Method of Teaching Speaking in Classroom
1. Definitions of Method
a. According to Antony’s model, method is the level at which theory is put into practice and at which choice are made about are particular skills to be taught, the content to be taught, and the order in which the content will be presented. (Richards, 1986 : 15).
b. A method is the practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful and some model of syllabus organization. (Harmer, 1984 : 62).
c. Method is a way in achieving something. (Sanjaya, 2009 : 187) Method is strategy of series of activities designed to achieve a particular education goal.
2. Definitions of Speaking
Speaking is a productive skill, like writing. It involves using speech to express meanings to other people. (Spratt, 2005 : 34). Because speaking is such as a complex skill, learners in the classroom may need a lot to help to prepare for speaking. Practice of necessary vocabulary, time to organize their ideas and what they want to say, practice in pronouncing new words and expressions, practice in carrying out a task, before they speak freely. Learners, especially beginners and children may need time to take in and process all the new language they hear before they produce it in speaking.
Speaking is kill to say the second of articulations or word to express state and give the idea and feelings. Speaking is a mean for communicating ideas. This arranged and develops with listener’s need. (Webster, 1980 : 13).
Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.
Speaking or oral communication is typified as an activity involving two or more people in whom the participants are both and speaker having to react to have what they hear and make theirs contributions at high speed. Each participant has an intentions or sets of intentions goal that the wants to achieve in the interactions.
According to M.J. Sudrajat and Nano Sukandar in a book how to master in English conversation, they said three tips to master in English conversation skill there are.
a) Understand
The students must posses adequate amount of vocabularies and know how to pronunciation them. For example, busy will be pronounced bi : zi, students must also know about meaning of vocabulary in original student’s language, and understand about spelling, for example busy will be spelled b-u-s-y. in addition, students must understand grammar.
b) Memorize
After the students learn the vocabularies, they must memorize them as much as impossible.
c) Practice
The last tip is that the students have to practice English conversation. They have to be brave enough to practice it without afraid of making mistake. The students can practice English conversation with English teacher in the class or out of class with friends or with foreigners and can practice with self by speak loudly (Sudrajat and Iskandar, 1997 : 1)
Speaking or conversation is one of communications skill which it need vocabulary, we can do it well if we speak much sometime students in the class fill the difficult in speak that they afraid to make mistake. That is many ways or many tips for improve our speaking skill are :
a) Speaking loudly, imitate the voice of language. Do not burble although must of people fell say to make add voice, you will be more familiar with language.
b) When we pleased to speak in class, say something even though it is wrong. You will learn from the mistake, is you need time to think as to repeat question if you don’t know the answer, say in foreign language “I don’t know” or “help”.
c) Practice in foreign students or other students who can helf to learn English.
(Http://id.wikibooks.org/wiki/pandanbahasainggris/tipsberbicara’)
B. Obstacles In speaking English
Students sometimes do not have enough courage to speak English in front of the class or public even in their own language. They always feel nervous and afraid of making mistakes because they are worry if other people will laugh at them. Actually, feeling some nervousness is natural and healthy. It shows people care about doing International. Too much nervousness can be detrimental. According to Wijaya (2007) “deliver a speech in public is not easy but also is not difficult to do”. Studentsl should believe that the ability to speak in front of people is not innate but askill that can be learned. The last reason was the common situation, which happened in general speaking class. Students usually say ‘I am shy’ and ‘I cannot do that’. On the other hand, even they did what the teacher’s instruction but their voice is softer than usual, so the teacher cannot hear their voice clearly.
Actually, to be able to speak English, students are not expected to have agreat ability in grammar, vocabulary, or writing, but how brave they express their idea and use their English in front of others (Handoko, 2009:14).
There are many obstacles in mastering English. Based on Richard and Renandya (2002: 206), there are difficulties for learners in speaking, it refers to students’ personality motivation, anxiety, emoticon and attitude). Moreover, Ghrib ((2002),[online]) states of the students’ problem in speaking; they are vocabulary and meaning, grammar, pronunciation, material and fluency. In addition, Liu (2005) adds students’ problem in speaking is fear of making mistake and being laughed. based on Hughes For people who wants to be competent in communicating with English, they must change and expand identity as she or he learns the culture, social, and even political factors of English, that needed to speak appropriately with a new ‘voice’, it is as Englishman (Hughes, 2002:1). Besides changing and expanding the identity, they also need courage and confidence to present their English Internationally. Here are some speaking problems:
a. Vocabulary
b. Grammar
c. Pronunciation problem.
d. Being shy
e. Anxiety
f. Attitude
g. Motivation
c. Method in Teaching Speaking
In teaching speaking, we can use some methods there are :
a. Direct Method
Teacher does much of the talking, students engage in many controlled speaking activities centered on specific topics of situations. (Butler, 2003 : 98).
b. Audio-Lingual Method
Focus on speech with heavy reliance on repetitions and oral drills. (Butler, 2003 : 98).
c. Communicative Language Teaching
Focus on speech for communication, use of variety of authentic speaking activities. (Butler, 2003 : 98).
d. Role play/simulations
Role-playing/simulation is and extremely valuable method for L2 learning. (Tompkins [at] pgh.nauticom.net)
It encourages thinking and creativity, lets students develop and practice new language and behavioral skills in a relatively no threatening setting, and can create the motivation and involvement necessary for learning to occur. This paper will examine this technique in detail.
Many of the classrooms speaking activities, which are currently in use, fall at or near the communicative end of communication continuum. There are :
1) Acting from a script
We can ask our students to act out scenes from plays and/or their course books, sometimes filming the results. Students will often act out dialogues they have written themselves. (Harmer, 1984 : 351).
2) Communications game
There are many communication games, all of which aim to get students talking as quickly and fluently s possible. (Harmer, 1984 : 352).
3) Discussion
Discussions range from highly formal, whole group staged events to informal small group interactions. Student can design questionnaires on only on topic that is appropriate. As they do so, they teacher can act as a resource, helping them in the design process. (Harmer, 1984 : 352).
4) Prepared talks
One popular kind of activity is the prepared talk, where a student (or student) makes a presentation on a topic of their own choice. (Harmer, 1984 : 352).
5) Questionnaires
Questionnaires are useful because, by being pre-planned, they ensure that both questioner and respondent have something to say each other. (Harmer, 1984 : 353).
6) Simulation and role-play
Many students derive great benefit from simulation and role-play. Simulation and role-play can be used to encourage general oral fluency or to train students for specific situations. (Harmer, 1984 : 353).
Simulations are very similar to role-plays but what makes simulations different from role-plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. Role-plays and simulations have many advantages (A’la, 2010, 2010 : 93). First, since they are entertaining, they increase the self-confidence of hesitant students, because in role-play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility.