:Introduction
. Speaking is the productive skills in the oral mode .It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words
. In spite of it's important, in the past few years, teaching speaking has been neglected and many language teachers have gone on to teach. Speaking just as a repetition of drills or memorization of dialogue (Kayi, 2006). Speaking in the early 1970s usually meant repeating after the teacher, reciting a memorized dialogue or responding to mechanical drill (Shrum and Glisan 2000:26).
Learners are given more chance for practice speaking skills are quite limited. Instead of regarding English as a tool for communication, learners try hard to cope with this difficult subject in order to pass examinations. However, the modern society requires that the aim of teaching
Speaking should develop learner's communication ability; the goal of teaching speaking should improve student's communication skills as in that way students can express themselves and learn how to comply with the social and cultural rules appropriate in particular communication circumstance. .
Anxiety has been found to be highly correlated to second/foreign language acquisition. High-anxious students tend to perform worse than their low-anxious peers; they also tend to speak (more) briefly and sometimes even inaudibly. Highly anxious learners can even speak with shaking hands and/or legs; some even go blank when having to speak the target language. Thus, many choose to remain silent in class and thus their oral proficiency in the target language just falls down or becomes lower, as found in Liu’s [12, 13] studies
Anxiety is found to have a detrimental effect on students’ confidence, self-esteem and level of participation. Anxious learners suffer from mental blocks during spontaneous speaking activities, lack confidence, are less able to self-edit and identify language errors and are more likely to employ avoidance strategies such as skipping class
.
In learning speaking skills , the students often find some problems . The problem frequently found is that their native language causes them difficult to use the foreign language . Other reason is because of motivation lack to practice the second language in daily conversation .They are also too shy and afraid to take part in the conversation . Students suffer from lack confidence.Many factors can cause the problem of the students' speaking skills namely the students' interest , the material and the media among others including the technique in teaching English . Many techniques can be including role play and discussions .
According to Yue (2005) teacher should take measures to promote students to speak in the language classroom. He lists six ways1) Choose meaningful topics involving information gap ; 2) give clear understandable instruction ; 3 ) monitor pair l group work in a sensitive way ;4) encourage students to speak with consideration of introversion and extroversion ;5)lower anxiety ,create a relaxed atmosphere;6)train students use communicative strategies
According to Kayi (2006) there are some activities to promote speaking discussion: 1)role play 2)simulation 3)information gap 4) brainstorming 5)story telling 6) interviews To create classroom speaking activities that will develop communicative competence ,instructors need to incorporate a purpose and an information gap and allow for multiple forms of expression Structors need to combine structured output activities (information gap activities and jigsaw activities )which allow for error correction and increased accuracy , with communicative output activities (role play and discussions )that gives students opportunities to practice language use more freely .
Communicative output activities allow students to practice using all of the language they know in situations that resemble real settings .
In communicative output ,the learners' main purpose is to complete a
task, such as obtaining information ,developing a travel plan , or creating a video. To complete the task ,they may use the language that the instructor has just presented ,but they also may draw on any other vocabulary ,grammar ,and communication strategies that they know . In communicative output activities , the criterion of success is whether the
learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message. .In these activities, language is a tool, not an end in itself .The most common types of communicative output activity are role play and discussions.
[/left][/justify][right][/justify]
. Speaking is the productive skills in the oral mode .It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words
. In spite of it's important, in the past few years, teaching speaking has been neglected and many language teachers have gone on to teach. Speaking just as a repetition of drills or memorization of dialogue (Kayi, 2006). Speaking in the early 1970s usually meant repeating after the teacher, reciting a memorized dialogue or responding to mechanical drill (Shrum and Glisan 2000:26).
Learners are given more chance for practice speaking skills are quite limited. Instead of regarding English as a tool for communication, learners try hard to cope with this difficult subject in order to pass examinations. However, the modern society requires that the aim of teaching
Speaking should develop learner's communication ability; the goal of teaching speaking should improve student's communication skills as in that way students can express themselves and learn how to comply with the social and cultural rules appropriate in particular communication circumstance. .
Anxiety has been found to be highly correlated to second/foreign language acquisition. High-anxious students tend to perform worse than their low-anxious peers; they also tend to speak (more) briefly and sometimes even inaudibly. Highly anxious learners can even speak with shaking hands and/or legs; some even go blank when having to speak the target language. Thus, many choose to remain silent in class and thus their oral proficiency in the target language just falls down or becomes lower, as found in Liu’s [12, 13] studies
Anxiety is found to have a detrimental effect on students’ confidence, self-esteem and level of participation. Anxious learners suffer from mental blocks during spontaneous speaking activities, lack confidence, are less able to self-edit and identify language errors and are more likely to employ avoidance strategies such as skipping class
.
In learning speaking skills , the students often find some problems . The problem frequently found is that their native language causes them difficult to use the foreign language . Other reason is because of motivation lack to practice the second language in daily conversation .They are also too shy and afraid to take part in the conversation . Students suffer from lack confidence.Many factors can cause the problem of the students' speaking skills namely the students' interest , the material and the media among others including the technique in teaching English . Many techniques can be including role play and discussions .
According to Yue (2005) teacher should take measures to promote students to speak in the language classroom. He lists six ways1) Choose meaningful topics involving information gap ; 2) give clear understandable instruction ; 3 ) monitor pair l group work in a sensitive way ;4) encourage students to speak with consideration of introversion and extroversion ;5)lower anxiety ,create a relaxed atmosphere;6)train students use communicative strategies
According to Kayi (2006) there are some activities to promote speaking discussion: 1)role play 2)simulation 3)information gap 4) brainstorming 5)story telling 6) interviews To create classroom speaking activities that will develop communicative competence ,instructors need to incorporate a purpose and an information gap and allow for multiple forms of expression Structors need to combine structured output activities (information gap activities and jigsaw activities )which allow for error correction and increased accuracy , with communicative output activities (role play and discussions )that gives students opportunities to practice language use more freely .
Communicative output activities allow students to practice using all of the language they know in situations that resemble real settings .
In communicative output ,the learners' main purpose is to complete a
task, such as obtaining information ,developing a travel plan , or creating a video. To complete the task ,they may use the language that the instructor has just presented ,but they also may draw on any other vocabulary ,grammar ,and communication strategies that they know . In communicative output activities , the criterion of success is whether the
learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message. .In these activities, language is a tool, not an end in itself .The most common types of communicative output activity are role play and discussions.
[/left][/justify][right][/justify]
