TEACHING SPEAKING BY USING COMBINING PRESENTATION, PRACTICE, PRODUCTION (PPP) METHOD AND ENGAGE, STUDY, ACTIVATE (ESA) METHOD TO IMPROVE STUDENTS’ SPEAKING ABILITY AT JUNIOR HIGH
SCHOOL.
Oleh
Abdur Rahman*)**) Belinda Analido, M.Pd Pembimbing atau Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Berbicara adalah sesuatu keahlian yang penting yang harus di miliki siswa dalam belajar bahasa Inggris, karena dengan berbicara siswa dapat berkomunikasi dengan teman dan dengan guru mereka menyampaikan berupa ide, pendapat, pengalaman, dan perasaannya. Dengan demikian berbicara merupakan hal yang terpenting di miliki setiap siswa. Makalah ini bertujuan untuk membantu guru dalam pengajaran bahasa Inggris, terutama dalam keahlian dalam membantu siswa untuk dapat berbicara secara aktif dan dapat mengeluarkan pendapat mereka dengan berbicara. Selain itu, makalah ini juga dimaksudkan sebagai masukan sekaligus harapan dari penulis bagi para guru-guru khususnya guru mengajar bahasa Inggris. Dalam makalah ini penulis menggabungkan dua metode yaitu metode Presentation, Practice, Production (PPP) dan metode Engage, Study Activate (ESA). Metode ini bertujuan agar guru bisa mengajarkan siswa dalam berbicara dan siswa dapat mengeluarkan opini mereka. Kemudian dalam metode Presentation, Practice, Production dan metode Engage, Study, Activate, guru dapat mengetahui seberapa aktif siswa dalam menanggapi sebuah permasalahan dapat mengeluarkan pendapat dan argumennya dengan itu guru dapat menilai sejauh mana pemahaman siswa dalam menyampaikan ide-ide mereka, sehingga guru dapat meningkatkan kemampuan berbicara siswa dalam pengajaran bahasa Inggris dan diharapkan berguna bagi kehidupan siswa sehari-hari.
Keywords: Speaking, Presentation, Practice, production method, Engage, Study, Activate method
*Penulis
** Pembimbing
Introduction
Speaking is the important skill that is included in syllabus. In this case, the students are hoped that to have ability in speaking. By speaking, the students can express their ideas, knowledge, and experience orally. In addition, the structure of words should be arranged into sentences well.
Finally, the teachers have contribution to improve about students’ speaking in teaching learning process. Furthermore, the teacher must know strategies or methods in teaching speaking and can use it in teaching English.
Dealing with the writer’s experience when he practiced teaching in SMPN 10 Padang, the writer found that the students were still less
attention in English subject. It can be seen that the students were less of practicing, lack of vocabulary, less of motivation and less opportunities. The first problem is about less of practicing. The students are not using English in their learning process even in simple conversation such as: asking information, agreeing, giving information, prohibition and etc.
The second problem is lack of vocabulary. In this case, they cannot speak well because they do not know about the words or things that they want to say. This is because they are lazy to find the new word in learning process. In fact, when they are studying most of them do not bring the dictionary in the classroom. The third problem is motivation, although they have many vocabularies but if they do not have the motivation in speaking, it will useless. Motivation must be given by teacher in every meeting. It means with motivation they will support themselves to speak and more confidence
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in using English. The last problem is less opportunities or chances to speak up, because they have meeting twice every week that consist 95 minutes. Thus, the students have limited time to practice.
This condition makes the teachers have to know the students’ needs in teaching process.
Besides that, the teachers should use the appropriate methods to improve students’ speaking ability in teaching process. Many methods can be used for improving students’ speaking ability, and it is hoped that the learning process is running well. There are some examples of methods for developing students’ speaking ability. The methods are: Direct method ,Presentation, Practice and Production (PPP) method and Engage, study, activate (ESA) method. Direct method is method help the teacher to teach new vocabulary, using mime, demonstration, and pictures. Presentation, Practice and Production (PPP) method is method helps the students to create their idea, opinion, and knowledge. Then, engage, study, activate (ESA) method is a method how to build students’ interest and engage their emotions with it is construction.
In this paper, the writer chooses Presentation, Practice and Production (PPP) method combine with Engage, study, activate (ESA) method. These methods can improve students’ speaking ability such as to communicate with others to respect their friends.
Review of Related Literature
Speaking is as a communication in conversation in this life which is very important thing that should be mastered by everyone, especially by students as target learning. They must know how to communicate well. Thus, the students learn how to speaking the school by sharing the knowledge and idea. According to Brown (1994) speaking is an interactive process of constructing meaning that involves producing and revising and processing information. Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. In other word, speaking is a process to give and receive information from other.
Furthermore, Chaney (1998:13) speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. In addition, speaking is crucial part of second language learning and teaching. It means that speaking is very important skill to learn English which process of building and sharing meaning also crucial part of L2 and teaching.
In addition, Eila & Luoma (2004:9) states that speaking is discussed in applied linguistic. It means that speaking is a description of spoken language, as interaction and speaking as a social and situational-based activity and discussion to interact with the other. By speaking, they will communicate and share their experience, idea and knowledge with conversation.
Based on the explanations above, it can be concluded that speaking is crucial aspect in learning English to communicate in daily activity.
In this case, the students can give information to the others orally and the students also can get information from the other by understanding what they are talking about. In addition, speaking also description of spoken language, interaction, and social situational.
Component of Speaking
In speaking, students should consider to some aspect such as how to pronounce the words fluency, how to use grammar, and how to express idea. Moreover, to know detail about speaking, there are some experts that divide some components of speaking. According to Harmer (1998:87-88) divides that there are some components of speaking. They are following:
a. Rehearsal
The students must always rehearse their speaking ability. In here, students having discussion outside the classroom.
b. Feedback
The students need feedback if they are speaking with others people for make they are more understand in speaking with practice with others. Thus make the students see how easy they find a particular kind of speaking and what they need to do improve in speaking skill.
c. Engagement
The students must have motivated for good speaking activities. If teacher gives motive to students, they will be more active in studying, because can teacher support them for develop and confidents.
Meanwhile, Turk (2001:131) the components of speaking are pitch, tone, timbre, and pattern of stress. It can be comprehended that in speaking the speakers need to consider those smallest things while speaking, and the speakers have to able to make sure the tone, timbre, and pitch of their voice clearly and speaker should know the stress of the words which low intonation, middle and high, for make sure the words or sentences appropriate with the intonation to produce. In other word, in components of speaking speakers need consider should to know to makes process of speaking will be good.
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In addition, Richard & Renandaya (2002:222) there are some components of speaking:
a. Accent
1) Pronunciation frequently unintelligible.
2) Teacher must good pronunciation to produce the words.
3) Frequent gross errors and very heavy accent make understanding difficult, require frequent repetition. In teaching if material difficult to understand by students, the teacher should frequent repetition.
4) No conspicuous mispronunciations, but would not taken for a native speaker.
5) Native pronunciation, with no trace of foreign accent. The teacher should know how to be good native speaker.
b. Grammar
1) Grammar almost entirely in appropriate or in accurate, except in stock phrases. In here, grammar many approaches to be used by the teacher.
2) Occasional errors showing imperfect control of some conversation micro skills or some major patterns, but no weakness that causes misunderstanding. Error as make of some conversation caused imperfect in micro skills and major patterns.
3) Few errors, with no pattern of failure.
Teacher must be careful in teaching. In here, teaching of grammar teacher must be careful with correction errors.
4) No more than two errors during the conversation. The errors must be limited by teacher. The teacher should limited errors if the students conversation.
c. Vocabulary
1) Vocabulary limited to minimum courtesy requirements. The teacher should limited requirements in vocabulary.
2) Vocabulary limited to basic personal areas and very familiar topics. Thus, the teacher limited related the personal and familiar topics.
3) Choice of word sometimes in accurate, limitation of vocabulary prevents discussion of some common familiar topics. The teacher selects the vocabulary they will be use.
Vocabulary adequate to discuss special interest and any nontechnical subject circumlocution. In here use the vocabulary just the students’ need without circumlocution.
d. Fluency
1) Speech is so halting and fragmentary that conversation is virtually impossible. In speech need respite to speak up.
2) Speech is very slow and uneven, except for short or routine sentences; frequently punctuated by silence or long pauses. In speech use step to make the speech fluency.
3) Speech is effortless and smooth, but perceptibly nonnative in speed and evenness. The fluency someone from he/she speed and evenness in speech.
4) Speech on all general as effortless and smooth as a native speaker. In speech fluency to get from effortless and smooth a native speaker.
e. Comprehension
1) Understand too to respond to conversation initiations or topics nominations. Thus understanding as keys of comprehension.
2) Understand quite well normal educated speech directed to him or her, but requires occasional repetition or rephrasing. To make understand should need repetition or rephrasing.
3) Understand everything in normal educated conversation, except for very colloquial or low-frequency items or exceptionally rapid or slurred speech.
Understand is something normal except who low –frequency.
4) Understand everything informal and colloquial speech to be expected of an educated native speaker. Understand is something expected in educated native speaker.
Moreover, Matsumoto (2011:141) states components of speaking include the social unit, social setting, and participants; the language variety and unit of study; the quantity, frequency, topic, content, tone, and manner of speech; the purpose and outcomes of speech, and the norms of interaction and interpretation of speech. The sentences means the component of speaking that may be used to analyze speech and speaking in any given society.
Referring to the explanations above, it can be concluded that some of components speaking such as pitch, tone, timbre, accent, grammar, vocabulary, fluency, comprehension, range, accuracy, interaction, coherence, rehearsal, feedback, engagement, content manner and purpose and outcomes of speech. In points that the students should attend components of speaking, it is useful to make the others easy in understanding the conversation. In addition, the teacher should apply these components in teaching speaking.
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Teaching Speaking
Teaching speaking is important thing in teaching process. In this case, the teacher must know the way to teach students especially in teaching speaking. In teaching speaking, the teachers should improve students’ communication skill, because it can help the students to express idea, knowledge, and information to the others.
According Chaney (1998) teaching speaking is to teach ESL learning to:
a. Produce the English speech sounds and patterns. This point focus on produce of speech and patterns sounds.
b. Use word and sentence stress, intonation patterns and the rhythm of the second language. Teacher should know how to teach so well with many considerations such as stress, intonation. Etc
c. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.
Teacher should select the words and sentences appropriate the situation.
d. Organize their thoughts in a meaningful and logical sequence. In this activity teacher should collect the idea consider students’ think.
e. Use language as a means of expressing values and judgments. It means the teacher and students use language in expressing their point of view and judgments.
f. Use the language quickly and confidently with few unnatural pauses, which is called as fluency. In here, the language must be quickly and confidently.
Furthermore, Nunan (2003:48) states that teaching speaking is sometimes considered a simple process. Commercial language schools around the world here the people with no training to teach conversation. Where is speaking is totally natural, speaking in a language others than is anything but simple. It mean that teaching speaking is from naturally situation where someone life or go to another country and make know another languages such as if you go to America, sometime you will know language there.
In addition, in teaching speaking, the teachers teach students about the structure of the language, the teacher should be proficient to use the language. Kayi (2006) states that some explanation to keep in mind as you plan in speaking activities.
a. Content. Avoid too much new vocabulary or grammar, and focus on speaking with the language the students have. Thus they should the related their life to make easier in teaching process.
b. Correction Error. The teacher needs to provide feedback and correction, but do not interrupt the flow of communication.
c. Quality vs Quantity. Address both interactive fluency and accuracy, striving foremost for communication. Get to know each learner’s personality and encourage the quieter ones to take more risks.
d. Conversation strategies. The teacher should encourage strategies like asking for clarification, paraphrasing, gestures and initiating (‘hey, hello,” by the way’).
e. Teacher intervention. If a speaking activity losses steam, the teacher may need to jump into a role play, ask more discussion questions, clarify the teacher’s instruction, or stop an activity that is too difficult or boring.
In summary, teaching speaking are teaching in some considers such as how to produce the words or sentences, stress, intonation, rhythm.
Moreover, in teaching speaking the teacher should know the content, correction error, and etc, this very important to make teaching process successfully. In addition, teaching speaking learns in naturally situation, it means the language get by someone from where they are life and stay.
Presentation, Practice and Production (PPP) Method
Presentation, Practice and production (PPP) is a method can be separated because they related among that. This consists of Presentation, Practice and Production. Richards (1998:7) in a typical lesson according to the situational approach, a three-phase sequence, known as the P-P-P cycle, was often employed: Presentation, Practice, and Production. Presentation: the new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students’ comprehension of it. Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises. Production: Students practice using the new structure in different contexts often using their own content or information, in order to develop fluency with the new pattern.
In addition, Harmer (2007:120) defines that PPP can be seen as a development of Audiolingualism. One of the criticisms leveled at Audiolingualism was that controlled drills do not result in the kind of language behavior found in the real-life context thus fail to developer communicative activities. This means, PPP have similar with the Audiolingualism method with controlled drills without result in the kind of language behavior in the real life context.
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Moreover, Widdowson (2009:344) says that presentation represent the introduction to a lesson, and necessarily requires the creation of the realistic (or realistic-felling) situation requiring the target language to be learned. Practice” usually begins with what is termed ’mechanical practice’ by means of drills and repetitive exercises, and gradually moving into more demanding procedures like information gap activities, dialog creation and controlled role plays. Practice is seen as the necessary first stage in ensuring accurate knowledge of the new language. Production is seen as the culmination of the language learning process, whereby the learners act upon their linguistic knowledge, where they perform their competence and become users of the language. The teacher’s role here is to provide occasions where the students can actively apply the language they have been practicing.
In conclusion, presentation, practice and production method teacher first introduction of lesson and provided in small familiar chunks. Then in practice its usually begins what is termed mechanical practice by means of drills and repetitive exercise and the last production as culmination of the language learning process which they students perform their competence. In addition, in PPP methods have similarly with Audiolingualism. This case, the teacher how to makes students’ competence in teaching process.
Procedures of Presentation, Practice and Production (PPP) Method
In teaching speaking, if the teachers use this method, the teachers should follow some steps to make sure students speaking ability can be improved. In this case, according to Lou and Willis (2004:254) there three steps to use Presentation, Practice, and Production (PPP) Method, they are:
a. Presentation- the instructor starts by introducing a specific language feature (a grammatical structure or language function) embedded in a context. This is done thought providing examples (sentences, dialogue, audio, and video).
b. Practice- the instructor describes a situation (individual, pair, or group work) in which students are to practice the emphasized patterns by reading scripted dialogues or sentences.
c. Production-the instructor presents students with an activity in which they are expected to use the forms just practiced. This could be a situation for role-play
Advantages of Procedures, Presentation, Practice and Production (PPP) Method
In teaching speaking, this method can be use in teaching of speaking process with advantages. According to Rod and Naksuko (2013:120) this method overall aims is to get students to learn the second language features so thoroughly that they will be able to produce them correctly without thought. It means that PPP method can help students to learn the second language features with produce them correctly without thought. The students make easier when their teacher uses this method in teaching process succefully.
In addition there some variations in the basic PPP format.Byre in book’ Rod and Naksuko (2013:120) mentions that for example of suggested that the stages involved in PPP should occur cyclically rather than linear fashion. He proposed that the teacher plays the role of informant in the presentation stage, a conductor in a practice stage and a guide in the production stage, but that the teacher should be ready to return to an earlier stage if it becomes clear that the students need further information or more controlled practice.
In summary, PPP method aims to get students to learn the second language and finishing result the students will be able produce correctly without thought before. It means this method how to develop students’ knowledge, for example to develop their implicit knowledge. In addition, to guide the students to get information which role- play from the presentation stage.
Engage, Study, and Activate (ESA) Method In teaching speaking Teacher should approach to teach material and focusing on learner’
needs. According Harmer (1998:120) Proposed an approach he called ESA (engage, study, activate).
In the engage phase, the teacher attempts to arouse the students’ interest and engage their emotion.
This might be realized through a game, the use of picture, audio recording, video sequence, or a new/story/ anecdote. In the study stage the focus is moved onto the target feature. The teacher explains the meaning and forms of the feature, presents models and conducts practice of it. And the activate stage, students do not focus on the target language pattern, but employee their full second language resources to complete a tasks designed to elicit use of the target features and on learner using the language commutatively, drawing on whatever knowledge and skills they have. Cognitively motivated learning is also inherent in task-based approaches, where the ultimate aim is learners’
independent communicative performance of skills needed to complete a task successfully. Tasks 5
envisaged are those found outside classroom, such as ordering meals, determining alternative courses of action socializing with friend.
Moreover, Tomlinson (2013:238) defines of Engage is about trying to encourage the student to speak, it doesn’t matter what about, or oven if it is corrects just to try and get the students to use the English language. In the Study phrase, teacher focuses on the main subject of the lesson, explaining themselves and getting the students to participate in some exercises. During Activate stage the students is encouraged to use what they have just learnt in a freer setting, during conversation or games. In this case the ESA as method in teaching speaking to make teacher easier to teach students and effective.
Referring definition above, the writer conclude engage, study, activate is a method how to build students interest about a topic and the teacher identified as being problems in learning and the teacher should know to built and control that . In engage, the teacher trying to encourage the students to speak up. In study the teacher focuses in main subject of the lesson or exercise. And in activate, this describe exercise and activities.
Procedure of Engage, Study, and Activate (ESA) Method
To make easier teacher teaches of the materials should having procedures. Harmer (2008:27) proposes the procedure of ESA. They are follows:
a. The students and teacher look at a picture or video of the topic. They say what the topic is doing. They say why they like and dislike related the topic.
b. The teacher shows students (a picture of) particular about the topic. Students are introduced to can or can’t (how they are to pronounced and constructed) and say thing like ‘It can do math and ‘It can’t play piano.
c. The students work in groups about the topic.
They make a presentation to the class saying the topic what can and can’t do
Advantages of Engage, Study, and Activate (ESA) Method
In teaching speaking, teacher can apply this method because there are some advantages.
According to Harmer (1998:237) states that the advantages of ESA method involves arousing learners’ interest, curiosity and emotions towards the topic to attract attention and motivate them. In addition to improve the students interest, involvement and understanding on the new material.
Furthermore, Brumfit Richard’ book (1998:121) the advantages of ESA to ensure that explicit language work is only undertaken when
learners demonstrate a need for it. It means in the teaching language to make ensuring the learners only demonstrate their knowledge or language need learners. In this case make students more active in the teaching process.
In addition, Robertson (2000) states that Engage, study and activate (ESA) important. There are:
a. It gives students the chance to rehearse English, as if they were doing in the real world but in the safe environment of the classroom. The students can practice their English in the classroom to going in real world later.
b. By giving students this kind of practice, it helps them to ‘switch’ language they have been studying, into language which they can use instinctively without having to think about it.
c. These kinds of activities are often fun for the students. Make providing an enjoyable classroom experience for students helps the learning process.
d. Effective way for both students and the teacher to assess how well the class is progressing.
e. Providing suitable tasks which the students can achieve using lots of different language has a positive motivational effect on students.
In short, for this method of advantages, the students involve their interest, curiosity, and emotions toward the topic will be taught by teacher. In this case, the teacher should gives attention and motivates to students as target learner. Moreover, this method makes students learn about how to demonstrate their opinion, knowledge and language.
Teaching speaking by combining Presentation, Practice,Production Method (PPP) and Engage, Study, Activate (ESA) Method.
In teaching of speaking to makeeasier the teacher to teach the mateial should create of the strategy or method because to avoid process will not make students’ bored. There are procedure when writer combing both of methods those presentation, practice, production (PPP) method combining engage, study, activate (ESA) method.
Writer hope this method can be use in process of the teaching speaking skill in the classroom. The writer chooses the procedures of Presentation, practice and production method by Lou and Willis.
Then the procedures of engage study and activate method by Harmer.
a. The students and teacher look at a picture or video of modern of the topic. They say what they are doing. They say why they agree and disagree about the topic.
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b. The teacher as instructor starts by introducing a specific language feature (grammatical structure or a language function) embedded in a context.
c. The teacher divides the students into groups to discuss and make dialogue about the other picture.
d. Then the teacher instructor describes a situational (individual, pair, or group work) in which the students are to practice the emphasized patterns by reading scripted dialogues or sentences.
e. The teacher shows students (a picture of) particular another pictures. Students are introduced to can or can’t (how they are to pronounced and constructed) and say thing like
‘It can do math and ‘It can’t play do something.
f. Last, the students classify expression agreement (agree or disagree) related to the topic.
Discussion A. Preparation
Preparation is an important step that should be done by the teacher. The teacher should prepare everything that will support his/her teaching process run successfully, so at this point, preparation has some step, as follow:
1. Material
The teacher must choose the interesting material related the topic and level of the students to make the process successfully and the students understand. In here, the teacher should know how to make students enjoy and involve in teaching process. In this paper, the writer will apply these methods in teaching speaking by using functional text which topic expression of agreeing and disagreeing because this material is appropriate with the material for students in junior high school to improve the students’ speaking ability.
2. Timing allocation
In teaching and learning process, the teacher should manage the time to make the activities run affectively. When the teacher allocate the time well in every part of teaching, it will influence the process of teaching in Pre-Teaching activity, Whilst- Teaching activity and Post-Teaching activity. In here, one class meeting is 2x 45 minutes. In this paper, the writer will use 10 minutes for Pre-Teaching activity, 65 minutes for Whilst-Teaching activity and 15 minutes for Post-Teaching activity.
3. Media
Media is an important thing to support of the teaching material, so it cannot be separate from the part of the preparation.
Media make the students more interesting and motivate in teaching process. Some media can be use by teacher such as videos, pictures, books, and etc. In this paper, the writer chooses series of pictures as media to support in the teaching.
4. Procedures
a. Pre- Teaching Activity (10 minutes) Pre-Teaching is the first activity that should be applied by the teacher before coming to the class and also make of students ready to study. In this phase the teacher gives brainstorming though series of the pictures. Then, the students and teacher look at a picture or video of current topic for example Facebook.
They say what they are doing in the facebook. They say why they agree and disagree about facebook.
b. Whilst-Teaching Activity (65 minutes) In whilst-teaching activities, the teacher divides three phase activities. Those phases will discuss about combining presentation, practice, production method and engage, study, activate method. They are dividing in some parts, as follows: observing, questioning, exploring, associating and communicating Teacher shows series of pictures about advantages and disadvantages of facebook and explain more about that. The teacher as instructor starts by introducing a specific language feature (grammatical structure or a language function) embedded in a context. The teacher divides the students into groups to discuss and make dialogue about the other picture. Then, the teacher instructor describes a situational (individual, pair, or group work) in which the students are to practice the emphasized patterns by reading scripted dialogues or sentences. The teacher shows students (a picture of) particular another picture. Students introduce can or can’t (how they are pronounced and constructed) and say thing like ‘It can do math and ‘It can’t play do something. Last, the students classify expression agreement (agree or disagree) related to the topic.
c. Post-Teaching Activity (10 minutes) Post-Teaching activities are final section activity. In this activity the teacher conclude the material and give reward to the students.
Conclusion
Generally, speaking is an important skill in learning English because the students can communicate to the others in the classroom.
Without having speaking ability, they cannot express their idea, opinion and knowledge with 7
speak up well. In addition, the teacher should know the best ways to make students understand easier in learning process. Moreover, the students should be motivated for active, this motivate come from their selves, friends, teacher and also their family members and environment where they live.
In teaching speaking, the teacher should be careful to select the strategy or method that is appropriate with the material and also level of the students. There are many methods can be use in teaching speaking, two of them are Presentation, Practice, Production (PPP) method and Engage, Study, Activate (ESA) method. By using these methods, the students will be motivated to practice in speaking skill. In this paper, these methods are appropriate for students in Junior High School.
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