15 that size and even larger set of vocabulary items that they can comprehend
in context.” Goh and Silver, 2004:121-122 It means that vocabulary mastery for students is important. Students should master
10.000 English words, at least, to be able to communicate in English. By mastering a lot of vocabulary in English since they are in the first grade of the
speaking development phase, students will be able to develop their speaking ability easily when they are in the higher level. That is why giving a list of new
vocabulary or difficult word that relate to the topic is very useful for students. Learning vocabulary has something to do with pronunciation, stress, intonation,
spelling, and meaning. Drilling is the effective way to complete the learning activity in this section.
From the discussion above, it can be concluded that elements of speaking that should be developed among junior high school students are fluency, accuracy,
and acceptability in the daily life context.
3. Communicative Language Teaching
Communicative language teaching uses activities that engage learners’ participation in communicational situations. The activities usually used in
communicative language teaching are dialogues, drilling, and pronunciation comprehension. Wilkins 1972 described two types of meaning in
communicative uses of language: they are notional categories time, sequence, quantity, location, and frequency, and categories of communicative function
requests, denials, offers, complaints. Littlewood 1981 has distinguished two major activity types:
16 a. Functional communication activities that are aimed to develop language
skills which involve communication. b. Social interaction activities, such as conversation and discussion sessions,
dialogues and role plays. The objectives of communicative language teaching are:
b. Students will learn to use language as a means of expression. c. Students will use language as a means of expressing values and judgments.
d. Students will learn to express the functions that best meet their own communication needs.
The communicative language teaching emphasize on “what to teach” and “how to teach”. The “what to teach” aspects of the Communicative approach
stressed on the use language forms appropriately in a variety of contexts and for a variety of purposes. In the “how to teach” of the Communicative approach plenty
of opportunities are important for student’s development of knowledge and skill. Activities in CLT typically involve students in real or realistic communication.
Thus role-play and simulation have become very popular in CLT. The importance of the activities here are that students desire to communicate, students have the
purpose for communicating, and students focus on the content they are saying or writing. Harmer: 84-85
4. CALL
Computer-assisted language learning is a rapidly evolving academic field that explores the role of computer technologies in language acquisition. CALL has
17 evolved from a behavioristic model, to communicative and integrative models, to
include finally a more collaborative approach. Supported by the socio-cognitive view of learning, integrative CALL referred to technology to create authentic
learning environments, which integrated reading, listening, speaking, and writing skills in a target language. Both integrative and developmental CALL support
highly interactive and communicative language learning. CALL focuses on the learning. It is a student-centered learning material in which students take more
participation than teachers do. In student-centered learning students are motivated to be active and more creative. Woung and Cadierokaplan, 2004: 141
CALL builds students confidence. The use of media tends to make the class and the learning more interesting, helps students develop their ability, and
stimulates students’ thought to think creatively in doing their speech or communication with others. CALL provides an authentic learning. Students can
develop their four basic skills by the help from the native speaker. Students can use or produce sentences in real communication situation so that they will feel
more confident to communicate with others.
5. Effective Learning
