appropriate assignment that shape skills, directing students to perform speaking activities, and providing opportunities to practice. Teachers develop active communicative learning in order to engage students in exploratoryy, invertigative activities, using spoken language to discuss, question, clarify, describe, evaluate, and justify idea. teaching of speaking to EFL studentss need to use many kinds of approaches, methods, and techniques which enable them praticing and using the language to each other. CLT is one of the most popular approach which has great influence to the language teaching and provides the students to use language for communicative purposes, which could finally help them to attain communicative competence as the abilities undelying speaking competence.
a practical purpose, such as making an appointment with a teacher, asking for directions in an unfamiliar city, or the discussion about promotion.
Ur (1996) explains there are three types of activities in teaching speaking namely: discussion activities, spoken interaction, and role play. Through discussion activities include transactional activities in a particular topics for the students to talk about or discuss, such as discribing pictures, picture diffrences, things in common, and solving a problem. The other type of activities is spoken interaction actitivies. These activities, comprising interactional talk, long turns (e.g. telling stories, describing a person or place in detail, giving a short lecture or talk , and arguing a case for). And the last activities is role play which comprising some categories activities, such as dialogues, plays, simulations and role play.
Harmer (1996: 122) explains some activities are all designed to provoke spoken communication between students and/or between the teacher and the students. The activities are reaching a consensus, discussion, relaying instructions, communication games, problem solving, talking about yourself, and role play and simulation. Harmer (2007:69) further states that role-play and simulation have become very popular in CLT. For example, students might simulate a television programme or a scene at the airport, or they might put together the simulated front page of a newpaper.
Finocchiaro and Brumfit (1985) mention some general activities that teachers use in developing students speaking abilities ranging from the simple to the more complex. These speaking activities, such as follows.
1. Reply to directions or question given by teacher or by another student.
2. Give directions for other students.
3. Engage in a couin series, associating speech and action.
4. Prepare ‘original’ sentences with communicative expression, structures or notions which have been presented.
5. Answer questions asked by other students based on any class or out of class experiences.
6. Tell a well-known story or retell an experience in theirown words.
7. Set up a class shop, a library, a post offoce, a bank, or other appropriate community resources and improvise realistic conversation for them.
8. Play a communicative language game.
9. Conduct a debate, discussion, a forum, or some other oral group activities based on research in which students are forced to listen attentively to the previous speaker in order to agree,disagree, express uncertainty, or add other relevant information.
10. Engage in role-playing based on typical target language using situations.75
Furthermore, Folse (2009) proposes diverse useful, practical, and fun speaking activities, such as follows.
1. Find someone who.
2. Find the differences.
3. Drawing a picture.
4. Information gap.
5. Group problem solving.
75 Mary Finocchiaro andChristopher Brumfit. 1985. The Functional-Notional
6. Ranking.
7. If you were the judge (real court cases).
8. Pair talking.
9. Communication crossword puzzles.
10. Solve the mystery: finish the story.
11. Role play (pairs).
12. English Language Question Task Cards.
13. Strip Story.76
All those speaking activities as mentioned above can be impelemented both inside and outside the classroom depend on speaking goals. Speaking activities outside the classroom, wherein students have many more opportunities of interaction to practice speaking, rather than inside the classroom. Outside the classroon speaking activities enable the students to engage totally and autonomy learning in the activities without pressuring of other parties and afraid of making mistakes because they can express themselves as much as possible and they do happen in real life which engendering contented feel in learning English.
While speaking activities inside the classroom border of opportunities for students to use the language in real life and also are very unlikely to develop speaking competence if only practicing speaking inside the classroom because the limited time. However, speaking activities in inside the classroom could include more than communicative, two way interactions, whether between student and student and between teacher and student, and also teachers can control directly the students’ activities who are not fully participating and vise versa.
76 Keith S Folse. 2007. The Art of Teaching Speaking: A Research and Pedagogy for the ESL/EFL Classroom. USA, The University of Michigan Press.
In briefly, there are a lot of speaking activities which can be applied in CLT to improve students speaking competence.
To have good English speaking competence, students should engage themselves in speaking activities as much as possible both inside and outside the classroom. Moreover, in related to English speaking activities outside the classroom, it is necessary to design particular program speaking activities, such as English speaking meeting, morning English conversation, English debate, public speaking, outdoor English meeting, and other activities which enable the students’ opportunities to engage themselves to practice speaking English in maximum manners in order to achive good speaking competence.
In this book the writer has tried to demonstrate the strategies of teaching speaking in EFL context. Teaching of speaking to the EFL students is the most important in learning a foreign language especially English. One of the widely accepted instructional method in teaching speaking is CLT, in which this method emphasizes that the goal of language learning is communicative competence. Communicative competence includes grammatical competence, discourse competence, sosiolinguistic competence, and strategic competence, as abilities undelying speaking competence.
In teaching speaking in order more communicative, teacher must be able to use many kinds of speaking activities, such as role play and simulation, information gap, group solving problem, and other speaking activites. Speaking activities can be carried out both inside and outside the classroom depend on speaking goals. Those activities enable the students to engage in interaction in real communication to improve speaking competence.