Teaching

speaking skill
1. Maria Dersin Lidus

2. Priska Loisa Madeng

3. Lidia Sartitin
Defenition of speaking
According to Hornby (1995) speaking is about
something to talk, say something about
something, to mention something, to have a
conversation with somebody, to address
somebody in words, to say something, or
express oneself in a particular language.

In addition, Nunan (1999) states that speaking

requires that learners not only know how to
produce specific points of language, such as
grammar, pronunciation, or vocabulary, but
also that they understand when, why, and in
what ways to produce language.

Teaching speaking skill 2

 • speaking is an activity of expressing oneself in a situation by

In general
expressing oneslef in a situation by expressing ideas among
people in the form of verbal and non-verbal symbols in language
and must also be carried out effectively so that listeners can
understand them well.

Teaching speaking skill 3

The methods in teching speaking skill

1. Playscripts

Students should treat plays and playscripts as real acting, drawing attention to
appropriate stress, intonation and speed. Adverbs should be used to describe how
Acting from scripts lines should be said, ensuring that acting out is both a learning and leanguage producing
activity.

2. Dialogues

Dialogues students can act out dialogues from the course book or written by
themselves. As with any screenplay, they need an oppourtunity to practice beforehand. We
often ask our students to come forward and have a dialogues. In choosing who should
do this, care must be taken not to pick the shyest student first. We must strive to create
the right supportive atmosphere within the class, giving students time to engage in
conversation and making everyone feel comfortable.

Teaching speaking skill 4

Communitation Games

• There are two forms to communication games, namely the information gap
game, in which to talk a students must be able to have a partner to talk in
order to solve puzzles, draw pictures (draw and draw), draw arrangements, or
find similarities and differences between pictures. And the second, television
and radio games, thhese can usually help expedite class activities. For
instance, someone provides an object along with mentioning the
cahracteristics of the object and their partner must guess the object by
answering yes or no within a limited time.

Teaching speaking skill 5

Disussion

• There are several types of discussions.

1. Buzz Groups ( brainstorming) these discussion are usually short and informal which can be used for a whole range
of purposes. For excample, as a teacher wants students to predict the content of reading texts, or expects students to
talk about what they get from reading activities. Buzz groups are useful for getting students to think about larger,
more formal tasks, such as talks or debates.

2. Formal Debate. In this context students prepare arguments for or againts various propositions. When the debates
starts, the panel speakers will produce arguments and than involve writting arguments well while the others, namely
the audience, will inferfere during the debate with their own thoughts (less writting) about the subject. And we must
know that preparation is the main ingredient for a success full debate, as well in terms of the type presentations.\

3. Unplanned discussion, which are where some discussion just happen in the middle of lesson which are not
conceptualized or not prepared by the teacher in advance, which but if encouraged, can provides some of the most
enjoyable things and speak productively in class.

4. Reaching consensus, one of the best way to encourage discussion is to provide activities that force students to reach
a decision, often as the result of having to choose between certain alternatives.
Teaching speaking skill 6
 Prepared talks and presentations

One important kind of activity is the prepared talk, where a students make a presentation on a
topic of their own choise. Such talks are not disigned for informal spontaneous converstation:
because they are prepared, they are more writting like’(see 20.6) than this. However, if
possible, the students should speak from notes rather than from a script.

 Questionnaires are useful because, by being pre-planned, they ensure that both the questioner
and the respondent have something to say to each other. The students can design
questionnaires on any topic that is appropriate. Aa they do so, the teacher can act as a
resource, helping them in the design proces. The result obtained from questionnaires can
them from the basis for written work, discussion or prepared talks.

 Simulation and role-play can be used to encourage general oral fluency or tp train students
for specific purpose (ESP) or business English.

 Storytelling as a vital part of any language user abilities, in other words, and it is extremely
useful for language learners for a number of reason. Firstly, it mirrors the kind of human
activity we have been discussing and thus is highly motivating for the students. Secondly, it
taps into a skill that everyone posesses to some extent so is not as unnatural as some language
learning activities can appear to be.
Teaching speaking skill 7
APPROACHS

1. Making students feel relaxed

2. Matching Level and task, one of the reason, perhaps, that students become nervous and
reluctant is that we sometimes ask them do more than they are capable of.

3. Using pairwork and groupwork.

4. The traditional present, pratice and produce ( PPP) appoarch.

5. The Test, Teach, Test (TTT) appoarch based on the task based instruction.

6. Individual pratice, attempt work or cluster work, role-playing, and a converstation area are
all approaches use in the classrom to learn a langage.

Teaching speaking skill 8

  Not proffecional.
The problem on teaching speaking  Inability of using grammatical patterns, and pronunciation of the
skils words.
 Lack of confidence.
 Lack of motivation and concern for good speaking.
 The influence of native language and external problem.
Teaching speaking skill 9
Thank You

Teaching speaking skill 10