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learn or maintain his second language is no contact between the learners and the community in which the language is spoken. The components of this factor can be
home environment, school environment, community environment, etc. Based on the statements above, it can be concluded that the successful
student depends on their interest, motivation, and environment surrounding them. It means that the students should motivate themselves to achieve English,
although there are extrinsic factors influencing their study. However, the intrinsic interest and motivation has stronger influence than extrinsic ones.
6. Task Types of Speaking Activities
It has been admitted before that the students who study a language have a desire to speak a language. There are many activities which can support the
speaking skill. It is stated by Yusnani Lubis in Suharno, 1998: 27 that there are fourteen types of communicative activities. But in this case, it would be explained
four of them: retelling a story, role-play, dialogue and drama. a. Retelling story is an oral activity to retell a certain topic which is from a simple
story that is easily to be kept remembers, either in reading or writing forms. b. Role-play is a sort act in language learning that the students should be asked to
imagine themselves in a situation which could occur outside the classroom or they should be asked to adopt a specific role in his situation, even sometimes
they should behave as if the situations are really exist, in accordance with their roles.
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c. Dialogue is a short conversation between two persons. It can be presented as language model in the manipulative phase of language learning. The learners in
this case are grouped into pairs. The teacher’s role is to prepare the students linguistically for what they have to say and to provide props which serve as
stimuli for conversation. In this case the learner is given a task to fill in a form which contains the information about his partner. In order to do this, each
learner in turn must ask question and supply answer. As a final activity, random learners are asked to tell in narrative form.
d. Drama is a more formalized form of role-play, with a preplanned story line and script. Sometimes small groups may prepare their own short dramatization of
some even, writing the script and rehearsing the scene as a group. This may be more commonly referred to as a “skit”. Longer more involved dramatic
performances have been shown to have positive effects on language learning, but they are time consuming and rarely can form part of a typical school
curriculum. According to Scrivener 1994: 69, there are six types of drama activity
which are commonly found in English language teaching classrooms: a. Role-play. Students act out small scenes using their own ideas or from
ideas and information on role-cards. b. Simulation. This is really a large-scale role play. Role-cards are
normally used and there is often background information as well. The intention is to create a much more complete, complex ‘world’, say of a
business company, television studio, government body, etc.
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c. Drama games. Short games that usually involve movement and imagination.
d. Guided improvisation. A scene is improvised. One by one the students join in character, until the whole scene and possibly story take on a
life of their own. e. Acting play scripts. Short written sketches or scenes are acted by the
students. f. Prepared improvised drama. Students in small groups invent and
rehearse a short scene or story that they then perform for the others.
7. Testing Speaking
