Class Activity in Teaching Speaking
It is knowing that in English language
teaching method, we have term English as language skills. Of all skills,
speaking seems to be the most important reason why people learn English. Going
abroad to study, to have a trip even though to be TKI, having ability in
speaking become the first things being tested. According to Fachurrazy, “Speaking
is an active or productive skill.” (Fahrurrazy, 2011, p. 79). It means that in
speaking people should product a sound, a word or more a sentence in order that
to have a communication. But, to develop student’s ability in speaking is not
easy as we think. We should realize that in Indonesia, English is as foreign
language, so English is not used in social interaction. But, as an English
teacher, we should manage the speaking class by classroom activities. On this
occasion, three of the common class activities in teaching speaking are
communicative games, discussion and simulation–role play.
The first of all, teacher
can use communicative games. A game is one of interesting activity that all age
students like. When the teacher says having a game, surely students will give
their attraction although the games is enough interesting or not. Game provides
fluency activity. To develop fluency speaking is not difficult if we know the
certain conditions that represent fluency. Nation and Newton. state:
Fluency is likely to develop if the
following conditions are met; (1). The
activity is meaning-focused, (2). The learners take part in activities where
all the language items are within their previous experience and (3). There is
support and encouragement for the learner to perform at a higher than normal
level. (Nation & Newton, 2009, p. 152-153).
It means that students can get the message and the
goal of the activity; students also should be active in activity because
knowledge that provides to do this activity already belongs to student’s
experience; student should be given support in order that student can speak
faster. From those represent condition;
we know that communicative game can be referred to the second condition. Here
the example of communicative games. The first example, twenty question, in this
game one of members thinks about things such as furniture, mineral and so many
things then team should find out what the thing is by giving some yes/no
question such as Can we see it in a bathroom? This game is very popular in
television; Secondly, Call My Bluff, this game includes two teams which each of
them should find the definition of word (a correct definition and wrong definition)
and lets another guess it. Thirdly, just a minute, the rule of this game is
each student must speak in a minute with a subject given by teacher without
doing repetition, hesitation or mistake and for another who can hear will get
the point; before the communicative games done, the important thing that
teacher should do is giving clarity of game’s instruction. Teacher keeps the
student silent then gives the instruction in order that students can understand
the rule of games and the goal of doing game can be reached.
To demonstrate kind of speaking
class activity, discussion can be considered beside communicative games.
Speaking class requires students to be active but in a fact, only a few students
have confidence to speak up. Harmer said, “Many students feel extremely exposed
in discussion situation.” (Harmer, 2003, p. 272). It means that sometimes they
are nervous and loose whatever in their mind, or maybe they are afraid of saying
wrong and will be laughed at others. Before doing discussion, better find topic
related to the characteristic of learner. Inappropriate topic can waste the
time because students do not have background of knowledge. Talking about
culture and student’s experience seems to be important. Students who study in
city town will have different ideas with student in country. If teacher gives
topic about technology, students in country are not able to speak up. Another
things that teacher should do is having a small group. Some student may be
doesn’t have confidence to speak up in whole student. But, with a small group
student feel that they are not alone and another friend in group can help them.
Discussion gives us many examples of formats. First example, discussion card-
where student can take a set of card with some a statement of topics then
chooses one of them. If student are not interested in it, they can take another
one then start discussion. Next, warm up discussion- set some question for a
group discussion that related to topic will be introduced. These discussion
questions can be individual respond or general knowledge. The continuing
format, balloon debate- teacher have a topic about history of famous artist,
living people and people in profession. Teacher makes two groups, and takes a
case why people should be saved and why people should be sacrificed. The two
last example of format discussion, pyramid/ consensus debate- Firstly, student
works in pair with some statements related to topic then come to another group
to make them agree on the first statement. The group who agrees on it should
make a new draft line and go to other groups and so on. In processing to make
others agree, student should have debating and negotiating. The last example,
panel discussion- teacher lets students work in pair to share their arguments,
then one of each pair take the place in panel where others become audience.
But, remember that audience may give question or answer question. In panel
discussion, students can be act like participant in topic. For instance, teacher
has a topic about corruption so students in panel can be a policy maker,
senator or citizen.
In addition, simulation and role-play
can be illustrated for speaking class activity. Students get good benefit from
simulation and role-play. Both simulation and role-play brings the students to
a real life. Thornbury said, “In simulation, on the other hand, students play
‘themselves’ in simulated situation.” ( Thornbury, 2005, p.98). It means that
student should not be act as another person likes in drama. Ken John mentioned
that there are three characteristic in order that simulation can work; reality
of function, a simulated environment and structure. (Harmer, 2003, p.274). Three
characteristics above mean students should be a real participant; they can be
as children of someone, teacher make a classroom as like in a real situation
such as in airplane or at the bus stop, and teacher should give some
information needed so simulation can work effectively. Simulation plays
language functional because students can simulate their life experience or can
be their future life for instance, student wants to be a stewardess, and so she
can develop her skills by doing simulation. Besides simulation, role-play is
also a good fun learning that can have the similar function as simulation. But,
in role-play, student is given some information about their role and what they
think. The variant of role-plays are shopping around and job interview. In
shopping around, job interview, at the restaurant etc. Each of students can be
participated in different characteristic. They can be a seller, customer or
security. Although simulation and role-play have the same function but from the
above explanation, we know that they have a distinction.
In conclusion, speaking skills can be
improved by some class activities. Doing communicative games, discussion and
simulation-role play in speaking activity class can make students more
interesting. Becoming an English
teacher, we should have creativity to manage the class so learners are able to
have a good speaking.
REFERENCES
Fachrurrazy,
M.A. 2011. Teaching English as a Foreign
Language for Teachers in Indonesian. Malang: State University of Malang
Press.
Harmer,
J. (2003). The Practice of Teaching
English Language Teaching (3rd ed.). Harlow: Pearson Education
Longman.
Newton,
J., & Nation, I.S.P. (2009). Teaching
ESL/EFL Listening and Speaking. New York and London: Routledge.
Thornbury,
S. (2005). How to Teach Speaking.
Harlow: Pearson Education Longman.
