For example, the UN should have the power to force a country like Iraq to destroy its nuclear weapons

INTRODUCTION

S: For example, the UN should have the power to force a country like Iraq to destroy its nuclear weapons

27

T: You don't think the UN has the power now?

S: Obviously not. Iraq is

still

manufacturing nuclear bombs.

Such conversations could readily be part of group work activity ^as well.

5.

Interpersonal(dialogue)

The other

form of

conversation

is

interpersonal dialogue; carry out more

for

maintaining social relationship than for the transmission

of

facts and information. For example:

Amy

^{: Hi,} Bob, how is it going?

Bob

^{: Oh, so-so.}

Amy

^{: Not a} great weekend,huh?

Bob : Well,

far be

it from

me

to

criticize, but

I'm

pretty

miffed

about las week,

Amy

: What are you talking about?

Bob

^{: I think you know perfectly well, what}

^I'm

^{talking about}

Amy

: Oh, that how come you get so bent out

of

shape over something

like

that?

Bob

^{: Well, who} fault was it,huh?

Amy :

Oh,

wow, this is

great. Wonderful. Back

to

square one. For crying out loud, Bob, I thought we'd settled this before. Well, what mor€ can

I

say.

Leamers would need

to

leam such features as the relationship between interlocutor, casual style and carcams are coded linguistically in this conversation.

6.

Extensive(monologue)

Finally,

students

at

intermediate

to

advanced levels are called

on to

give extended monologues

in the form of oral

reports, summaries,

or

^perlraps short speeches. Here are the register

is

more formal and deliberative. These monologues can be planned or impromp to.

l.

^The

Activities

of Speaking Classroom

This

section

specially

intends

to

discuss classroom

activities that aim

^at

encouraging communication or interaction between students.

l.

Role Playing

Accordlng to New-Mark, "Role-playing ^{is a creating a} dramatic situation in ^a classroom,

or in a part of simply

acting

out

dialogue,

but

also

in part

relabeling objects and people

in

the room

to

prepare

for

imaginative role-playingi'3l

.

Such a role-playing can help teacher expand the classroom indefinitely and provide natural context for the language being ^used.

The

role-plays,

which

have been designed, can be presented

within a

few minutes and contain

a minimum

advanced vocabulary items.

They

are minimally desigfred

in

order

to allow

the students

to

create their own characters freely, rather than merely impersonating ^ones that have already ^been carefully detailed.

The average length

of

each role-play,

from

introduction

to finish, is

about

thirty

minutes. This allows the teacher

to

use them as an altemative

to

the regular

3' _{Endang Fauziai, Terching o! English, p.127-}

29

classroom

routine, and to

create

an

enjoyable

instmctional

atmosphere

for

both teacher and students.

2.

^Games

A

^game

is

one

of

the activities that can help

to

create dynamic, motivating classes. The reason is that the real leaming takes place when the students, in ^a relaxed atmospher€, participate

in

activities that require them

to

use what they have been

drilled

on. Games are not

only

suitable

for

children but also

for

adults. Since there always

a child hidden in

every one

of

us.

Bringing out this 'child'

undoubtedly facilitates the leaming of a foreign language.

3.

Problem-solving

Materials

which

focus

on problem solving offer further

opportunities

for

students to work in pairs or small groups, to share information and opinions on topics, which are meaningful to them. The basic principle

lying

behind such activities is that

the

teacher sets

up a situation

where

there is "an information gap"

among the participants, and this ^{gap has} to be bridged either orally or in written form'

4.

^Discussion

Group discussion may be composed

of

three

to five

students,

if

such group work is used regularly and introduction

with

a careful explanation

of

its propose, the class

will

soon accept

it

^{as a} natural activity. The main aim

of

group discussion is to improve fluency, and

gammar is

^probably best allowed

to

function as

a

naturally communicative context.

5.

^Song

Using songs in EFL classroom, especially speaking ^one can be both enjoyable and educational. Songs usually provides ^a peaceful and happy mood for the listeners.

From

pedagogical standpoint, songs

can be

used

as

materials

for

discussion, in example, paraphrasing.

In addition,

Richards sugg€sts

that

songs can

be

used ^as

useful aid in the leaming of

vocabulary, pronunciation, structures

and

sentence pattem32. Whereas Pomeroy suggests that songs can also be ^used to teach aspects

of

culture, especially the culture

ofthe

Target Language speakersl3.

2. Macro Skill

and

Micro Skill for

Speaking

a. ^Macro

^Skllls

^for

^Speaklng

l-

Conversational discourse

The goals and the techniques for teaching conversation are extremely diverse depending on the students, teacher ^and overall context

ofthe

^class.

2.

Teaching pronunciation.

3.

Accuracy and Fluency

Fluency

and

accuracy

are both important

^goals

to

^pursue

in CA'

^While

fluency may in many

communicative language courses

be an initial ^goal

ⁱⁿ

language teaching, accuracy is achieved

to

some extend by

allowing

students to focus

on the

elements

of

phonology, _Sralnmar and discourse

in their

spoken output.

3] _{ruia, p.}

t:s.

"

^{Ibid. p. ! 35.}

3l

4.

^Affective factors

5.

Interaction effect.

b. Mlcro

Skllls

for

Speaklng

1.

Produce chunks of language of differcnt lengths.

2.

^Orally produce differences among the English phonemes and allophonic variants.

3.

^Produce

^English

stress pattems,

word in

stressed

and

unstressed positions,

rhyhmic

structure and intonational contours.

4.

Produce reduced forms of words and phrases.

5.

Use an adequate numb€r

of

lexical units (words) in order to accomplish pragmatic purposes.

6.

^{Produce fluent speech at different rates} of delivery.

7.

^Monitor your own oral production and use various strategic device-pauses, fillers, self-correction, backnacking-to enhance the clarity

ofthe

message.

8.

Use grammatical word classes (nouns, verb, etc), system (e.g., tens€ agr€ement, pluralization), word order, pattems, rules and elliptical forms.

9.

^{Produce speech}

^{in natural}

constituents-in appropriate phrases, pause groups, breath groups and sentences.

10. Express a particular meaning in different grammatical form.

I

l.

Use cohesive devices in spoken discourse.

12.

Accomplish appropriately communicative functions according to

situations, participants and goals.

13.

Use appropriate registers implicature, pragmatic conventions and

other sociolinguistic features in face-to-face conversation.

14.

convey

links and connections between events and communicate such relations as

main

idea, supporting

ide4

new information,

given

information, generalization and exemplification.

15. Use facial features, kinesics, body language and other nonverbal cues along

with

verbal language to convey meaning.

16. Develop and use a battery

of

speaking strategy, such as emphasizing key words, rephrasing, providing a context

for

interpreting the meaning

of

words, appealing for help and accurately assessing how well your interlocutor is understanding you.

C. TEACITING SPEAKING USING COMMI]MCATIVE LANGUAGE