Bang (2004) mentions arguments from many researchers who state that students can enhance their communicative

competence, and therefore, can be able to communicate effectively only by actively joining in meaningful contexts using their target language. To encourage students to talk in class is one of the ways to help students learn second language. According to Safriyani (2009), communicative competence can be enhanced through some following tasks in classroom: Use of Audiovisual Recording, Role- play, Speech Act and Interactive Language Instruction. 1. Use of Audiovisual Recording With this kind of material, students can watch and listen concurrently; thereby they learn how the native speakers interact with each other in a specific situation in real life which is not only the meaning of the conversation but also the tone, gesture and other additional factors (Safiyani, 2009). 2. Role- play Penny (1996) regards role play as one of ways to vary kinds of activity that bring situation outside the classroom in which the students may be themselves or play the role of some one else, and must use the language appropriate to that context. He also highlight that that role play is not limited to only speaking skill but also listening, reading and writing activities. It should be noticed that in role play, the situations must be authentic as they come outside the classroom, which lay the stress on the importance of using the real life language in the artificial environment of classroom.

According to Purwarno (2006), a role- play requires more than one student who are put in a real context; their commission is to produce related sentences that must be appropriate to the role and the situation. 3. Speech Act Carla (2011) indicates that students are expected to produce a greeting, a request, an apology, a question, advice, and so on when they take part in a speech act. The one obstacle that students may find difficult to deal with is that they lack knowledge of idioms as well as cultural standards. The context in a speech act is actually the situation that happens frequently in real- life, therefore performing in a speech act means to make a social communication. Bach (2005) offers four kinds of speech act:
Constatives: affirming, alleging, announcing, answering, attributing, claiming, classifying, concurring, confirming, conjecturing, denying, disagreeing, disclosing, disputing, identifying, informing, insisting, predicting, ranking, reporting, stating, stipulating Directives: advising, admonishing, asking, begging, dismissing, excusing, forbidding, instructing, ordering, permitting, requesting, requiring, suggesting, urging, warning Commissives: agreeing, guaranteeing, inviting, offering, promising, swearing, volunteering Acknowledgments: apologizing, condoling, congratulating, greeting, thanking, accepting (acknowledging an acknowledgment)

3. Interactive language Introduction According to Safriyani (2009), Interactive language introduction is an activity that requires both teacher and students to join in a situation that obliges them to communicate to each other. Teacher starts first by introducing topic, brainstorming with the support from students, and then let class discuss this topic in pairs or in groups; the teacher, in turn, acts as a counselor, gives advice and feedbacks.

This activity help students to interact, negotiate for meaning, raise idea and then persuade partners to follow that ideas which are not really easy but of the essence. It is much more encouraged with tables arranged in U shape or round.

Reference
1. Penny, U. (1985). A course in language teaching. Cambridge: Cambridge University Press. 1. Bang, Y-J (2004). Developing Communicative Competence through DramaOriented Activities in an EFL Classrom. Retrieved March, 15th 2012, from http://www.google.com.vn/url? sa=t&rct=j&q=&esrc=s&source=web&cd=1&cts=1331776764261&ved=0CC0QF jAA&url=http%3A%2F%2Fwww.paaljapan.org%2Fresources%2Fproceedings %2FPAAL8%2Fpdf %2Fpdf003.pdf&ei=lEthT76_JK_QiAKXqrSSDQ&usg=AFQjCNGIyhAc7EwmaJ1W0WcBuADuYH0qA&sig2=tLzJvif-xUFzGIYHg7Alzw. 2. Safriyani, R (2009). Communicative Competence in Second Language Teaching. Retrieved March, 15th 2012, from http://www.scribd.com/doc/25519388/Communicative-Competence-in-SecondLanguage-Teaching. 3. Purwarno (2006). Role- play. Retrieved March, 15th 2012, from http://purwarno-linguistics.blogspot.com/2006/05/teachingspeaking-9.html

4. Carla (2011). What is a speech act?.Retrieved March, 15th 2012, from http://www.carla.umn.edu/speechacts/definition.html. 5. Bach, K ( 2005). Speech acts. Retrieved March, 15th 2012, from http://online.sfsu.edu/~kbach/spchacts.html.

Research questions 1. Which are activities used in class to encourage you to speak? (you can choose more than one) A. Role- play B. Debate (Interactive Language Instruction) C. Describe picture D. Other 2. How do you feel when being asked to communicate in a specific situation? a. Every embarrassed b. slight shy c. uneasy d. pleased e. confident 3. When tacking part in a activity, your difficulties are: a. having no idea about the topic, the issue or the question b. having not enough vocabulary and structures to express your ideas c. feeling embarrassed and uneasy to speak in English d. others:.