TEACHING ENGLISH AS A FOREIGN LANGUAGE PAPER

“TEACHING SPEAKING”

As a Condition to Fulfill the Course of Teaching English as Foreign Language

By :
Group 7
Niken Ayu Purbosari 200220034
Aminatun Nisa 200220029
Asri Astuti 200220030
Ismi Nurul Hikmah 200230043
Putri Rahayu 200210024

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA
2022

i
 FOREWORD

Assalamulaikum Wr. Wb.

Thanks we deliver to the presence of AllAH SWT, because his grace, his
life, and his power we were able to complete this paper and the tittle of paper is
“Teaching Speaking”. It is prepared with the purpose of completing the course of
Teaching English as A Foreign Language and adding to the knowledge of
teaching speaking.

On this occasion we would like to thank Mr. Ray Suryadi Hasyim S.Pd.
M.Pd. As professor of the course Teaching English as A Foreign Language for
having guided us in the writing process of this paper. Not to mention, thank you
for our encouraging friends so that we can finish this paper on time.

It is our hope that it will benefit us as both its writers and its readers. We
realized that in the paper we had written there was still a lot of errors, hence, our
criticism, and suggestions were high in the hope for the perfection of writing it.
The end of our words is thank you.

Kolaka, April 22nd, 2022

Writers
 TABLE OF CONTENTS
FOREWORD....................................................................................................................ii

CHAPTER I.....................................................................................................................1

INTRODUCTION............................................................................................................1

A. Background...........................................................................................................1

B. Problem Formulation...........................................................................................1

C. Purpose..................................................................................................................1

BAB II...............................................................................................................................2

DISCUSSION...................................................................................................................2

A. Elements of Speaking...........................................................................................2

B. Students and Speaking.........................................................................................4

C. Classroom Speaking Activities............................................................................7

D. Speaking Lesson Sequence...................................................................................9

BAB III...........................................................................................................................11

CLOSING.......................................................................................................................11

A. Conclusion...........................................................................................................11

BIBLIOGRAPHY..........................................................................................................12
 CHAPTER I

INTRODUCTION
A. Background
TEFL stands for teaching English as a foreign language. This thing
allows us who are not native speakers to be able to learn it, both in school and
elsewhere like courses and so on. In studying English there are also
specifications in its usage commonly called ESP or English for Specific
Purpose. With ESP we can learn English according to our targeted major. In
our case its specification is in the educational field.

As we know, the English has 4 main skills namely speaking, listening,

writing, and reading. What challenges us, teacher, is how those skills can be
mastered by the learners. One of the skills that came to the attention was
speaking. In speaking English, learners are required not only to master
vocabulary but also pronounciation and several other aspects. Here is where
our role as teachers is tested, how capable we are in teaching speaking so that
learners can understand and master this skill.

Therefore, we made this paper entitled "Teaching Speaking" that was

intended to help English teachers - particularly speaking in order to share their
knowledge to the learners so that it become well received.

B. Problem Formulation
1. What are the elements in speaking?
2. What does the reluctant students mean?
3. What are the roles of teacher?
4. What kinds of activities can be thaught in the speaking class?

C. Purpose
1. Knowing the elements of speaking
2. To identify the reluctant students itself
 3. To know the roles of teacher
4. To learn kinds of activities can be thaught by the teachers in speaking class

BAB II

DISCUSSION
A. Elements of Speaking
Speaking is one of four skills that exist in every language, and in this case is
English. Speaking is one of the most difficult aspects for students to master.
This is hardly surprising when one considers everything that is involved when
speaking: ideas, what to say, language, how to use grammar and vocabulary,
pronunciation as well as listening to and reacting to the person you are
communicating with. Any learner of a foreign language can confirm how
difficult speaking is. If the students want to be able to speak English fluently,
they should be able to pronounce phonemes correctly, use appropriate stress
and intonation patterns and speak in connected speech. Not only these things
but also they must be able to speak in a range of different genres and situations.
1. Different Speaking Events
Jeremy Harmer, in his book, distinct the event of speaking as
planned and unplanned. Planned speaking is an event of speaking where we
have to decide what we are going to talk. This kind of speaking can be seen
in such event like speech, lecture, wedding speech, etc. While, unplanned
speaking is when the words we want to say just come out spontaneously,
such as conversation that takes place spontaneously when we bump into
someone on the street.
These distinctions made him to describe an event such as a job
interview in term of purpose (largely transactional), participation
(Interactive), and planning (partly planned). Some speaking in a job
interview maybe for the exact purpose of maintaining and sustaining good
interpersonal relations, and most interviewers do their best to plan what
they are going to say. Nevertheless, thinking of speaking in terms of
purpose, participation and planning helps us to provide speaking activities.
2. Conversational Strategies
 Talking about conversational strategies of speaking is about face to
face interaction with others. To make this conversation successfull, it
depends on a knowledge of turn-taking that we have. Furthermore, speakers
use various discourse to buy time, to start a turn, or to mark the beginning
or the end of the segment.
a) Conversational rules and structure
According to Dornyei and Thurnell (1994), there are several categories
of discourse, namely :
 Conversational openings (How are you?; That’s a nice dress!; How
is it going?)
 Interrupting ( sorry to interrupt, but...)
 Topic shift (Oh, by the way it reminds me...)
 Closing (It’s been nice talking to you...)
b) Survival and repair strategies
 Try to figure out what was mis-heard or mis-understood and repeat
that part with better pronunciation and a slower rate
 If you can’t figure out what they mis-understood, try repeating the
last part slower and more clearly
 Tell the person you’re confused and ask them what they thought you
said
 Ask them a question about what they said
 Tell them you got confused and start over from the beginning.
c) Real talk
Real talk is occur when there is face to face conversation
between two people or more. In this class, we must create a condition
where the students can talk with each other. We can use a script to
make them speak, such as speech script, drama script, presentation or
etc.
3. Functional Language
Functional language is language that you need in different day-to-
day situations. For example: greeting, introducing yourself, asking for or
giving advice, explaining rules, apologising, or agreeing and disagreeing.
 Any one of these functions can have a number of different exponents, or
fixed expressions. As functional language involves interaction and
dialogue, it is best to present it in the context of a real-life situation so that
learners can see how functional language is used to achieve different
objectives. Short videos of different situations can be a very effective way
of focusing on functional language.

B. Students and Speaking

Sometimes, getting students to speak can be easy. This condition can
be happened when the class is in a good atmosphere or the skills that students
have are in a appropriate level. We can easily make them participate freely
and enthusiastically in the class by giving them the suitable topic and task.
However, at other times it is not so easy to get students going. It may be
caused by several reasons like maybe the class mix is not quiet right, or we
choose the wrong/ not suitable topic to students, or perhaps the task
organisation which is at fault. But, aside from these problems, there is one
problem that we face in many condition; reluctance of some students. This
reluctance of the students make them reluctant to speak or participate in the
class. In such situations, the roles of the teacher will be crucial in learning
process.

a) Reluctant Student
According to Joyce M. Herzog, a reluctant learner is a student that
is not interested in what the teacher is teaching and consequently, not able
to learn within the time-frame nor manner of presentation provided (2002,
as cited by 123HelpMe, February 2019). Students are reluctant to speak
because they are shy and are not predisposed to expressing themselves in
front of other people, especially when they are being asked for some
personal informations and opinions. Frequently, there is a worry about
speaking badly or make a mistake when thay are speaking and therefore
losing face in front of their classmates. For additional information, Rudy
Azcuy (2019) in his blog, Teach and Kids Learn, said that there are some
reasons of students being reluctant, they are:
1. A lack of confidence with the learning tasks or experiences
 2. Misconceptions about one’s own abilities
3. Fear of failing (students are afraid of what might happen)
4. Anxiety
5. Learning problems
6. Shyness or personality issues
7. Peer pressure
8. A lack of interest
9. A lack of motivation
10. Language barriers
11. Behavior issues
12. Home environment problems
13. Situational
14. Social-economic status

It is important to give students as many opportunities as possible to

speak in a supportive environment. Gaining confidence will help students
speak more easily. However we, as the teacher, can do a number of things
to help our students in such conditions. According to Jeremy Hammer
there are four things which we can do to help them.

b) Preparation
Preparation is vital as it will help students to speak more easily.
One aspect of preparation is warming students up to the subject matter. If
they are to communicate well, it’s important to engage them in the topic.
This can be done by checking their prior knowledge and experience of the
topic; e.g. if the speaking task is based on driving in big cities, ask them
about their experiences of driving in big cities, what they think about it, do
they have any anecdotes or unpleasant experiences they could share with
the class and so on. This phase can also be used to introduce vocabulary.
David Wilson is describing the value of planning and rehersal for
speaking success, and students, too, will perform much better if they have
the chance to think about what they are going to say and how to say it.
This may involve just giving them quiet time to think in their heads about
how they will speak, or it may mean letting them practice dialogue, in
 pairs before having to do anything more public. At other times, where
students are going to take part in a discussion, we can put them in buzz
groups to brainstorm ideas so that they have something to say when the
real discussion happens. Of course there will be times when we want and
expect spontaneous production from students, but at other times we will
allow them to prepare themselves for what they want to tell.
c) Repetition
Repetition has many beneficial effects. Each new encounters with a
word or phrase helps to fix it in the students memory. Beside that,
repetition also allows students to improve on what they did before. They
can think about how to re-word things or just get a feel for how it sounds.
When students repeat speaking tasks they have already done once
or twice, their first attempt is like a rehearsal for the final effort. Each
rehearsal gives them more confidence as they are not attempting to get the
words out for the first time when they try to speak in subsequence
‘performance'.
d) Making group
A major reason for reluctant student to rake part in speaking
activities is that they find themselves having to talk in front of a big group.
A way of counteracting this is by making sure that they get chances to
speak and interact in smaller groups too. As we have seen, this can be
preparation for dialogue-making or discussion.
e) Mandatory participation
Mandatory participation is carried out with the aim that all students
participate in class.

C. The Roles of the Teacher

These three roles of teacher have particular relevance if we are trying
to get students to speak fluently.
1. The Prompter : The teacher encourages students to participate and makes
suggestions about how students may proceed in an activity. The teacher
should be helping students only when necessary. When learners are
 literally ‘lost for words’, the prompter can encourage by discreetly
nudging students. Students can sometimes lose the thread or become
unsure how to proceed; the prompter in this regard can prompt but always
in a supportive way.
2. Participant : This role improves the atmosphere in the class when the
teacher takes part in an activity. However, the teacher takes a risk of
dominating the activity when performing it. Here the teacher can enliven a
class; if a teacher is able to stand back and not become the center of
attention, it can be a great way to interact with learners without being too
overpowering.
3. Feedback provider : the vexed question of when and how to give
feedback in speaking activities is answered by considering carefully the
effect of possible different approaches. When students are in the middle of
a speaking task, over-correction may inhibit them and take yhe
communicativeness out of the activity. On other hand, helpful and gentle
correction may get students out of difficult misunderstanding and
hesitations. Everything depends upon our tact and the appropriacy of the
feedback we give in particular situations. When students have completed
an activity, it is vital that we allow them to asses what they have done and
that we tell them what, in our opinion, went well. We will respond to the
content of the activity as well as the language used.

D. Classroom Speaking Activities

1. Acting from a Script
a) Play script : in play scripts, the students should act like what is written
in the script. They should treat it as real acting, drawing attention to
appropriate stress, intonation and speed. These activities can be done
through plating drama. It may include all the students to participate.
b) Acting out dialogues : Using dialogues to help students develop their
conversation skills is a common practice in most English classes. Have
students memorize simple dialogues as a way to help them improve
 their vocabulary skills. While old-fashioned, this type of rote work can
help students build good habits as their English skills improve.
2. Communication games
There are many communication games, all of which aim to get
students talking as quickly and fluently as possible. These examples of
games can we use to improve our students speaking skill, they are:
a) Information-gap games;
b) Television and radio games;
c) Fishbowl, etc.
3. Discussion
a) Buzz groups : these can be used for a whole range of discussions. For
example, we might want students to predict the content of a reading
text, or we may want them to talk about their reaction to it after they
have read it.
b) Instant comment : this involve showing them photographs or
introducing topics at any stages of a lesson and nominating students to
say the first thing that comes into their head. Prepare a list of topics
that you have been working on recently in class and/or topics you
know your students are interested in. Write each topic on a slip of
paper and put all the slips in a box, bag, hat or envelope. In class,
invite students to take out a slip of paper and to speak to the class
about the topic. Other students can ask questions and make comments.
c) Debates : A debate is an organized argument or contest of ideas in
which the participants discuss a topic from two opposing sides. Those
who agree with this statement or idea are the “Pro” side. Those who
will not agree with this statement or idea are the “Con” side. The aim
of a debate is to convince the opposition that you are right. When the
two sides agree on the subject or when one side’s arguments are more
convincing than the other side that is when the debate comes to a close.
d) Unplanned discussion/ spontaneous convesations: In this activity we
might invite students to discuss a topic such as explaining ourselves, a
favorite movie, or something. The teacher’s role is that of both
 observer and advocate and guide when students have difficulty
communicating with each other.
e) Reaching a consensus/ decision
4. Prepared Talks
Sometimes, a speaking activity falls flat because learners simply
don’t feel ready to speak. Make sure they have the language they need and
give them a bit of time to prepare. This could be time to read instructions
for a role play for example. Making notes can help, but writing a speech
interferes with fluency.
5. Questionnaire
Questionnaire are usefull because by being pre-planned, they
ensure that both questioner and respondent have something to say to each
other. Depending upon how tightly designed they are, they may well
encourage the natural use of certain repetitive language patterns- and thus
can be situated in the middle of our communnication continuum.
6. Simulation and Role-Play
This activity has similar activities with acting from a script. The
students should play a role to make them speak, like they do when playing
some dramas. This activity will help students to improve their speaking
skill along with their acting ability, so this will be some kind of enjoyable
activity. Beside that, this activity may include all of the students, so they
all will be participated in it.

E. Speaking Lesson Sequence

This section will mention several examples of speaking activities.

a. Films :
 Activity : questionnaire
 Focus : lexis and grammar; interacting with others
 Age: young adult and above
 Level : lower intermediate and above
b. My hometown :
 Activity : communication game
  Focus : lexis and grammar; language processing; information
processing.
 Age : any
 Level : elementary
c. The debate :
 Activity : discussion; making speeches
 Focus : making a compelling argument
 Age : young adult +
 Level : intermediate
d. Travel agent :
 Activity : role-play
 Focus : interacting with others; information processing
 Age : any
 Level : intermediate and above
e. The interview :
 Activity : simulation
 Focus : interacting with others; lexis and grammar; language processing
 Age : adult
 Level : intermediate and above.
 BAB III

CLOSING
A. Conclusion
Speaking is one of the learning materials a teacher needs in Teaching
English. In speaking English, of course, learners must not only speak words
but also observe some aspects of speaking that are good and true. In this paper
we put together a few things a teacher could do when wanting to teach
speaking. The first is about elements in speaking, then how a teacher can
identify and handle the lazy and less-interested learners to learn speaking. In
addition, teachers are expected to understand what a teacher's role is in
teaching speaking and also be able to use some learning methods as well as
activities that might make speaking class more attractive to learners. Of the
few above, it is expected that learners can and are able to master English skills
especially speaking.
 BIBLIOGRAPHY

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Pollard, Lucy.2008.Lucy Pollard’s Guide to Teaching English

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https://www.speechandlanguagekids.com/teaching-children-repair-
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Language, Net.2017.”What is Functional Language?”,

https://www.netlanguages.com/blog/index.php/2017/08/28/what-is-functional-
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Azcuy, Rudy.2022.”Motivating Reluctant Learners”,

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