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framework in the teaching of speaking is believed can contribute to develop the students’ communicative competence.
In the context of the teaching of EFL speaking in Indonesia, Widiati and Cahyono 2006: 277 view that the concept CLT is closely connected to the
teaching of EFL speaking since it values interaction among the students in the process of language learning in the classroom. CLT also deems classroom
activities as a prime role in enabling the students interact and improve their speaking skills then. It is evident that the teaching of EFL speaking in Indonesian
context is expected to envisage CLT as the English teachers’ concern in improving the students speaking skills.
c. Factors to Consider in Teaching Speaking
In the teaching of speaking, there are factors that English teachers should consider as teaching a speaking class. According to Folse 2006: 11-28 suggests
that the success of what happens in a speaking class depends on five factors: 1 the learners, 2 the curriculum, 3 the topic, 4 the two “languages” , and 5 the
task or activity. Concerning these factors might contribute a lot in the practice of teaching speaking if English teachers are aware and pay attention to what they
really have in speaking class. Firstly, Folse describes that learners are the most important of the five
factors in developing a successful speaking class. Considering all pertinent features of the learners, such as age, proficiency level and goals, is necessary to be
understood by the teachers. Being aware toward these characteristics will help the teachers to have the potential to impact what happens in the class.
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The second factor, curriculum included school program, is one of five factors that really influence whether or not the success of a speaking class. It is
assumed that the curriculum or school program determine many certain activities designated in the teaching plan. It is important for teachers to understand clearly
what type of programs that match or do not match to the students for speaking class.
The topic being discussed is the third fundamental factor that creates a successful speaking class. Although to have topics for activities is not hard but
selecting appropriate, viable and interesting topics becomes more crucial. In this case, the teachers must be aware of the topics to be discussed by considering the
students’ age, time availability, personality, and of course their level. In addition to that, the teachers should enable to exert their roles to make sure that the topics
covered are conducive to a successful discussion class. The forth one is the two “languages” means that the teachers are supposed
to know the languages used in speaking tasks. One language is the language used in the real task, while the second language is the language needed to do the task
meaning this language is required to do the speaking ability by the students. The last fundamental factor is the task that serves as the vehicle for conversation or
speaking. In fact, in teaching speaking the teachers should provide the task as a means to make students interact and speak with others. The tasks doing in
speaking class should be specific rather than general tasks since the specific tasks will involve the students more than less specific ones. A good speaking task
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would give a great deal of time for the students to talk and the teachers should have no speaking role then just facilitate the students to do their tasks.
The successful speaking class really helps the teachers to consider many factors to do in speaking class. Kayi 2006 however gives a bit different point of
view for
English teachers
what to
do in
teaching speaking
http:unr.eduhomepagehairiyek. Here are some suggestions for the teachers while teaching oral language:
1 Provide maximum opportunity to students to speak the target language
by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
2 Try to involve each student in every speaking activity; for this aim,
practice different ways of student participation. 3
Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students.
4 Indicate positive signs when commenting on a students response.
5 Ask eliciting questions such as What do you mean? How did you reach
that conclusion? in order to prompt students to speak more. 6
Provide written feedback like Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials
and efficient use of your voice…
7 Do not correct students pronunciation mistakes very often while they
are speaking. Correction should not distract student from his or her speech.
8 Circulate around classroom to ensure that students are on the right track
and see whether they need your help while they work in groups or pairs. 9
Provide the vocabulary beforehand that students need in speaking activities.
10 Diagnose problems faced by students who have difficulty in expressing
themselves in the target language and provide more opportunities to practice the spoken language.
The suggestions above might be wholesome and helpful to make the students feel enthusiastic and motivated to practice and use their target language
particularly in speaking class. As the consequence, the students are able to improve their language skills especially in speaking.
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d. Assessing Speaking Skill
