TECHNIQUE FOR TEACHING SPEAKING

A.     Using games to teach speaking.

     In designing technique for the teaching of speaking using games, Brown (2007) suggests five point to use

1.      Cover the spectrum of learner needs varying from language based focus on accuracy to message-based focus on interaction, meaning and fluency

2.      Provide intrinsically motivating techniques.

3.      Provide feedback and correction.

4.      Capitalize on the natural link between speaking and listening.

5.      Give students opportunities to initiate oral communication.

·         The meaning of using game to teach speaking class.

A game is an activity with rules, a goal and an element for fun. There are two

kinds of games : competitive games and cooperative games.

Using games in language class gives many advantages. First, games make the class fun.

Second, playing a games has a purpose to it, an outcome.

Young learners get to use to language all the time during the games. They involve  a lot of repetition. In fact, repetition is the basic skill, but it can be boring. However , using games will give the opportunity for childerns to do repertitive activity in a fun way. (Bambang Y.Cahyono & Mukminatien, N: 40-43)

   Based on the statement, it can be concluded that in using games technique for teaching speaking is a strategy to stimulate students’ aren’t getting bored. In this context, language games suitable for young learners. Because that games give many advantages for language teaching and learning, it is suggested for the English teacher to choose games to practice speaking.

v  Teaching Procedures Using games to teach speaking.

Students are divided in two teams. Each team thinks of an object and tell the other team that the object is either animal, vegetable, or mineral- or a combination of two or three of these. If team A is in charge, so team B has to find out what the object is by asking only “yes/no” questions such as

“Can you use it in the kitchen?” , and team A can answer the question in a complete answer like “No,we can’t” or just in short answer like “No” or “Yes”.

If team B can find out what the object is in twenty questions or less, team B will get point. At this phase, the teacher should arrange how many point that the team B will get if they can answer it in just five questions, ten questions, or fifteen questions, e.g. in or less than five questions, the team will get 20 points, in or less than ten questions the team will get 15 points, and so on.

a.       Where are My Glasses? (Wright et al.,1984)

“Where are my glasses?” is one kind of pictures games. Here, the pictures hold the main role in conducting the games and pictures can cue responses to questions or cue substitution through controlled practice.

Procedures:

1.      Teacher copies the set of pictures for each group.Teacher divides the students into group of three or four.

2.      Teacher gives out the pictures.

3.      Teacher tells the students that they belong to a very untidy family, and are always losing things. The pictures consist of the large and small pictures. The large shows the pictures of their family livingroom and small pictures show things that they have lost.

4.      Teacher then asks each player of the group to find out from other where these things are and draw them in his/her picture. One player should begin by asking “Where is/are my……..?” and naming one of the lost object, then the other player answers and if it is right s/he will get points and gets the next turn.

B.     Using Picture to teach speaking.

   The process of teaching English speaking will be success if there are supported by some factors such as qualified teacher, supplementary materials, teaching method and teaching aids, each of those factors must have function in teaching learning process. The function of teaching aids is for helping teacher to deliver their idea or knowledge in order that it can be understood easily by students.
Procedure text is the text that has purpose to give clues or steps, ways or method to make something.

v  Strategis for Developing speaking Skills
 Students often think that the ability to speak a language is the product of language learning. But speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language that they can use  to help themselves expand their knowledge of the language and their confidence in using it. These teacher help students learn to speaks  that the students can use speaking to learn.
a. Using daily Expression.
b. Using Minimal Responses
c. Recognizing Script.
d. using Language to talk about language

v  Teaching Speaking  Procedure text through pictures
Pictures are common thing in our daily life, they can be found everywhere. Pictures are able to give a lot of information as reading text, so they are a great help in teaching, particularly in teaching procedure text.
Pictures are kind of pictures as visual aids. The pictures are able to give information about the instructions in speaking procedure text, though by looking at the pictures students are easier to tell the materials and the steps, and also pictures can develop students ideas in speaking procedure text. The picture are drawn on a paper which tells a sequence of events, so they will lead speakers to develop their idea and speak the procedure orderly.
Basically, there are three step in teaching procedure text. They are pre-activity, while activity and post activity. Each of steps has different activities in teaching.
a. Pre activity
Before teaching, the teacher do what we call pre activity. Teacher do apperception such as ask some questions related to the material and ask some questions related to the previous material. Then, the teachers give motivation in order that students have more motivation in studying.
b. While Activity
The teachers explain everything about the procedure text and give some examples about how to speak procedure text by using pictures. The teacher give some pictures to the students as visual aids. Then, the students asked to speak a procedure text about how to make mushroom soup systematically by looking at pictures included.
c. Post activity
The teacher gives a conclution about the aim and the advantages of procedure text in daily life.(http://universityofibnkhaldunbogor-indonesia.blogspot.com/2011/07/teaching-speaking-procedure-text-using.html

C.     Using Video To Teach Speaking

·         Predicting :

-With picture and audio on:Use the pause control to stop a scene and have students predict what will happen next.

Use the pause control to stop after a particular line of dialogue and have students predict the next line.  

-With audio off:Have students predict the situation and characterizations based on viewing an entire scene without the sound.Have students predict lines of dialogue after viewing an entire scene without the sound.Have students predict individual lines of dialogue by using the pause button to stop the scene.

-With picture off: Have students predict the situation and characterizations by listening to the soundtrack without watching the picture.

·         Viewing Comprehension

You can check students' understanding of the situation and characters in the following ways:

-Before watching:Give students specific things to look and listen for before they watch a scene.

-While watching:Freeze-frame the scene by using the pause button and check students' understanding

-While watching or after watching:Have students answer comprehension questions you devise.

-After watching:Give students cloze scripts and have them fill in missing words in dialog lines.

v  Teaching Procedures Using Video to teach speaking.

Role Plays: Have students role play a scene, practicing the lines of dialogue for correct intonation and emphasis.

On-Location Interviews: Have students circulate around the classroom and interview each other using questions contained in the video segment. Students can then report to the class about their interviews.

Information Gap: Have half the class see a segment without audio and the other half hear it without the picture. Students from each half of the class then pair up, talk about the situation and characters, and act out the scene.

Strip Dialogue Scenes: Write dialogue lines on separate strips of paper, distribute them randomly, and have students recreate the scene by putting the lines together. Discussion:

Have students discuss the scene, plot and characters' actions, thoughts, and feelings.Have students think about what the characters in the scene are thinking but not saying. Students can create these interior monologues, present them to the class, and discuss any varying opinions about characters' inner thoughts during the scene.Have students tell which characters they identify with and explain why.