sharing the ideas and opinions through interaction with many kinds of expressions that showed by the speakers to the listeners, whether it uses verbal or non-verbal
language. Without the elements above, people may find difficulty in conveying the information.
4. Aim of Teaching Speaking
In every language teaching there are many aims that must be reached by the learners. In this study, which the writer focuses on teaching speaking skill, it also has
the aim. Based on the writer’s observation, speaking has been undervalued because the teachers just ask the students to memorize some dialogues. As McDonough and
Shaw state:
8
“As a language skill, speaking is sometimes undervalued or, in some circles, taken for granted. There is a popular impression that writing particularly
literature, is meant to be read and as such is prestigious, whereas speaking is often
thought of as „colloquial’, which helps to account for its lower priority in some teaching context.
” Based on McDonough and Shaw’s definition above, it is obvious that speaking is
important to be learned even in fact that it still has deficient position in teaching and learning activity or the teachers more stress in teaching reading as the salient.
However, for now the purpose of teaching speaking is to enhance students’ communicative skill. It is supported by the statement of Ur that speech is the
significant component in teaching and learning activities because it can evolve students’ skill to give their opinions and ideas.
9
According to Brown and Yule, learning of foreign language is given in order to the students should be able to
express their ideas using their target language, in order to share their information and services with others with basic interactive skill.
10
They can express their ideas, feeling, and emotions in learning speaking. Through expressing those conditions the
8
JO McDonough and Christopher Shaw, op. cit., p. 133.
9
See: Penny Ur, A Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press, 1996, p. 120.
10
See: Gillian Brown and George Yule, Teaching Spoken Language; An Approach Based on the Analysis of Conversational English, Cambridge: Cambridge University Press, 1991, p.27.
students can develop the language knowledge as the skill. It is caused they are frequently use and practice their target language.
Accordingly, Celce-Murcia explains the goal of teaching speaking is to enhance the acquisition of communication and foster it in the real communication context
outside the classroom.
11
Moreover, Richards states that the basic function in teaching speaking is to the interactional functions which is maintain social relations, and the
transactional functions, which is emphasized on the sharing information.
12
Thus, the aim of teaching and learning process especially in speaking has to be applied in the
classroom. Even some students still switch it with their own language but it is better for them to have more practice in the class. As Nation states that learning speaking is
tau ght in order to enhance the students’ skill through practice it using the target
language.
13
Based on the explanations above, it can be inferred that the goal of teaching English today especially in speaking is to develop communicative activities rather
than to mastery of structures, vocabulary, or pronunciation. The students are allowed to express their ideas using the target language. It does not think about the right rule
of grammar and pronunciation yet as far as the message can be delivered to the listener. Therefore, the students are given many chances to share their ideas in the
classroom using the target language which has been learned.
5. Classroom Speaking Activities
Many English teachers face that their students are in passive condition when they attend speaking class. The students say that to express their idea is difficult.
Traditional classroom speaking only practice by drilling in which one person asks a question and another gives an answer. The question and answer are structured and
11
See: Marianne Celce-Murcia ed, Teaching English as a Second or Foreign Language. Second Edition, Boston: HeinleHeinle Publishers, 1991, p. 126.
12
See: Jack C. Richards, Teaching Listening and Speaking from Theory to Practice, Cambridge: Cambridge University Press, 2008, p. 21.
13
See: I.S.P. Nation, Teaching Listening and Speaking, New Zealand: E.L.I. Occasional Publication, 1995, p. 111.
predictable. In contrast, communicative activities the students can enhance actively in teaching and learning process. The students are in the real communication that
participant has information then share it to the other participants. In addition according to Carter and Nunan state that the teachers should give the tasks which can
encourage the students to use the target language in order to communicate the information which is focused on meaning not accuracy.
14
Therefore, to build classroom speaking activity more communicative, the teachers give some communicative activities in which the students can enhance their target
language easily. Through some communicative activities, it enhances the students to attend the speaking’s class. The teachers can provides some different materials in
delivering speaking skill. According to Kayi in his article, there are many kinds of speaking activities to promote speaking skill
15
. They are: 1. Discussions
In this activity what the students do is to share their ideas about particular thing. They can involve in agree or disagree discussions. The teacher can make a small
group of students which is consist of 4 or 5 in each group and give them some interesting topic to be discussed.
2. Role Play In role play, the students pretend they are in various contexts and have a variety
of social roles. 3. Simulations
Simulations are very similar to role play, but the difference is they are more elaborate. The students can bring the stuff related to their particular simulations in
order to establish a realistic environment.
14
See: Ronald Carter and David Nunan eds., The Cambridge Guide to Teaching English to Speakers of Other Languages, Cambridge: Cambridge University Press, 2001, p. 18.
15
See: Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language Nevada: University of Nevada, Internet TESL Journal, Vol. XII, No. 11, November 2006,
p.1. From: http:iteslj.orgArticlesKayi-Teaching Speaking.html
