contoh essay

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 (3^rd 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.