CONCEPT OF ENGLISH SPEAKING SKILL
Realizing that language used in the oral form is not the same as the language used in the written form. Speaking is the productive skill . It cannot be separated from listening. When we communicate we convey the message, which is meaningful. It comes from the meaning, which is expressed in the form of speech act.
In teaching speaking teachers should know the concept of speaking, the element of the sound for instance phonemes because it seems the teachers still find difficulties in pronouncing them based on the classroom observation during the upgrading and it is important for teachers to pronounce correctly since they should be a good models for their students. The teachers also still have problems of understanding and applying models of learning and teaching, and various techniques of teaching speaking such as: CLT, CTL, educational drama, TPR plus speaking
Speaking is one of the four language skills. If students want to speak English fluently, as Harmer says [2oo7 ] they have to be able to pronounce correctly. In addition, they need to master intonation, conversation, either transactional or interpersonal conversation. Transactional function has its main purpose conveying information and facilitating the exchange of goods and service, whereas the interpersonal function is all about maintaining and sustaining good relations between people. Speaking is called productive skill because when we speak we produce the language.
When communicating his or her idea someone utters English sounds and he or she expects the response from the listener. Talking about communication, Harmer [1993] puts forward the nature of communication as follow: Communication happens when the listener can give the response to the speaker after the listener understands the message given. The message cannot be understood when pronunciation is not clear. This is the evidence that mispronunciation can cause the students to have misunderstanding. In the following section the writers of the module provide a review of twenty vowel phonemes.
1. Twenty Vowel Phonemes
Studying a target language means studying its elements, which consist of phonemes, morphemes, syntax and lexicon. Phonemes refer to words, syntax refers to grammar and structure and lexicon refers to meaning.
In this section, we will study the 20 vowel phonemes, those are :
5 Long vowel phonemes :
i :- bee, see, knee, etc.
a :- barn, far, car, etc.
⊃ :- born, corn, thorn, etc.
u :- boon, soon, moon, etc.
3 : , ∂ : - burn, earn, learn, etc.
7 Short vowel phonemes :
i - it, bit, hit, etc.
∧ - up, shut, cut, hut, etc.
⊃ : - pot, hot, top, fox, etc.
e - pet, pen red, wet, etc.
ae - cat, hat, black, bat, etc.
ə - a long, ago, away, etc.
8 Diphthongs :
⊃ : - boy, toy, coin, etc.
ai - buy, guy, shy, why, etc.
ei - bay, say, way, gay, ray, etc.
∪ ∂ - poor, tour, sure etc.
i ∂ - ear, hear, tear, etc.
Eə] - share, care, where, air, etc.
ou - no, show, so, though, etc.
au - now, about, aloud etc.
Long vowels :
i : - bean
∪ : - boon
a : - barn
⊃ : - born
3 : - burn
Long vowels have their length considerably reduced when they occur in a syllable closed by /p, t, k, t ∫ , θ , s, ∫ /, e.g. in soup, seat, leak, porch, half, earth,
loose, leash. This shortening of the vowel is highly significant in distinguishing a word such as seat from seed.
Exercise 1.
Identify the vowels, write the appropriate symbols.
1. Seed, seat, loose, lost, halve, half, four, surge, search.
2. pronounce these words : identify the vowels, write the symbols.
Search, lark, fought, shoot, heart, hurt, pass, purse.
3. Pronounce these words : peace, bird, shoe, law, lord, card.
In teaching speaking teachers should know the concept of speaking, the element of the sound for instance phonemes because it seems the teachers still find difficulties in pronouncing them based on the classroom observation during the upgrading and it is important for teachers to pronounce correctly since they should be a good models for their students. The teachers also still have problems of understanding and applying models of learning and teaching, and various techniques of teaching speaking such as: CLT, CTL, educational drama, TPR plus speaking
Speaking is one of the four language skills. If students want to speak English fluently, as Harmer says [2oo7 ] they have to be able to pronounce correctly. In addition, they need to master intonation, conversation, either transactional or interpersonal conversation. Transactional function has its main purpose conveying information and facilitating the exchange of goods and service, whereas the interpersonal function is all about maintaining and sustaining good relations between people. Speaking is called productive skill because when we speak we produce the language.
When communicating his or her idea someone utters English sounds and he or she expects the response from the listener. Talking about communication, Harmer [1993] puts forward the nature of communication as follow: Communication happens when the listener can give the response to the speaker after the listener understands the message given. The message cannot be understood when pronunciation is not clear. This is the evidence that mispronunciation can cause the students to have misunderstanding. In the following section the writers of the module provide a review of twenty vowel phonemes.
1. Twenty Vowel Phonemes
Studying a target language means studying its elements, which consist of phonemes, morphemes, syntax and lexicon. Phonemes refer to words, syntax refers to grammar and structure and lexicon refers to meaning.
In this section, we will study the 20 vowel phonemes, those are :
5 Long vowel phonemes :
i :- bee, see, knee, etc.
a :- barn, far, car, etc.
⊃ :- born, corn, thorn, etc.
u :- boon, soon, moon, etc.
3 : , ∂ : - burn, earn, learn, etc.
7 Short vowel phonemes :
i - it, bit, hit, etc.
∧ - up, shut, cut, hut, etc.
⊃ : - pot, hot, top, fox, etc.
e - pet, pen red, wet, etc.
ae - cat, hat, black, bat, etc.
ə - a long, ago, away, etc.
8 Diphthongs :
⊃ : - boy, toy, coin, etc.
ai - buy, guy, shy, why, etc.
ei - bay, say, way, gay, ray, etc.
∪ ∂ - poor, tour, sure etc.
i ∂ - ear, hear, tear, etc.
Eə] - share, care, where, air, etc.
ou - no, show, so, though, etc.
au - now, about, aloud etc.
Long vowels :
i : - bean
∪ : - boon
a : - barn
⊃ : - born
3 : - burn
Long vowels have their length considerably reduced when they occur in a syllable closed by /p, t, k, t ∫ , θ , s, ∫ /, e.g. in soup, seat, leak, porch, half, earth,
loose, leash. This shortening of the vowel is highly significant in distinguishing a word such as seat from seed.
Exercise 1.
Identify the vowels, write the appropriate symbols.
1. Seed, seat, loose, lost, halve, half, four, surge, search.
2. pronounce these words : identify the vowels, write the symbols.
Search, lark, fought, shoot, heart, hurt, pass, purse.
3. Pronounce these words : peace, bird, shoe, law, lord, card.
Exercise.2.
a. Which words/words have symbols of “short vowel phoneme? (s) ?”.
1. caught - cot - cough - cut
2. saw - show - she - shore
3. sale - sell - shelf
4. code - cot - coat
5. boon- book - bus
b. Complete the example of long vowel phonemes.
3: - burn, ……, ……, ……, ……
u: - moon, ……, ……, ……, ……
⊃ : - born, ……, ……, ……, ……
c. Read and write the symbols of the underlined words then out the meaning of the whole sentences.
1. a). The little boy beat his sister. b). The little boy bit his sister.
2. a). I am leaving with my brother. b). I am living with my brother.
3. a). You ought to feel it inside. b). You ought to fill it inside.
4. a). The water does come from the lake. b). The water does come from the desk.
5. a). She is waving a piece of cloth. b). She is weaving a piece of cloth.
2. About Intonation.
Hello dear participants .Can you do the exercises? Have you discussed how would you present it to our colleagues later? Practice again and again would be better and try to learn the 2o vowel phonemes by heart. Now you are expected to review intonation because we frequently find out that most learners need to practice intonation.
Question Intonation
1.Questions using question words must have falling intonation
2.Questions using modals auxiliaries have rising intonation.
3.Questions with or have falling intonation
Exercise 4..
Now you put the correct arrow to the following questions:
1. What is your name?
2. Where do you come from?
3. How did you come here?
4. Can I help you?
5. May I be excused from the meeting?
6. Where were you born?
7. How long have you been in Melbourne?
8. Shall I open your coat?
9. Would you have tea or coffee?
10.Will you go or stay?
C. Models of Learning And Teaching Speaking.
a. Which words/words have symbols of “short vowel phoneme? (s) ?”.
1. caught - cot - cough - cut
2. saw - show - she - shore
3. sale - sell - shelf
4. code - cot - coat
5. boon- book - bus
b. Complete the example of long vowel phonemes.
3: - burn, ……, ……, ……, ……
u: - moon, ……, ……, ……, ……
⊃ : - born, ……, ……, ……, ……
c. Read and write the symbols of the underlined words then out the meaning of the whole sentences.
1. a). The little boy beat his sister. b). The little boy bit his sister.
2. a). I am leaving with my brother. b). I am living with my brother.
3. a). You ought to feel it inside. b). You ought to fill it inside.
4. a). The water does come from the lake. b). The water does come from the desk.
5. a). She is waving a piece of cloth. b). She is weaving a piece of cloth.
2. About Intonation.
Hello dear participants .Can you do the exercises? Have you discussed how would you present it to our colleagues later? Practice again and again would be better and try to learn the 2o vowel phonemes by heart. Now you are expected to review intonation because we frequently find out that most learners need to practice intonation.
Question Intonation
1.Questions using question words must have falling intonation
2.Questions using modals auxiliaries have rising intonation.
3.Questions with or have falling intonation
Exercise 4..
Now you put the correct arrow to the following questions:
1. What is your name?
2. Where do you come from?
3. How did you come here?
4. Can I help you?
5. May I be excused from the meeting?
6. Where were you born?
7. How long have you been in Melbourne?
8. Shall I open your coat?
9. Would you have tea or coffee?
10.Will you go or stay?
C. Models of Learning And Teaching Speaking.
The goal of learning and teaching English in junior and senior high school even in primary school is C.C [communicative competence].It is C.C which is designed based on Celce and Murcia[Department Of Education,2004],and it covers discourse competence, actional competence, linguistics competence, socio cultural competence, and strategic competence. Based on the 2004TEFL high school syllabus,2006 TEFL high school syllabus and KTSP teacher of English should teach English communicatively. It means that teacher should encourage the learners to have C.C by creating the atmosphere of the class which is rich in communication In other words, the characteristics of the class should be students centered, cooperative, the students should work in the small groups, they should be very active in discussing the tasks and exercises’ Dealing with the above characteristics of the class we put forward the following models of learning and teaching, CLT, CTL, Educational Drama and TPR Plus Speaking .the reason why we focus on those four models of teaching because they are not against School based Curriculum or they are relevant to S B C or KTSP.
1. CLT [Communicative Language Teaching].
1. CLT [Communicative Language Teaching].
We describe CLT based on two terms of CLT those are CLT in The Western Context and CLT in THE Indonesian context {Mulyana,Kim,1997]..Richards [2001] writes that the term CLT is used for substituting the term Communicative Approach, which has become an umbrella term.[Savignon1994, Turner 1994 in Mulyana Kim 1997.] It means that CLT is not an approach or a method but it is a set of approaches which have similar belief that the goal of language teaching is Communicative Competence.
CLT in the western context is different from CLT in the Indonesian Context, in terMs of each goal and the term of English used .In the Western context CLT is used for teaching English as a second language and the goal is C.C but it is designed based on Hymes [in Mulyana Kim 1997] which covers four components those are: grammatical competence , discourse competence, sociolinguistic competence, and strategic competence.
a. Communicative Language Teaching (CLT) In the Indonesian Context
CLT in the western context is different from CLT in the Indonesian Context, in terMs of each goal and the term of English used .In the Western context CLT is used for teaching English as a second language and the goal is C.C but it is designed based on Hymes [in Mulyana Kim 1997] which covers four components those are: grammatical competence , discourse competence, sociolinguistic competence, and strategic competence.
a. Communicative Language Teaching (CLT) In the Indonesian Context
English language is taught at school and spoken as a foreign language in Indonesia. It is one of the compulsory subjects to be learned at school based on the High School syllabus. The following lines will describe the characteristics of Communicative Language Teaching (CLT) in the Indonesian Context. Based on the curriculum (2004, 2006 and KTSP) are mentioned that the learners have to produce the production skills; they are Spoken and Written. It means that the goal of language teaching is to make the communicative competence and to develop procedures for the teaching of the four language skills that acknowledge the independence of language and communication. In teaching- learning process focuses on the learners and the teachers are as facilitators. It can be seen in the process that learners are more active than the teachers. The learners work in pairs or groups employing available language resources in problem solving tasks.
Communicative Language Teaching in the Indonesian context has the following characteristics (Mulyana, Kimtafsirah, 1997:51):
1) One of the goals of CLT in the Indonesian context is to develop reading abilities followed by speaking, listening and writing abilities, in addition, enhancing vocabulary, and mastering the elements of language based on the learners’ need. However, the goal of CLT in Western Context is also adapted, that is communicative competence.
2) CLT in the Indonesian context is equal to the ‘Meaning Based Approach’.
According to Fuad Abdul Hamid (Hamid, 1996:8), the Meaning_Based
Approach adopts the following beliefs :
Language is an instrument for the expression of meaning reflected in the structure of the language,
Communicative Language Teaching in the Indonesian context has the following characteristics (Mulyana, Kimtafsirah, 1997:51):
1) One of the goals of CLT in the Indonesian context is to develop reading abilities followed by speaking, listening and writing abilities, in addition, enhancing vocabulary, and mastering the elements of language based on the learners’ need. However, the goal of CLT in Western Context is also adapted, that is communicative competence.
2) CLT in the Indonesian context is equal to the ‘Meaning Based Approach’.
According to Fuad Abdul Hamid (Hamid, 1996:8), the Meaning_Based
Approach adopts the following beliefs :
Language is an instrument for the expression of meaning reflected in the structure of the language,
Meaning is determined by linguistics as well as situational features, basic to the development of meaningfulness in language teaching supported by cross cultural understanding.Meaning can be represented by different oral or written sentences. A sentence may have different meanings depending on the context in which it is used.
Learning a foreign language is learning to communicate in a foreign language, written or oral, as a target language. Learning to communicate in a foreign language entails the necessity to learn other aspects of the target language.
Learning motivation is a significant factor determining the success in learning. The degree of motivation is mostly determined by the degree of meaningfulness of the teaching materials and the teaching learning activity plays a significant role in achieving successes in learning.
Learning materials and activities become more meaningful when reflect the needs of the learner in terms of experience, interest, values, and future prospect. In the teaching learning process, the student should be considered an important subject, rather than a mere object of instruction. In the teaching learning process, the teacher serves as a facilitator that helps the students develop their language skills.
3) The elements of CLT in the Indonesian context include : Teaching communicative competence to EFL students,
3) The elements of CLT in the Indonesian context include : Teaching communicative competence to EFL students,
Teaching language as communication,
Teaching communicating in the target language either teaching learners to have productive skills or receptive skills. Most communication occurs between students.
4) Classroom environment of CLT in the Indonesian context : Usually a large class.
Learners speak the same L1
The teachers are non-native speakers of the target language, The teachers need more information on error correction.
CLT in the Indonesian context needs a place for ‘grammar discussion’ (Mulyana, Kimtafsirah, 1997:51). Teachers need support to find the way to help their students. The current myth that CLT means ‘no grammar’ is not true. Long and Crookes (1992), Ellis (1992), Holliday (1994), Thompson (1996) explain how a focus on grammar in the context of CLT is desirable.
Long and Crookes’s (1992) Task - Based Language Teaching focuses on form in context rather than “forms”.
Ellis (1992:3-11) describes how teachers should form a plan or activities which encourage learners to discover a particular grammar rule, to learn about a grammar point for them selves with the help of teachers. Holliday (1994:185) provides the example of a way of teaching grammar in a large class. Thompson (1996:9-5) claims that the focus has now moved away from teachers covering grammar to the learners discovering grammar.
Based on the 1994 TEFL High School Syllabus teachers on English should be creative, flexible and adaptable. Some information relating to what teachers should believe before teaching communicative competence to EFL students, provided as being :
Teachers should be familiar with the meaning of communicative competence. It consists of : grammatical competence or knowledge of the language code, sociolinguistic competence or an understanding of the social context of language use, discourse competence or the ability to construct coherent texts in different genres and strategic competence or verbal and non verbal strategies, e.g. initiate conversation (see Canale and Swain,
1980). In other words, the ability to speak competently not only entails knowing the grammatical rules of language, but also knowing the what to say, to whom, in what circumstances and how to say it.
Teachers should create the atmosphere of the EFL students’ class to be rich in communication. It means that students should negotiate the meaning during active communication. To negotiate the meaning means to have the freedom to initiate the meaning, not just reacting and responding to what teacher say.
Teachers should meet the needs of their students. EFL students in Indonesia have different needs adjusted to their background. The belief that CLT is not only an approach but a set of approaches leads to the development of teacher’s lesson plan. Teachers should have a bank of activities and tasks which support the development of communicative competence.
Teachers should be familiar with the meaning of ‘task’ and ‘activity’.
Teaching communicating in the target language either teaching learners to have productive skills or receptive skills. Most communication occurs between students.
4) Classroom environment of CLT in the Indonesian context : Usually a large class.
Learners speak the same L1
The teachers are non-native speakers of the target language, The teachers need more information on error correction.
CLT in the Indonesian context needs a place for ‘grammar discussion’ (Mulyana, Kimtafsirah, 1997:51). Teachers need support to find the way to help their students. The current myth that CLT means ‘no grammar’ is not true. Long and Crookes (1992), Ellis (1992), Holliday (1994), Thompson (1996) explain how a focus on grammar in the context of CLT is desirable.
Long and Crookes’s (1992) Task - Based Language Teaching focuses on form in context rather than “forms”.
Ellis (1992:3-11) describes how teachers should form a plan or activities which encourage learners to discover a particular grammar rule, to learn about a grammar point for them selves with the help of teachers. Holliday (1994:185) provides the example of a way of teaching grammar in a large class. Thompson (1996:9-5) claims that the focus has now moved away from teachers covering grammar to the learners discovering grammar.
Based on the 1994 TEFL High School Syllabus teachers on English should be creative, flexible and adaptable. Some information relating to what teachers should believe before teaching communicative competence to EFL students, provided as being :
Teachers should be familiar with the meaning of communicative competence. It consists of : grammatical competence or knowledge of the language code, sociolinguistic competence or an understanding of the social context of language use, discourse competence or the ability to construct coherent texts in different genres and strategic competence or verbal and non verbal strategies, e.g. initiate conversation (see Canale and Swain,
1980). In other words, the ability to speak competently not only entails knowing the grammatical rules of language, but also knowing the what to say, to whom, in what circumstances and how to say it.
Teachers should create the atmosphere of the EFL students’ class to be rich in communication. It means that students should negotiate the meaning during active communication. To negotiate the meaning means to have the freedom to initiate the meaning, not just reacting and responding to what teacher say.
Teachers should meet the needs of their students. EFL students in Indonesia have different needs adjusted to their background. The belief that CLT is not only an approach but a set of approaches leads to the development of teacher’s lesson plan. Teachers should have a bank of activities and tasks which support the development of communicative competence.
Teachers should be familiar with the meaning of ‘task’ and ‘activity’.
The Australian Language Levels (ALL) Guidelines advocates that a communicative / task based approach is :
“The central organizing unit for teaching, learning and assessment is the activity. An activity is described as involving the purposeful and active use of language, where learners are required to call upon their language resources to meet the needs of a given communicative situation” (Pocket ALL, 1991:23).
Reviewing the key of communicative or Task-Based Approach, which is one of the approaches of CLT, is very helpful for creative teachers. The goal of CLT, the activities / task that should be carried out in the communicative class could be the control or the guide for teachers when designing the plan for teaching communication skills.
Examples:
- Songs
- Games
- Quiz
- Puzzles
- Pictures
- Information Gap
“The central organizing unit for teaching, learning and assessment is the activity. An activity is described as involving the purposeful and active use of language, where learners are required to call upon their language resources to meet the needs of a given communicative situation” (Pocket ALL, 1991:23).
Reviewing the key of communicative or Task-Based Approach, which is one of the approaches of CLT, is very helpful for creative teachers. The goal of CLT, the activities / task that should be carried out in the communicative class could be the control or the guide for teachers when designing the plan for teaching communication skills.
Examples:
- Songs
- Games
- Quiz
- Puzzles
- Pictures
- Information Gap
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