manage the class. The teachers have to prepare their materials and exercises that enable the learners to attain communication objective, engage learners in
communication, and requires the use of communicative process Richard and Rodgers, 1986: 76. Teaching techniques frequently used in teaching speaking are
dialogue practice, conversation, role-play, getting information, and question and answer. These techniques provide the learners with many opportunities to actively
participate in speaking activities Rivers, 1986: 165. Communicative approach has proposed two kinds of communicative
activities namely, Functional Communication Activity and Social Interactional Activity. Both actually reflect the spoken form practice in teaching speaking skill.
a. Cued dialogues
Cued-dialogue was a technique used in the research. This technique was used in the first cycle of the research. These exercises allow the students to apply
what they have learned without conducting a conversation from start to finish with elaboration. It provides limited cues to expand. The language functions are
specified and the turns numbered, so that following the steps will create a fairly natural conversational exchange. A feedback discussion should follow.
Littlewood 1981: 51 states that this activity gives the interaction some of the uncertainty and spontaneity involved in real communication because each
learner must listen to his partner before formulating a definite response. Littlewood 1981: 51 explains that the cues also enable the learners to predict a
large proportion of what the other will say and to prepare the general list of their own responses. Littlewood 1981: 52 explains that there are three restrictions on
the range of language that can occur appropriately in a cued-dialogue. First, the cues control the functional meanings that learners have to express. Second, the
social situation and relationship determine what kind of language is appropriately for expressing these meanings. The last, particularly in early stages, it is unlikely
that learners’ repertoire will contain a wide variety of alternative forms to express a particular communicative function.
Therefore, Littlewood 1981: 52 explains that it is not difficult for a teacher to prepare learners for a specific activity, by equipping them with suitable
forms. However, Littlewood 1981: 52 also explains that the teacher may vary the learners’ scope for creativity in two ways. The first one is that the cues may be
more or less detailed in the functional meanings they specify and the teacher can vary his her instructions to the learners.
b. Role Play
Role play is any speaking activities when students put themselves into somebody else’s position. The situations in role play are usually not far from their
daily life. Hopefully while they are doing the role plays, the students or the participants are representing and experiencing some characters known in everyday
life. It would be a kind of practice and mistakes could be avoided before they apply it in real world.
Role play is an exercise in which student takes the role of a person affected by an issue and studies the impact of the issues on human life and the
effects of human activities on the world around us. Through role play students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
take on the roles of situation to demonstrate the lesson in an interesting and immediate manner.
According to Littlewood 1981: 49, students in role play are asked to imagine themselves in other situations or condition that could occur outside the
classroom. They are asked to act as if the situation is real. It could be any simple situation that usually happens in real world around students.
According to Morrison 2000: 370 “role play is defined as participation in simulated social situations that are intended to throw light up upon the rolerules
context governing “real” life social episodes.” Hamilton 1976 in Morrison 2000: 370 explains variety of role play as a method and differentiated in terms of
“passive-active” forms. Person may role-play absolutely by reading a text of a social situation and filling in a questionnaire about it. Therefore, a person may
role play because heshe acted the characterization and perform it in front of audiences.
1. The uses of role-playing
