TEFL : Speaking Method

Types of Speaking

            There are 5 basic types of speaking; there are Imitative speaking, intensive speaking, responsive speaking, interactive speaking, and extensive speaking.

1.      Imitative Speaking

This type is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence. The example is phonepass test

2.      Intensive Speaking

This type of speaking is the production of short stretches of oral language designed to demonstrate competence in narrow band of grammatical, phrasal, lexical, or phonological relationship. The example of this speaking is Read aloud task

3.      Responsive Speaking

This speaking task includes interaction and test comprehension but at somewhat limited level of very short conversation, standard greeting and small talk, simple request and comment. The example is giving instruction and direction

4.      Interactive Speaking

The difference between responsive and interactive speaking is in the length and complexity of the interaction, which sometimes includes multiple exchange and/or multiple participant. The example is role play

5.      Extensive Speaking

Extensive oral production task includes speeches, oral presentation, and story-telling, during which the opportunity or oral interaction from listeners is either highly limited or ruled out together. The example is retelling story

Communicative Activities

            Communicative activities include any activities that encourage and require a learner to speak with and listen to other learners, as well as with people in the program and community. Communicative activities have real purposes: to find information break down barriers, talk about self, and learn about culture.

Purposes of Communicative Activities

            According to Littlewood (1981:17) there are some contribution that communicative activities can make to language learning.

1.      Provide ‘the whole-Task Practice’

In considering how people learn to carry out various kinds of skilled performance, it is often useful to distinguish between: a) training in the part of which the performance is composed and b) practice in the total skill, sometimes called ‘whole-task practice’.

2.      Improve Motivation

The learners’ ultimate objective is to take part in communication with others. Their motivation to learn is more likely to be sustained if they can see how their classroom learning is related to this objective and helps them to achieve it with increasing success.

3.      Allow natural learning

Language learning takes place inside the learner and as teachers know to their frequent frustration, many aspect of it are beyond their pedagogical control. It is likely, in fact, that many aspects of language learning can take place only through natural process, which operates when a person is involved in using the language for communication is an important part of the total learning process.

4.      They can create a context which supports learning

Communicative activities provide opportunities for positive personal relationship to develop among learners and between learners and teachers. These relationships  can help to ‘humanize’ the classroom and to create an environment that supports the individual in his effort to learn.

Advantages and Disadvantages of Communicative Activities.

a.       Advantages of Communicative Activites

1.      The interaction between students and teachers

2.      To impart the basic knowledge and ability to skillfully combine the development

3.      Greatly enhanced the students’ interest

b.      Disadvantages of Communicative Activities

The approach does not focus on error reduction but instead creates a situation where learners are left using their own devices to solve their communication problems.

Scope

            Focus in Pair work because there are many benefits that student will get by doing pair work activities such as more communication will take place, motivation can be high, build students’ confident, and develop other sub-skills

           

The Process of Communicative Activities (Pair Work)

No	Teacher	Students
1.        2.        3.        4.        5.        6.        7.        8.        9.        10.	Teacher asked the students’ opinion about the topic (describing people) based on their daily life Teacher Asked the students directly who had not spoken yet by asking them to make the example of situation related to the topic Teacher asked the students to make the keyword of the topic material, in order to make them easier to remember it by their own word Teacher added another key point of the material that had not mentioned by the students Teacher gave task or activity to the students by using pair work activity by ordering them to sit in the pairs Teacher distributed two different pictures to a pair Teacher asked the students to find the differences of two pictures that almost the same with limited time. Teacher also helped students by giving vocabulary use in completing the task Teacher asked to each student to write the answer on a piece of paper Teacher took students’ answer sheet randomly and asked them for the reason why they answered such that Teacher reviewed the material and relate it into out room activities or daily life use	Students expressed their idea or opinion about the topic Students who had not spoken yet would respond to the teacher questions Students guessed the keyword of the topic material Students listened to the teacher explanation carefully Students sat in pairs Students accepted the pictures. One pair had two different pictures that almost the same Students A asked student B about the content of the pictures by using the key word. A shares his information to students B. both of the students should communicate actively in ordered to complete the task Students wrote the answer Students who were called to explained their answers in front of the class and their reasons Students listened to the teacher explanation seriously