Needs Analysis English for Specific Purpose ESP

25 Speaking is learned in two broad contexts. They are second language and foreign language situations. The challenges teachers face are determined by the target language context. A second language SL context is one where the target language is the language of communication in the society such as English in the United Kingdom. A foreign language FL context is one where the target language is not the language of communication in the society e.g., learning English in Indonesia. Therefore, learning speaking skills is very challenging for students in FL contexts, because they have very few oppurtunities to use the target language outside the classroom. 2. Give students practice with both fluency and accuracy. In language lesson, especially in the beginning and intermediate levels, learners must be given opportunities to develop both their fluency and their accuracy. They cannot develop fluency if the teacher is constantly interrupting them to correct their oral errors. Teachers must provide students with fluency-building practice and realize that making mistakes is a natural part of learning a new language. 3. Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk. As language teachers, we must be aware of how much we are talking in class so we don’t take up all the time the students could be talking. Pair work and group work activities can be used to increase the amount of time that learners get to speak in the target language during lessons. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 26 4. Plan speaking tasks that involve negotiation for meaning. It is a process that learners make progress by communicating in the target language because interaction necessarily involves trying to understand make ourselves understood by asking for clarification, repetition, or explanation during conversations. 5. Design classroom activities that involve guidance and practice in both transactional and interactional. Interactional speech is communicating with someone for social purposes. It includes both establishing and mantaining social relationships. Transactional speech involves communicating to get something done, including the exchange of goods andor services. Speaking activities inside the classroom need to embody both interactional and transactional purposes, since language learners will have to speak the target language in both transactional and interactional settings. Furthermore, to support the communicative activity, the writer adapts Ur theory that convey some problems which might be encountered in speaking activities.

c. Problems with Speaking Activities

These are some problems with speaking activities stated by Ur 1996:121. English teachers should be aware of these problems. The problems are as follows: 27 1. Inhibition Unlike other language skills, speaking requires some degree of real–time exposure to an audience. Learners are often inhibited about trying to say things in a foreign language in the classroom. The students are often worried about making mistakes, of fearful of criticism of losing face. 2. Nothing to say The students also often cannot think of anything to say. They have no motive to express themselves. Therefore, the teacher should be able to provide interesting topic in the classroom. 3. Low or uneven participation This is also one problem in speaking activity. In the classroom, some students can dominate the activity while others have little participation in the activity. 4. Mother-tongue use In learning English as foreign language, the students also tend to use their mother tongue in the classroom activity because it is easier. Therefore, the teacher should prevent the use of mother-tongue use in every speaking activity in the classroom. Considering that there may be several problems occured in the speaking class, Ur also suggests some answers. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI