introduced or practised.
In conclusion, Games are effective for learners but the teacher should consider the limitation of syllabus. It is important for the teacher to choose appropriate games based on the students language level, the purpose of the lesson.
Games are truly communicative in teaching speaking technique because it makes the student enjoy with the lesson and activities. Besides that the students will be more interesting to follow the lesson and make them speak naturally. Byrne (1995: 101-103) gave the definition to games as a form of play governed by rules. It means
that games are not the activities without planning before practising. Similarly, Hadfield (1990: 2) defined games as an activity with rules, a goal an element of fun. Therefore, the students should be enjoyed and fun in the classroom. Based on the definition above, it can conclude that games is a form of play concerning rules, competition, relaxation, and learning that make the students enjoy and give chance to have communication with the other.
According to Amato (1996: 192-199), games has many advantages; the ability to capture students’ attention, lower students’ stress, and give students the chance for real communication. That is way games are effective for English Foreign Language students to study English.
There are many factors to consider while discussing games, one of which is appropriate. Teachers should be very careful about choosing games if they want to make them profitable for the learning process. If games are to bring desired results, they must correspond to either the student's level, or age, or to the material that is to be introduced or practised.
In conclusion, Games are effective for learners but the teacher should consider the limitation of syllabus. It is important for the teacher to choose appropriate games based on the students language level, the purpose of the lesson.
2. Role-play
Role-play is very important because it can give the student an opportunity to practice speaking in different social context and in different social roles. According to Venugopal (1986: 41-48), role-play is an imaginary activity in a hypothetical situation and sometimes in a real one. Role-play involves a situation in which a setting, participants, and a goal problem are described. In role-play activities, the teacher gives information to the students as who they are and what they think or feel.
Role-play is very important because it can give the student an opportunity to practice speaking in different social context and in different social roles. According to Venugopal (1986: 41-48), role-play is an imaginary activity in a hypothetical situation and sometimes in a real one. Role-play involves a situation in which a setting, participants, and a goal problem are described. In role-play activities, the teacher gives information to the students as who they are and what they think or feel.
1. Simulation
Dougili (1987: 67) defined simulation as a structured set of circumstance that mirror real life and participants act as unstructured means that the reality of function is the key concept in simulation. Simulation are very important in teaching speaking as technique because it has many advantages, such as it entertaining and motivate the students.
Harmer (1984: 32) suggested that in simulation activities it has different role and do not speak for themselves, which means they do not have to take the same responsibility. In simulation, the student can bring items to the class to create a realistic environment.
Dougili (1987: 67) defined simulation as a structured set of circumstance that mirror real life and participants act as unstructured means that the reality of function is the key concept in simulation. Simulation are very important in teaching speaking as technique because it has many advantages, such as it entertaining and motivate the students.
Harmer (1984: 32) suggested that in simulation activities it has different role and do not speak for themselves, which means they do not have to take the same responsibility. In simulation, the student can bring items to the class to create a realistic environment.
2. Drama
Fernandez and Coil (1986: 18-21) said that drama is an activity that encourages exercising their sensitivity and imagination and thus making learning more realistic and meaningful. Drama can play an important role in the language classroom. Through imaginative role-playing, and voice and movement exercises, students can use drama as a basis for learning. They can express themselves, experiment with new ideas, respond to situations, develop understanding, concentrate, and gain confidence. Mordecai, (1985: 12-15) stated that drama activities provide opportunities to understand the thoughts and feeling of the students as they express themselves in drama activities because in drama the students can express themselves naturally.
As a pedagogical process, drama can provide the means for connecting students’ emotions and cognition. With drama as a teaching technique in the classroom, students’ own concerns, interests, and needs are recognized.
Using drama to teach English results in real communication involving ideas, emotions, feelings appropriateness and adaptability; in short an opportunity to use language in operation which is absent in a conventional language class. Finally. Drama can make the students more imaginative, creative and sensitive as becomes more self-confident in the process of learning English as foreign language.
Fernandez and Coil (1986: 18-21) said that drama is an activity that encourages exercising their sensitivity and imagination and thus making learning more realistic and meaningful. Drama can play an important role in the language classroom. Through imaginative role-playing, and voice and movement exercises, students can use drama as a basis for learning. They can express themselves, experiment with new ideas, respond to situations, develop understanding, concentrate, and gain confidence. Mordecai, (1985: 12-15) stated that drama activities provide opportunities to understand the thoughts and feeling of the students as they express themselves in drama activities because in drama the students can express themselves naturally.
As a pedagogical process, drama can provide the means for connecting students’ emotions and cognition. With drama as a teaching technique in the classroom, students’ own concerns, interests, and needs are recognized.
Using drama to teach English results in real communication involving ideas, emotions, feelings appropriateness and adaptability; in short an opportunity to use language in operation which is absent in a conventional language class. Finally. Drama can make the students more imaginative, creative and sensitive as becomes more self-confident in the process of learning English as foreign language.
3. Story telling
Storytelling is an act of sharing, often as important to the storyteller as to the listener. When people tell someone a good story they release their real language power. Storytelling can come from personal experience, from one's imagination, or from stories heard or read. It involves students by creating a link with peers, with the oral tradition, and with literature. It attunes students to their audience, to the power of language, and to narrative structure.
Storytelling is an act of sharing, often as important to the storyteller as to the listener. When people tell someone a good story they release their real language power. Storytelling can come from personal experience, from one's imagination, or from stories heard or read. It involves students by creating a link with peers, with the oral tradition, and with literature. It attunes students to their audience, to the power of language, and to narrative structure.
3. Small Group
There are a lot of different activities that could occur in small group, for example discussion, debate, and brainstorming.
There are a lot of different activities that could occur in small group, for example discussion, debate, and brainstorming.
1. Discussion
Discussions consist of a group of students exchanging information, opinions, or experiences and working toward a common goal or adding to common knowledge. Discussions are an effective means of helping students learn to express themselves in small groups or whole class settings. They are usually more structured than conversations.
Teachers need to be aware of the questions they ask during whole class discussion. The key to teacher-led discussion is the quality and kind of questions asked. In addition, teachers must listen carefully to students' responses.
Discussions consist of a group of students exchanging information, opinions, or experiences and working toward a common goal or adding to common knowledge. Discussions are an effective means of helping students learn to express themselves in small groups or whole class settings. They are usually more structured than conversations.
Teachers need to be aware of the questions they ask during whole class discussion. The key to teacher-led discussion is the quality and kind of questions asked. In addition, teachers must listen carefully to students' responses.
2. Debate
According to Krieger (2005: 1), debate is a game in which two opposing teams make speeches to support their arguments and disagree with those of the other team. Debate is an excellent activity for language learning because it engages students in a variety of cognitive and linguistic ways.
So, Debating is a discussion of the arguments for and against something and can be either formal or informal; even two peoples can have debate
According to Krieger (2005: 1), debate is a game in which two opposing teams make speeches to support their arguments and disagree with those of the other team. Debate is an excellent activity for language learning because it engages students in a variety of cognitive and linguistic ways.
So, Debating is a discussion of the arguments for and against something and can be either formal or informal; even two peoples can have debate
3. Brainstorming
Brainstorming is an activity used to generate ideas in small groups. The purpose is to generate as many ideas as possible within a specified time-period. The principle of brainstorming is that you need lots of ideas to get good ideas.
Brainstorming involves students gathering in groups to solve a problem or generate ideas. The good characteristic brainstorming is that the students are not characterized for their ideas. So, the students will be open to share new ideas
In conclusion, brainstorming is a very useful activity that can be easily introduced into language classes. In addition, it is a fun activity which students enjoy and well worth trying out in your own classes.
Brainstorming is an activity used to generate ideas in small groups. The purpose is to generate as many ideas as possible within a specified time-period. The principle of brainstorming is that you need lots of ideas to get good ideas.
Brainstorming involves students gathering in groups to solve a problem or generate ideas. The good characteristic brainstorming is that the students are not characterized for their ideas. So, the students will be open to share new ideas
In conclusion, brainstorming is a very useful activity that can be easily introduced into language classes. In addition, it is a fun activity which students enjoy and well worth trying out in your own classes.
4. Drill
Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio-lingual approaches to language teaching that placed emphasis on repeating structural patterns through oral practice. Tiger (2004: 3) said that drilling means listening to a model, provided by the teacher, or a tape or another student, and repeating what is heard.
Drill is often used to teach the dialogue. Students are asked to repeat the teachers’ model as accurately and as quick as possible.
Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio-lingual approaches to language teaching that placed emphasis on repeating structural patterns through oral practice. Tiger (2004: 3) said that drilling means listening to a model, provided by the teacher, or a tape or another student, and repeating what is heard.
Drill is often used to teach the dialogue. Students are asked to repeat the teachers’ model as accurately and as quick as possible.
No comments:
Post a Comment