Escolar Documentos
Profissional Documentos
Cultura Documentos
Abstract: One skill that learned in learning and teaching english is Speaking. There are some problems
in the teaching and learning speaking class. The problems can be from both sides the teachers or the students.
Both are interrelated to each other.
The first problems come from the teacher. It is closely related to the method or teaching technique,
media, and the material that the teachers use. It is important to apply a technique appropriately in presenting
an instructional material in order that the students will be more interesting, active, and motivated in learning
speaking. The fact shows that the teachers still find difficulties providing their teaching techniques and strategy.
One of the strategy can be used is communicative language games.
INTRODUCTION AslanguagelearnerswhohadlearnedEnglish
intensively, the students should be able to interact
TeachingandLearningenglishconsistsoffour
orallyeachotherthroughEnglish. Unfortunately, in
skills. They are listening, speaking, reading, and
realteachingandlearning,mostofthestudentshave
writing.Recently,speakinghasplayedanincreasingly
difficulty intheir speaking production.They looked
importantroleinsecond/foreignlanguagesettingsas
apathetic and inhibited in the activities that involve
ameanscommunicationinthedailylife.Itissupported
oralskill.Manyofthemfeltafraidofbeingcriticized
by OMalley and Pierce (1996: 57)finding that is
andhumiliatedinfrontoftheirpartners.Asaresult,
among the four skills, speaking seems to be an
theyavoidedbeingpartofthiskindofactivities.The
importantskillthatalearnershouldacquiresinceone
teaching learning habit also takes a part in causing
forthemajorresponsibilitiesofanyteacherworking
thisconditionworse.Thereisalittlechanceforthe
withEnglishlanguagelearners istoenablestudents
studentstopracticetheirspeakingbecausetheteacher
tocommunicateeffectivelythroughorallanguage.
tends to useLKS (Lembar Kerja Siswa)as a main
Speakingisakindofeitherproductiveoractive
bookinteachingtheirstudents.Itshowsthatstudents
skill.Thoughthosefourskillsareequallyimportant,
onlyhaveactivitiesthatinvolvereadingandwriting
but speaking becomes the most important tool to
skills. They are not used to speak and have no
communicatethatneedtobeaccomplished.Speaking
motivation.Itisnecessarytoimplementaninnovative
isoneofthetypesofcomposinginlanguage,thetype
and action research project that foster the
that is swift, complicated, frequent and primary,
improvementoforalability.Therearealotofways
because the language itself is a symbol to use by
in teaching speaking. One of them is using
communicatorstoconstructandconveyinformation.
Communicative Language Games. According to
Reuben(1999:30)Usingactivitiesandgamesinclass
learner to learn, and setting the condition for c. Low or uneven participation. Only one
learning. participant talks because of some learners
Nunan(2003)answersinhis book,what dominate,whileotherspeaksalittleornot
meant by teaching speaking is to teach ESL atall.
learners to: d. Mother tongue use.Intheclass,alllearners
1. Produce the English speech sounds and sharethesamemothertongue,sotheyfeel
soundpatterns unnaturaltospeakintheforeignlanguage.
They are also less exposed and less
2. Use word and sentence stress, intonation
disciplined ormotivated one.
patterns and the rhythm of the second
language. Burns and Joyce (in Nunan1999: 231)
5. Capitalize on the natural link between of classroom activities that best facilitate
speakingandlistening.Theyarecategorized learning, andthe roles of teachers and learners
as interrelated skill. The two skills can intheclassroom.
reinforce each other. In teaching speaking, Meanwhile, Harmer (2001:84) define
teachershouldincludelisteningaspect. communicative language teaching as a set of
6. Give students opportunities to initiate oral believe which includes not only on re
communication.Partoforalcommunication examinationofwhataspectsoflanguagetoteach
competence is the ability to initiate thatstressesthesignificantoflanguagefunctions,
conversations, to nominate topics, to ask butalsoshiftinemphasisinhowtoteachthatis
questions, to control conversation and to relatedtotheideathatlanguagewilltakecareof
change the subject. Teachers can design itselfandthatplentifulexposuretolanguagein
speaking techniques allowing students to useandplentyofopportunitiestouseitarevitally
initiate language. important for a students development of
7. Encourage the development of speaking knowledge and skill.
strategies. Teachers should help their Fromthedefinitionsmentionedabove,we
students develop strategic competence to know that communicative language teaching
accomplish oral communicative purposes. emphasize on the reaching goal of teaching
The strategies are asking for clarification communicativecompetenceinwhichthestudents
(What?), asking someone to repeat aremoreactivelyinvolveasmoreopportunities
something(Excuseme?),usingfillers(uh,I canbeusedtodeveloptheirability.
mean, Well), using conversation RichardstatesthattheGoalofCLTisthe
maintenance cues (Huh, Right, Yeah), teaching of communicative competence. Celce
getting someones attention (Hey, So) and Murcia mentions four aspects of language
soforth. knowledge of communicative competence as
cited by Savignon (1997) in their theoretical
framework.
F. Interpretation of Communicative Language
Teaching 1. Grammaticalcompetence:Knowledgeofthe
sentencestructureofalanguage.
Nowadays, Communicative Language
2. Sociolinguistic competence: The ability to
Teaching (CLT) has drawn much attention on
use language in a given communicative
discussionsbothintheliteratureandinclassroom
context,takingintoaccounttherolesofthe
practice, and has become the mainstream in
participants,thesettings, andthepurposes
contemporary methodology for ESL/EFL
oftheinteraction.
learning.Communicativelanguageteachingitself
accordingtoRichard(2006:2)canbeunderstood 3. Discourse competence: The ability to
asasetofprinciplesaboutthegoalsoflanguage recognizedifferentpatternsofdiscourseand
teaching,howlearnerslearnalanguage,thekinds to connect sentences or utterances to an
Shameem and friends (1999) add that 2. Supply chances to use language in
Communicativegamesgivelanguagelearninga authentic contexts
wholenewmeaning.Learningtakesplacewhile Communicative task itself is central
the students have fun and interact socially to to CLT. Learners experience language use
performataskandreachasatisfactoryoutcome. throughperformingactivitiesintheformof
Thus, games are used to motivate students to games.Thatis,ingamesituations,learners
learn,arousetheirinterest,anddeveloppositive are exposing themselves to the target
attitudestowardslanguagelearning. language environment. They use whatever
languageresourcesavailabletotheminorder
toachievetaskgoals,forinstance,solvinga
I. The advantage of using communicative
problem,sharingorcomparingopinionand
language games
culture. Therefore, games provide learners
There are some advantages that student withchances andauthentic contexts where
maygetfromtheuseofcommunicativelanguage they feelthe needto usereallife language
games: to communicate with others meaningfully
1. Motivate students learning with fun, andpurposefully(Littlewood:1981)
enjoyment and excitement 3. Provide practice on language use and
Gamesarehighlymotivating(Wright, language usage
BetteridgeandBuckby:1984). Enjoyment, Wright, Betteridge, and Buckby
excitement and passion are naturally (1984) said that many games are designed
generatedfromplayinggames.AsHaldfield toofferlearnersadensityofcommunicative
(2005:20)indicates,gamesareanenjoyable language practice as conventional drill
activitywithasetofrulesortermsagainst exercises,butinarathermeaningfulwayby
each other. With a low affective filter workinglanguageas livingcommunication
(Krashen: 1982) gamelike activities are toconveyinformationandopinion.Bydoing
meaningfulandplayful, thustheymotivate so,learnersareimmersedinusingthetarget
childrento learn, arouse theirinterest, and languageinallfourskills,whichassiststhem
developpositiveattitudestowardslanguage tobetterinternalizeanewlanguage.Games,
learning. Such classroom activities are therefore,canbeviewedasintegralpartsof
particularly suitable for primary school communicativelessonsandcanbeused,at
pupilswholiketoplaygames.Whenpupils any time whenever necessary and
are enjoying playing games, at the same appropriate,towarmupalesson,topresent
time, they are learning language newitems,toprovidepracticeforpreviously
unconsciously. introduced language points, to serve as a
substituteforunsatisfactorymaterials,toend
alessonasfollowupactivities.
Efrizal, Dedi. 2012. Improving Students Speaking Nunan, D. 1999. Second Language Teaching and
through Communicative Language Teaching Learning.Boston,Massachusetts,Heinle
Method at Mts Ja-alhaq, Sentot Ali Basa Islamic
&HeinlePublishers
Boarding School of Bengkulu, Indonesia:
International Journal of Humanities and Social ________. 2003. Practical English Language
ScienceVol.2No.20[SpecialIssueOctober Teaching.NY:McGrawHill
2012]
OMalley, J. M and Pierce L.V. 1996. Authentic
Harmer,J.2001.The Practice of English Language Assessment for English Language Learners.
Teaching (3 rd Ed.).London and New York: AddisonWesley Publishing Company.
LongmanGroup.
Reuben, B. D. 1999. Simulations, Games, and
Krashen, S. D. 1982. Principles and Practice in Experience-based Learning: The Quest for a New
Second Language Acquisition. Oxford: Paradigm for Teaching and Learning.Simulation
Pergamon. &Gaming, 30(4), 498-505.
Ur,P.1996.A Course in Language Teaching: Practice Thornbury, Scott. 2005. How to Teach Speaking.
and Theory.Cambridge:CambridgeUniversity Essex:PearsonEducationLimited.
Press.
Wang, YenHui. 2010. Using Communicative
Savignon, S. J. 1990. Communicative language Language Games in Teaching and Learning
teaching: Definitions and directions,InAlatis, English in Taiwanese Primary Schools.Journal
J.E.(ed.),GeorgetownUniversityRoundTable ofEngineeringTechnologyand Education:Vol.
onLanguagesandLinguistics,Washington,D.C.: 7,No.1,pp.126142.
GeorgetownUniversityPress,pp.207217.
Willis, J.1996. A Framework for Task-Based
___________. 2007. Beyond Communicative Learning.London:Longman.
Language Teaching: Whats ahead?Journal of
Wright,A., Betteridge, D. and Buckby, M. 1984.
Pragmatics,39,207220.
Games for Language Learning. Cambridge:
TeachingSpeaking:ActivitiestoPromoteSpeaking CambridgeUniversityPress
in a Second Language. The Internet TESL
Journal.11 November 2006.Available: <http://
iteslj.org/Techniques/Kayi
TeachingSpeaking.html>.