INTRODUCTION

English is one of international languages that widely used by people in international

communication. It is relevant with the role of English as the global language as it is stated by

Crystal (2003: 3) that English functions as the global language because English is learned and as

a means of communication in several countries as the first language, second language, or foreign

language which is learned as a compulsory subject from junior high school levels up to

university.

Allwright (1990) argues that learning materials should teach students to learn, that they

should be resource books for ideas and activities for learning, and that they should give teachers

rationales for what they do. Learning materials are also used to help transfer information and

skills to others. These are used in teaching at places like schools, colleges and universities. These

can include textbooks, films, audios, and more or these can include printed and non-printed

materials. The common characteristic of all of them is that they should enhance teaching in a

meaningful, interesting way.

Speaking is one of the four language skills that should be learned and mastered by

students in learning English. Speaking cannot be separated from our daily activities because

through speaking, we can communicate with others: expressing opinions, delivering messages,

and expressing feelings. Therefore, speaking is the language skill that should be mastered by the

students in order to be able to use English for communication in real-life situations

Among four skills in learning language, speaking looks like the most important. Because

speaking need society or other people to get the responses. Also students who learn language

expect can communicate fluently than other. Even the language that used is not foreign. In

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English language we have to evaluate our knowledge with various ways. One of them is

speaking. Through speaking performance we can applied other skills to. English student must

fluent to speak this language. To speak fluently in English student need to be able to pronounce

phoneme correctly, use appropriate stress and intonation patterns and speak in connected speech.

Speaking skills occupy a curious position in contemporary ELT. The importance of

speaking skills appears obvious: the global spread of English along with improved

communication systems provides economic, political, academic and social reasons for learning

to speak English. The importance of speaking skills seems to be further underlined by the

prevalence in many areas of the world of Communicative Language Teaching, a methodology

which priorities speaking. However, despite the apparent priority accorded to speaking skills by

contemporary methodologies, speaking skills have, until relatively recently, been under analyzed

in ELT, with the result that speaking skills syllabuses in ELT materials often amount to no more

than a list of speaking activities e.g., role play or information gap. This contrasts with the other

three skills (listening, reading and writing), where the syllabus often specifies the sub-skill which

is being developed through a particular activity (Basturkmen, 2001) e.g., reading for gist or

listening for detail. This situation with regard to speaking skills is all the more surprising given

that considerable research into speaking skills has been conducted outside ELT circles. Hughes

(2010, p. 212), for example notes that there is a wealth of research to which ELT specialists can

refer when considering materials for developing speaking skills:

• Study of spoken corpora

• Conversation analysis, discourse analysis and pragmatics

• Work on affect and creativity

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 • Interactional linguistics

• Speech processing and psycholinguistics

Such research, however, Hughes (2010) points out, seems thus far to have made little

impact on materials and, crucially for our purposes, little impact on teacher education. This gap

between theory and practice in speaking skills, as Burns and Hill (2013) point out, presents a

challenge for teachers: “… The ELT field is now challenged as never before to ensure teachers

have good professional knowledge of the skills involved in spoken communication, and of

current ideas about teaching speaking effectively.” I hope that this chapter will make a

contribution to closing the gap.

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 DISCUSSION

A. THE NATURE OF THE SPEAKING SKILL

Being able to speak English is difficult. Bailey (in Nunan, 1999:47) states that speaking is

harder than reading, listening, or writing. Unlike reading or writing, speaking happens in real

time; usually the person we are talking to is waiting for us to speak right then. We cannot edit or

revise what we want to say. We cannot plan all words and sentences what we are going to say.

People speak spontaneously.

The speaking learning focuses on making students able to communicate. Nevertheless,

teaching students to speak English is not an easy job. The students have problems in speaking

English due to reluctance, hesitation, fear of making mistakes, or lack of adequate vocabulary.

They do not want to speak English. Gebhard (2000: 187) states that extreme shyness or anxiety

in the part of some students becomes the cause of the ‘won’t talk’ problem

Speaking is a “complex mental process” because, as Levelt (1989) points out, it involves

four separate sub-processes: conceptualisation; formulation; articulation and self-monitoring.

Conceptualisation involves generating the content the speaker wishes to express; formulation

entails selecting the language to express the content generated and organise it according to the

norms of a particular genre; articulation is the physical production of the sounds required to

encode the message. And while all this is going on, the speaker has to self-monitor the process to

ensure that s/he is producing the intended message. In most situations, all these processes have to

be carried out spontaneously and quickly to maintain the attention and comprehension of the

interlocutor. Having briefly considered the psycholinguistic challenge of speaking, we need to

consider affective/emotional factors which can present a challenge to learners in the classroom.

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In speaking, more than in the other skills, learners are putting their personality on show and may

fear embarrassment or mockery by their peers. This reluctance to speak may wrongly be

interpreted as lack of motivation when, in reality, factors such as anxiety and inhibition are the

real causes (Burns & Hill, 2013). The factors which make speaking a difficult skill are summed

up by Hughes (2010, p. 207): “The complexities of speech production, how speaking is closely

linked to identity, emotional states, and affective factors, and the way it differs from written

language…”

B. ACCURACY, FLUENCY AND COMPLEXITY

According to Ellis in Alex Housen (2015) state that some researcher belief that the speaking

or second language performance and proficiency are multi-componential in nature captured by

the notions of complexity, accuracy and fluency. As such, complexity, accuracy and fluency

(henceforth CAF) have figured as major research variables in applied linguistic research. CAF

have been used both as performance descriptors for the oral and written assessment of language

learners as well as indicators of learners’ proficiency underlying their performance; they have

also been used for measuring progress in language learning

A principled methodology for teaching speaking, then, needs to take into account the nature

of the psycholinguistic and affective challenge the learners face. It is generally recognised that

there are three possible foci for speaking activities: accuracy, fluency and complexity.

Accuracy (or correctness) is probably the oldest, most transparent and most consistent

construct of the triad, referring to the degree of deviancy from a particular norm (Hammerly

1991; Wolfe-Quintero et al. 1998 in Alex Housen 2015). While accuracy is an obvious concept,

fluency and complexity merit a little further discussion.

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 In relation to fluency, McCarthy (2010) observes that key notions are speed/smoothness of

delivery and automaticity (the ability to retrieve units of speech instantaneously): while these are

not difficult notions in themselves, they are not always easy to assess. We should also note that

McCarthy (2010) adds a further interactive dimension to fluency: “Fluency undoubtedly

involves a degree of automaticity and the ability quickly to retrieve ready-made chunks of

language. However, fluency also involves the ability to create flow and smoothness across turn-

boundaries and can be seen as an interactive phenomenon”.

Complexity is the most complex, ambiguous and least understood dimension of the CAF

triad. Complexity is defined by Ellis (2003) as “the extent to which the language produced in

performing a task is elaborate and varied”. Learners may vary, for example, in the range and

sophistication of the vocabulary, phrases and structures they use to carry out a speaking activity.

Accuracy, fluency and complexity are, then, valuable notions when designing or evaluating

speaking activities. With learners who are not confident in speaking, for example, we may

initially be content with fluency and so design activities which are well within their abilities and

which allow them time to think about what they are going to say. After the activity, we will give

feedback on the outcome, but probably correct very sparingly or not at all as our primary aim is

to build confidence. Correction is a controversial area about which teachers have strong feelings:

my own view is that there is a time and place for correction, but the wrong time is when learners

are initially gaining confidence in speaking English in class.

When learners are more confident, we will aim for complexity. The complexity may come

from the design of the activity: if, for example, you ask learners to describe an important

decision they have made in their life, they will probably be motivated to want to express it

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precisely. Alternatively, the complexity may come in the feedback to the task when the teacher

can ask learners for better (or at least alternative) ways of expressing something they said. A

further way to encourage complexity is task repetition i.e. learners are given the same speaking

activity to do again (though perhaps in a different pair or group or with a different audience). To

take an anecdotal example, I once observed a teacher who asked her learners to discuss in pairs

how they felt when they first came to England. She then switched the pairs and asked them to do

the same task: when the learners repeated the task, the difference in animation and confidence

was very evident. In this case I was only in a position to observe motivational benefits, but

research, summarised by Goh (2007) suggests there are also potential linguistic benefits to task

repetition including:

 Greater fluency

 More idiomatic speech and lexical accuracy

 Better framing of narratives

 Greater grammatical accuracy in some tasks

 Greater language complexity

A focus on accuracy may come before the speaking task if the teacher gives controlled practice

of vocabulary and structures essential to the activity; alternatively it may come after the activity

when the teacher gives feedback on errors and, just as importantly, good examples of language

use s/he has noted during the activity. Alternatively, the teacher in a large class might ask one or

two of the pairs or groups to perform the activity “in public”. Willis and Willis (2007) suggest

that after a task, groups can be asked to prepare an oral report on the task, presenting the results

of their discussion (if the activity has a clear outcome). At this stage, accuracy comes into the

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picture and the teacher can help the groups prepare the report and give feedback when they have

presented the report.

The accuracy is concerned with the ‘grammar, vocabulary, and pronunciation’. If someone

speaks English, the understanding of the English grammar should be paid attention in order that

the utterances produced are grammatically correct, so that the listener understands those

utterances. Similarly, the vocabulary is also important in speaking skills. Large vocabulary

should be improved in order that the words might be used appropriately. One cannot

communicate effectively or express their ideas both oral and written form if they do not have

sufficient vocabulary, without vocabulary nothing can be conveyed.

Another element of speaking skills is ‘pronunciation’. It is the way for students to produce

clearer language when they speak. It deals with the phonological process that refers to the

component of a grammar made up of the elements and principles that determine how sounds

vary and pattern in a language. Correct pronunciation of individual sounds and words make the

listener able to hear and distinguish the words we are saying. In this case, there are two features

of pronunciation: segmental and supra-segmental features. Segmental features include vowels

and consonants, while supra-segmental features refer to stress and intonation. Thus, recognizing

all English vowels, consonants, stresses, and intonations are very important for helping to

produce correct sounds on both single words and combinations of words, like phrases, clauses,

and whole sentences either in dialogues or in monologues.

C. PRINCIPLES IN TEACHING SPEAKING

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 Speaking English language is quite hard for almost all Indonesian students’. There are some

things to consider. Permitting Intan Alfi (2015) there are some principles taken from Brown’s

principles of an approach to language teaching;

a. Cognitive Principles

1) Automaticity

The principle of automaticity may be stated that efficient second language learning

involves a timely movement of the control of a few language forms into the automatic

processing of a relatively unlimited number of language forms. Overanalysing language,

thinking too much about its forms, and consciously lingering on rules of language all tend

to impede this graduation to automaticity.

2) Meaningful Learning

The principle of meaningful learning is quite simply stated that meaningful learning will

lead toward better long-term retention than rote-learning.

3) The Anticipation of Reward

The reward can be in the form of verbal compliment, praise, or things.

4) Intrinsic Motivation

The most powerful rewards are those that are intrinsically motivated within the learner.

5) Strategic Investment

Successful mastery of the second language will be due to a large extent to a learner’s own

personal “investment” of time, effort, and attention to the second language in the form of

an individualized battery of strategies for comprehending and producing in the language.

b. Affective Principles

6) Language Ego

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 The new “language ego,” intertwined with the second language, can easily create within

the learner a sense of fragility, a defensiveness, and a raising of inhibitions.

7) Self Confidence

When students are confident in performing the task, they will be successful in doing it. A

teacher is called on to sustain students’ self-confidence where it already exists and to

build it where it doesn’t.

8) Risk-Taking

If learners recognize their own ego fragility and develop the firm believe that, yes, they

can indeed do it, then they are ready to take those necessary risks. They are ready to try

out their newly acquired language, to use it for meaningful purposes, to ask questions,

and to assert themselves.

9) Language-Culture Connection

Language and culture are intricately intertwined. This principle focuses on the complex

interconnection of language and culture.

c. Linguistics Principles

10) The Native Language Effect

The native language of learners exerts a strong influence on the acquisition of the target

language system.

11) Inter-language

Second language learners tend to go through a systematic or quasi-systematic

developmental process as they progress to full competence in the target language.

Successful inter-language developmental is partially a result of utilizing feedback from

others.

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 12) Communicative Competence

Communicative goals are best achieved by giving due to attention to language use and

not just usage, to fluency and not just accuracy, to authentic language and contexts, and

to students’ eventual need to apply classroom learning to previously unrehearsed contexts

in the real world.

D. MATERIALS AND METHODOLOGY

a. Definition of Materials

The term in language teaching and learning refers to everything used to help teaching

language learners (Tomlinson 1998) and to facilitate teachers and learners in the language

learning (Richard and Schmidt 2002). It can be in the form linguistic, visual, auditory, or

kinesthetic.

b. Definition of Methodology

Methodology is a system of practices and procedure that a teacher uses to teach it will be

based on believe about the nature of language, and how it is learn

c. Problems of Speaking Skill

Problems is the situation that we cannot predict it before, but here there are many

problems that find when the students study about speaking.

a) Shyness

Shyness is an emotional thing that many students suffer from at some time when they are

required to speak in English class. This indicates that shyness could be a source of problem

in students’ learning activities in the classroom especially in the class of speaking.

Therefore, paying attention on this aspect is also quite important in order to help the

students do their best in their speaking performance in the classroom (Gebhard, 2000). In

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line with this, Baldwin (2011) further explains that speaking in front of people is one of the

more common phobias that students encounter and feeling of shyness makes their mind go

blank or that they will forget what to say. This theory is also supported by the result of this

research in which most students fail to perform the speaking performance at their best. As

they say, their inability to show their ability in speaking is also influenced much by their

feeling of shyness. In other words, it can be said that shyness plays an important role in

speaking performance done by the students.

Causes of Shyness With regard to the cause of shyness, Bowen (2005) and Robby (2010)

argue that some shy learners are caused by their nature that they are very quiet. In this case,

the students are not very confident and tend to be shy because most of them find it very

intimidating when speaking English in front of their friends and teacher. In addition, Saurik

(2011) indentifies that most of English students feel shy when they speak the language

because they think they will make mistakes when they talk. They are also afraid of being

laughed at by their peers. This fact is also found in the data of this study that students’

shyness is their perception on their own ability. In this sense, they are afraid of being

laughed at by their friends due to their low ability in speaking English.

Possible Solutions to Overcome Shyness In terms of possible solution to overcome

shyness, Pesce (2011) says that it is urgent that teacher creates a friendly and open

classroom environment. By doing this, shy students are hoped to feel fine of making

mistakes in their learning. This way, students will not worry of their imperfect

pronunciation and grammar. As a result, they dare to speak in their speaking class. Solving

the shyness problem, Chinmoy (2007) suggests that in order to help students to be more

confident in their speaking that convince students to look upon shyness as a thing to

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 overcome and do not fear failure or success. The above solutions to reduce shyness are

worth doing. As said by students involved in this study, their feeling of shyness needs to be

solved.

b) Anxiety

Anxiety is a feeling of tension, apprehension and nervousness associated with the

situation of learning a for eign language (Horwitz et all cited in Nascente, 2001). Further

Nascente writes that, among other affective variables, anxiety stands out as one of the main

blocking factors for effective language learning. In other words, anxietyinfluences students

in learning language. Therefore, paying attention to this factor of learning should also

betaken into consideration. The fact that anxiety plays an important role in students’

learning is also shared by other researchers likeHorwitz (1991) as cited in Sylvia and Tiono

(2004). He believes that anxiety about speaking a certain language can affect students’

performance. It can influence the quality of oral language production and make individuals

appear less fluent than they really are. This explanation suggests that teachers should make

an attempt to create a learning atmosphere which gives students more comfortable

situations in their learning activity.

Causes of Anxiety Regarding the causes of anxiety, Horwitz and Cope (1986, in Zhao

Na, 2007) based on the findings of their study, found out three main causes of students’

anxiety i.e communication apprehension, test anxiety and fear of negative evaluation. The

communication apprehension refers to the students’ ability to communicate in the target

language. Their low ability in this aspect, in many cases, causes anxious feeling among

many students. The second cause which is test anxiety deals with students’ fear of being

tested. The last cause has to do with other students’ evaluation. In this case, as mentioned

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 above, very often that other students ‘evaluation causes anxiety among students

themselves. In addition, fear of being evaluated by their teachers is also another factor

affecting students’ anxiety (Liu, 2007; Zhou, et all 2004). All these show that

understanding students better and being skillful in managing classroom should be part of

the teachers’ concern. As suggested by Harmer (2007), to reduce this anxiety feeling,

teachers need to pay attention to each students’ strengths and weaknesses so that they can

create a learning method which accommodates all students in the classroom.

Possible Solutions to Overcome Anxiety In order to overcome anxiety, Koichi Sato

(2003) on his research about improving students’ speaking skills suggests that teachers

should be more careful about anxiety which can be intense in students and find techniques

that allow students to participate more in oral activities. In addition, providing students

with positive reinforcement (Keramida, 2009), motivating students (Christophel, 1990;

Frymier, 1993 cited in Keramida,2009) and creating an ease environment in class are

important to be noticed by the teacher since it can lower students’ anxiety, increase their

confidence, and encourage their willingness to communicate (Chan, 2002 cited in Noon-

ura, 2008). Dealing with anxiety in students’ learning, Tsui (in Nunan, 1999) explains that

to deal with the reluctant students, teachers should accept a variety of answers. This way,

the students can feel more confident in answering the teacher questions and participating in

every activities of the class.

c) Lack of Confidence

Lack of Confidence is commonly understood that students’ lack of confidence usually

occurs when students realize that their conversation partners have not understood them or

when they do not understand other speakers. In this situation, they would rather keep silent

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while others do talking showing that the students are lack of confidence to communicate.

In response to this, Tsui cited Nunan (1999) says that student who lack of confidence about

themselves and their English necessarily suffer from communication apprehension. This

shows that building students’ confidence is an important part of teacher’s focus of

attention. This means that the teacher should also learn from both theories and practical

experience on how to build the students’ confidence.

Causes of Lack of Confidence He and Chen (2010) state the main cause of students’

confidence is their low ability in speaking English. In this case, as they add, many students

think that their English is bad and feel that they cannot speak English well. The other cause

of students’ lack of confidence also deals with the lack of encouragement from the teacher

(Brown,2001). In this context, many teachers do not think that convincing students that

they are able to speak English is important. As a result, as Brown adds, students find the

learning demotivating rather than motivating. This suggests that encouragement becomes a

vital thing in order to build the students’ confidence. Therefore, giving students

encouragement and showing that they will be able to communicate well in English plays a

role in students’ success of learning.

Possible Solutions to Overcome Lack of Confidence With regard to possible solution to

overcome the students’ lack of confidence, Ye Htwe (2007) shares the strategy to build

students’ confidence. He says that maximizing students’ exposure to English is a good way

to build the students’ confidence. In line with this, Kubo (2009) adds that to build students’

confidence to speak English, teachers can provide regular opportunities to practice proper

pronunciation and intonation, and to converse freely. By doing this, students will

experience a greater sense of ability to speak English. Therefore teacher should create a

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 comfortable atmosphere in which learners are encouraged to talk in English and are praised

for talking.

d) Lack of Motivation

Lack of Motivation is mentioned in the literature that motivation is a key to students’

learning success (Songsiri, 2007). With regard to the issue of motivation in learning,

Nunan (1999) stresses that motivation is important to notice in that it can affect students’

reluctance to speak in English. In this sense, motivation is a key consideration in

determining the preparedness of learners to communicate. Zua (2008) further adds that

motivation is an inner energy. She says that no matter what kinds of motivation the

learners possess it will enhance their study interest. It has been proven in many studies that

students with a strong motivation to succeed can persist in learning and gain better scores

than those who have weaker motivation of success showing that building students

motivation to learn is urgent for every teacher.

Causes of Lack of Motivation With respect to the causes of lack of motivation, Gardner

in Nunan(1999) elaborates the causes of the students ‘lack of motivation e.g. uninspired

teaching, boredom, lack of perceived relevance of materials and lack of knowledge about

the goals of the instructional program. These four, as he further says, very often become

source of students’ motivation. Uninspired teaching, for example, affects students’

motivation to learn. In this context, monotonous teaching, in many cases, reduces the

students’ motivation due to their feeling of boredom. This shows that paying attention to

those four factors is vital. In response to the issue of motivation, Babu (2010) argues that

lack of motivation in learning causes students’ hesitation to speak English in the

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 classroom. He says that the background of this situation is that students are not motivated

by the teachers towards the communication in English. In line with what Babu says, Siegel

(2004, in Aftat, 2008) believes that motivation isa product of good teaching. In his further

explanation, Aftat emphasizes that to motivate students to learn well and actively

communicate in English, teachers should have passion, creativity and interest in their

students. In other words, students’ motivation is really influenced by the teachers’ teaching

performance. Therefore, it is important that teachers also show enthusiasm in their teaching

performance.

Possible Solutions to Overcome Lack of Motivation Aftat (2008) suggets that to

encourage students’ motivation, teachers should provide constant encouragement and

support as well ask questions that reveal the basis of a students’ problems. Doing this

becomes very important because encouragement also gives students a feeling of secure and

welcome in their learning. Other suggestions to increase students’ motivation are shared by

Liu and Huang (2010). They say that to overcome students’ lack of motivation, teachers

can do activities like promoting students’ awareness of the importance of English,

enhancing students’ interest in English, and developing their self-confidence.

d. Materials and Method

a) Teaching Pronunciation

The materials is about teaching of pronunciation is carried out in many different ways,

and for different reasons. Sometimes whole lessons may be devoted to it; sometimes

teachers deal with it simply as it arises. Some teachers may like to ‘drill’ correct

pronunciation habits, others are more concerned that their students develop

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comprehensibility within fluency. Dalton and Seidlhofer (1994: 6) write: ‘the task of

pronunciation teaching . . . is to establish models for guidance, not norms for imitation’.

Certainly a native speaker model is unrealistic for the great majority of learners, and

‘perfection’ is an unattainable goal.

Common advice on how to increase intelligibility includes the following:

 Individual sounds, including areas of difficulty for speakers of particular

languages (e.g. l/r for Japanese, p/b for Arabic speakers), minimal pairs (bit/bat,

hit/hate etc.). This may also be accompanied by ear training, and sometimes by

teaching students to read the phonemic alphabet – useful of course for dictionary

work.

 Word stress, which exhibits a number of key patterns in English.

 Sentence stress and rhythm. In a stress-timed language like English, this is of

particular importance, because both ‘regular’ and ‘marked’ stress patterns

essentially carry the message of a stretch of speech

 Intonation, significant in conveying messages about mood and intention.

 Sound and spelling, which in English are in a complex relationship

The methods of teaching pronunciation are:

 Students repeat the course book dialogue as a whole class.

 Students repeat after the teacher.

 Students repeat the dialog with sit mate.

 Conversation

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 b) Converstion

Spoken language shows regularities and patterns that help speakers organize their turn

and maintain social relationships with their listeners. Being aware of possible grammatical

choices in relation to spoken grammar will help L2 learners sound fluent, appropriate and

effective. Carter et al. (2011) add

Learners need to be helped to understand the idea of variable patterns. Classroom

activities should therefore encourage greater language awareness and grammatical

consciousness-raising on the part of the learner and try to stimulate an investigative

approach so that learners learn how to observe tendencies and probabilities for themselves.

(Carter et al. 2011: 98)

McCarten and McCarthy (2010: 23) propose general principles that can be applied to

reflect the features of real conversation:

 Keep turns generally short, except for narratives. Where one speaker ‘holds the

floor’, build in listener back-channelling (e.g. hmh yeah, hmh) and non-minimal

responses (i.e. True, Exactly, Lovely, Absolutely).

 Allow speakers to react to the previous speaker.

 Do not overload speech with densely packed information; ensure a balance of

transactional and relational language and an appropriate lexical density.

 Include some repetition, rephrasing, fragmented sentences and other features of

speech, but maintain transparency.

 Keep speakers ‘polite’ . . . and not confrontational or face-threatening.

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 The method of conversation here are

 The conversation between the teacher and the students

 The conversation between students and students

 The conversation between students and another students via telephone

 Activity to Promote Speaking Skills

c) Activity to Promote Skill

We examine some activities used in the classroom to promote the development of

speaking skills in our learners. For focusing purposes, we shall begin by looking at an

example of some ‘pre-communicative’ materials and then move on to consider what might

broadly be termed ‘communicative’ activities or games. After this, we shall examine some

oral problem-solving activities, role play and simulation materials for decision making, and

materials requiring personal responses from the learners. We finish this section by

discussing materials designed to raise awareness of regularities and patterns of

conversation.

- Communication games

Speaking activities based on games are often a useful way of giving students valuable

opportunities to use English, especially, although by no means exclusively, where younger

learners are involved. Game-based activities can involve practice of oral strategies such as

describing, predicting, simplifying, asking for feedback, through activities such as filling in

questionnaires and guessing unknown information.

There are many methods that we use games here, such as:

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 - Choosing the picture

The entire pictures are put on table. Each student chooses two picture, one picture of

something he likes and one picture to the class explains why he likes or dislikes them.

 A day in life

The class is divided into groups, in group guest what another partner is doing.

d) Role-play materials

One way of getting students to speak in different social contexts and to assume varied

social roles is to use role-play activities in the classroom. Materials are generally aimed at

the more proficient EFL learner, although this is not always the case, as they can be set up

in a highly structured way with a lot of teacher control. At the other end of the spectrum,

however, a considerable amount of choice may be exercised by allowing the students more

freedom in what they will say.

The method of role play here is the teacher gives some theme according to text book and

the students should make the story of the theme, after that the students show their perform

in front of the class.

The others technique to develop students speaking skills are;

a) Elicitation techniques that consist of group discussion, dialogues, conversation,

question and answers, translation, interpretation, Instruction, oral report, interview,

storytelling, or drama.

b) Techniques of integrating speaking skills with other skills such as listening with

speaking, grammar with speaking, reading with speaking and pronunciation with

speaking

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 c) Techniques of assessing speaking skills in which teacher creates the unique activities

to give many opportunities for students to speak English in class, one of example is;

teacher asks students to speak about the topic that student gave in front of the class

directly without any preparation.

d) Techniques for responding to learners Errors and Mistakes; in this techniques teacher

always asks the students to bring the card of shock therapy. This card helps the

students to know their weakness of speaking about pronunciation, diction, grammar

and others.

 Tips for Developing Speaking Skills

 Be confident

Be confident when you speak. Try not to hesitate. Don’t worry too much about what

other people think.

 Pronounce your words correctly

Practice consonant sounds which are difficult for speakers of your first language. Practice

pronouncing them loudly and clearly. Think about your tongue, teeth and airflow.

 Practice

You can practice speaking in a number of ways. You can work with others in group

debate or discussion or practice on your own – use a mirror!

 Develop your voice

Improve your intonation by listening and singing along to songs.

 Use the right word

Grab a dictionary and learn one word per day – develop your word power!

 Be accurate but fluent too

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 Read grammar books to help you – avoid common errors but be confident and keep

speaking.

CONCLUSION

From all that have been discussed and analyzed so far, the following conclusions have been

drawn. he teachers are playing active roles in developing speaking skills. They use many kinds

of teaching strategies and techniques to develop speaking skill. They focus on doing activities in

real activities through conversation, discussion, role-play, oral report, question and answers, and

debate. It is important for teacher to make materials and technique easily to understand. So the

students assisted by the method and they will improve their ability in speaking.

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