preparing their argumentation.
14
From that statement can be concluded that discussion can be used as a language learning technique which promotes
language practice for learners. Before beginning the discussion teachers should prepare and encourage their learners to speak by giving them enough
time for thinking about the topic that will be discussed. In consequence, the three argumentations of the experts above show that
discussion is a kind of activity which prompts the language practice for the learners. In this activity learners will be asked to reach an agreement through
verbal communication and they also will be asked to share their opinion about the topic that will be discussed. Moreover, before using this technique for
communication practice in the class teachers should consider some necessary things to do such as giving some thinking time for learners before beginning
the discussion.
b. Problem Solving
Problem solving is one of teaching speaking technique that brings the communicative purpose into learning. According to McDonough and Shaw
problem solving technique provides the opportunity for the learners to discuss in small group or pairs. In this activity learners can decide and discuss some
reasons for each case which is provided by their teacher.
15
From this statement can be concluded that problem solving activity is a kind of activity that
provides the opportunity for practicing the use of target language in communicative way and for increasing learners’ involvement and
cooperativeness during learning process. Moreover, problem solving is also known as a kind of activity which
insists on using the target language for solving the task and for finding the solution for each problem which is given by their teacher. This explanation is
taken from Harmer’s statement in his book “The Practice of English
14
Jeremy Harmer, How to Teach English, Essex: Pearson Education Limited, 2007, p. 128.
15
McDonough, Shaw, Op.cit., p. 145.
Language Teaching”, he said “problem solving activities encourage students to talk together to find a solution to a set of problems or tasks.”
16
In consequence, from the explanation above can be concluded that problem solving activity can provide language learners with the opportunity
for practicing the target language. Moreover, it also can provide the learners with the opportunity for solving and finding the solution of problem which is
given by their teacher through small group or pair discussion.
c. Role PlaySimulation
Role play or simulation is one of language teaching technique that gives learners opportunity for practicing the language in similar condition of real-
life situation. Harmer states that “simulation and role-play can be used to
encourage general oral fluency or to train students for specific situation, especially when they are studying English for specific purposes ESP”.
17
Based on the statement mentioned before role-play and simulation is one of language teaching technique that emphasizes on giving learners opportunity
for doing communication practice in specific situation. In this activity, firstly teacher will set up the condition of classroom based on learning topic then
learners will be asked to play different roles or character such as act as a secretary, director, officer, or so on in order to accomplish learning task.
According to Ur, role-play likely to be a small group discussion that each member of group will be given situation and roles to act and will be asked to
explore their roles. Role- play also can increase the learners’ opportunity for
doing communication practice based on real-life situation.
18
From that statement can be concluded that in role-play learners will work in small group
or pairs and will be given a situation then they will be asked to play and to explore their role creatively. Furthermore, role-play not only can give learners
16
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, New York: Longman Publishing, 1991, p. 129.
17
Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, Essex: Pearson Education Limited, 2007, p. 352.
18
Ur, Op.cit., p. 9.
an experience of practicing communication in real-life situation but also can improve learners’ opportunity for using the target language.
In “Materials and Methods in ELT” McDonough and Shaw informs that
role-play is one way to make learners speak in different social context and to experience some variations of social role. Role-play is considered
as a „social interaction activity
’ that requires learners’ ability for maintaining and establishing social relationship among the participant.
19
This statement shows that role-play is useful not only for giving learners opportunity to speak in
different social context and to play different roles in society but also for giving learners the opportunity to use the target language for maintaining and
establishing social relationship. Therefore based on the explanation from the experts above can be
concluded that role-play can provide learners with communication practice of the target language and give them the opportunity to use that language not
only in real-life situation but also in social context thus they can learn useful technique for maintaining social relationship among the participants.
4. The Objective of Teaching Speaking in Vocational High School
