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d. Solution to Overcome the Problems
Ur 1996: 121 proposes some solutions that can be used by English teachers to overcome the problems that commonly appear in speaking activities.
The solutions are as follows: 1.
Use group work It is true that by applying group works in classroom activities, the teacher
cannot supervise all learner speech so that not all utterances will be corrected, and learners may occasionally slip into their native language, but in small
groups, the students will get more chance to speak and there is less pressure to speak in small groups.
2. Base the activity on easy language
The level of language needed for a discussion should be easily recalled and produced by the participants so that they can speak fluently with minimum of
hesitation. 3.
Make a careful choice of topic and task to stimulate interest The main important reason for this careful choice is that the students are
expected to be motivated to learn because they are interested in the topic they learn.
4. Give some instruction or training in discussion skills
Clear instruction in every speaking activity will be useful to ensure that the students know what they have to do with the activity. Moreover, training also
can be given before the students do the activity in order to make students easier to understand the instruction.
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5. Keep students speaking the target language
It is important to ask the students to continuously speak in English in every speaking activity. The best way to keep students speaking the target language
is simply to monitor the students by you as much as possible, reminding them and modeling the language use yourself.
In order to make a realization of the above theories, the writer needs to know the types of teaching learning activities.
e. Types of Teaching Learning Activities
Several teaching strategies were also suggested by Kathleen M. Bailey David Nunan, 2003: 56-58 that can be used to help language learners gain
practice in speaking in the target language. The writer will explain each activity below:
1. Information gap
Information gap is a useful activity in which one person has information that the other lacks. They must use the target language to share that information.
For instance, one student has the directions to a party and must give them to a classmate.
2. Jigsaw activities
Jigsaw activities are bidirectional or multiderectional information gap. Each person in a pair or group has some information to the other persons need. For
example, one student could have a timetable for train travel in Canada. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Another could have a map of Canada. Without showing each other the visual information, they must speak English to plan a one week trip.
3. Tango seating
In tango seating, one student’s right shoulder is next to the other student’s right shoulder and they are facing opposite directions. This arrangement
allows them to hear one another but not see what is being drawn or constructed on their partner’s desk.
4. Role-plays
Students are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. Larsen-Freeman
2000: 84-85 said that the students are often asked to create their own lines relevant to the situation by giving them an opportunity to practice
communicating in different social contexts and in different social roles. For example, one student plays a tourist telephoning the police to report his wallet
stolen. The other plays the role of a police officer trying to help the tourist file a report.
To be able to invite the learners speak and communicate, it is necessary for the writer to designed materials which can be used to teach communicatively
using Communicative Language Teaching CLT.
5. Communicative Language Teaching CLT
According to Brown 1994, CLT is better to be called an approach not a method. CLT was a response to changes in teaching resulting from a focus on
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