62
Simple ways…(Socheath)
SIMPLE WAYS TO IMPROVE ENGLISH SPEAKING IN TEACHING
AND LEARNING
MAM Socheath
Hun Sen Mittapheap High School, Home of English International
Cambodian
Abstract
Most learners of English as Foreign Language find it difficult to deal
with English Productive Skills–Speaking and Writing in effective
ways. Because of the poor level ability in speaking and writing,
students are failed to make an effective communication in English
language. Some learners feel shy, even shameful, to speak in English
as they are afraid of making mistakes. Instead, they usually use their
own language while working in pair or group. It is noticed that
many learners lack the confidence to speak in English, so we need to
find ways of developing their communicative competence and
motivate them through fun, stimulating, non-threatening activities.
English Speaking is not too easy, not really difficult though. This
paper will present some effective ways to help learners either build
the better ability in English speaking or lead themselves t
oward
better communication skills in English language. Additionally, the
paper will demonstrate some funny and interesting speaking
activities related to daily life communication as well as classroom
activities. That will be helpful for both learners and teachers of
English as Foreign Language.
Keywords: productive skills, fun, stimulating, speaking activities.
Introduction
1. What is Speaking Skill?
Speaking skill is a productive skill that requires students/ learners
to produce words or language or to express ideas orally. It is used to
communicate between one to another by speech or saying. According to
Chaney, 1998, speaking is "the process of building and sharing meaning
through the use of verbal and non-verbal symbols, in a variety of
contexts".
In
English language, there are four main skills- listening,
speaking, reading and writing. Listening and reading are called receptive
skills whereas speaking and writing are productive skills. In spite of
writing, speaking is done at the real time one producing without editing,
brought to you by COREView metadata, citation and similar papers at core.ac.uk
provided by Jurnal Online Universitas Muhammadiyah Purwokerto
63
Leksika Vol.4 No 2 – August 2010: 61-72
and revising. This is one of reasons that students consider speaking skill
is difficult.
2. What is Teaching English Speaking?
David Nunan, 2003, state that
teaching speaking is to teach ESL learner to
Ø Produce the English speech sounds and sound patterns
Ø Use word and sentence stress, intonation patterns and the
rhythm of the second language.
Ø Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter.
Ø Organize their thoughts in a meaningful and logical sequence.
Ø
Use language as a means of expressing values and judgments.
Ø Use the language quickly and confidently with few unnatural
pauses, called as fluency.
The aim of teaching speaking skill is to improve and strengthen
students’ ab
ility and competence in communicative skill so that students
can express their feeling, words and ideas to others in English and will be
able to communicate with others, even cross-culture, in successful ways.
3. Some Problems of Learners in English Speaking Skill
Through my teaching experience so far, I have noted some
challenges in teaching and learning speaking skill in my classroom. Some
students feel shy to talk in English as they are afraid of making mistakes.
While working in pair and group, they use
their first language more than
English. In conversation, some of them find it hard to speak out or to
respond, but they can understand the messages.
These problems happen to ESL learners because they have low level of
the language (vocabulary, skills and grammar), they have lack of
motivation, the learning environment discourage them, they have less
student-talking time (STT), the lessons don’t interest them and teachers
do not either use appropriate techniques or prepare suitable activities to
the right level of the students.
Teaching and Learning Speaking Skill
1. Some Guidelines in teaching speaking skill
- Select topics that interest students
64
Simple ways…(Socheath)
- Plan the classroom activities to get students more active in either
pair work or group work
- Pair work and group work should be changed
- Get students practice in fluency and accuracy
- Increase student-talking time and reduce teacher-talking time
-
Encourage student to use their own words in English
-
Monitor and motivate students while they are working
-
Give constructive feedback to students
2. Preparing lesson plan in teaching skills
a. PPP Lesson:
One effective way used in teaching speaking is PPP
(Presentation, Practice and Product) lesson plan.
Presentation
:
In this stage, it aims to present new target item of language to
stu
dents before getting students practice it. Make sure that Form,
Meaning, and Use of the language are briefly introduced to students so
that they know how to use it. Teacher should prepare the tasks to fit the
level of the students. There are many technique
s to introduce the new
language item. We can do it through reading, listening, picture, real
situation and other context.
Practice:
In the practice stage, it is good to get students practice the
new language item immediately so that they can picture it in mind.
Usually, it have aim to improve accuracy and fluency. It enables students
from controlled practice to less-controlled practice and then to freer
practice.
Product
:
Product stage gives students extra tasks to improve their
fluency. Students are asked to do it freely so that they can talk any topic
they are familiar with, but it should be based on the new language item
they have just learnt.
b. SP Lesson:
To provide students more opportunity to fluently use language
skill taught so far, Skill-Practice Lesson should be employed. It includes
Pre-speaking tasks, Main-speaking tasks, and Post-speaking tasks. In this
65
Leksika Vol.4 No 2 – August 2010: 61-72
lesson format, all the four skills are used to interact with each other so
that students have chance to practice all skills, not only speaking.
Receptive skills (listening and reading) are used to improve Productive
skills (speaking and writing).
Pre-speaking tasks (Before):
Before the speaking tasks, it is to make sure that students are ready first.
It can start from listening tasks or reading task
s. Thus, students have
ideas or feel focused on the topics from the listening or reading.
Main-speaking tasks (During):
During the speaking tasks, students are encouraged to actively involve in
the speaking activities. They will speak or do tasks related t
o what they
hear or read in the first stage.
Post-speaking tasks (After):
It is also called following-up tasks with aim to produce their language in
another skill such as writing. Students will be asked to do other activities
which are not speaking.
3. Communicative Language Teaching
Teaching productive skills aim to enable students/learners to
create communicative language in effective way. Communicative
language teaching is based on real-life situations that require
communication. This way enables students
to have the opportunity of
communicating with each other in the target language. Therefore, ESL/
EFL teachers should create a classroom environment which students are
interested in and are given more chance to practice real-life
communication, authentic a
ctivities, and meaningful tasks that promote
oral language. The interaction among students is important to make them
more active and to build cooperative learning environment for them.
Students should be strongly encouraged to work in pair, small group,
and large group.
To create an effective learning environment in the classroom, we need to
provide three essential conditions: the provision of exposure to the target
language; the provision of opportunities for learners to use the target
language for
real communication; and the promotion of motivation for
learners to engage in the learning process. (Willis, 1996)
4.
Suggestions For Teachers in Teaching Speaking
Here are some suggestions (from Channey, 1998) for English language
teachers while teaching oral language:
ü
Provide maximum opportunity to students to speak the target
language by providing a rich environment that contains
66
Simple ways…(Socheath)
collaborative work, authentic materials and tasks, and shared
knowledge.
ü Try to involve each student in every speaking activity; for this
aim, practice different ways of student participation.
ü Reduce teacher speaking time in class while increasing student
speaking time. Step back and observe students.
ü
Indicate positive signs when commenting on a student's
response.
ü Ask eliciting questions such as "What do you mean? How did
you reach that conclusion?" in order to prompt students to speak
more.
ü Provide written feedback like "Your presentation was really
great. It was a good job. I really appreciated your efforts in
preparing the materials and efficient use of your voice…"
ü
Do not correct students' pronunciation mistakes very often while
they are speaking. Correction should not distract student from
his or her speech.
ü
Involve speaking activities not only in class but also out of class;
contact
parents and other people who can help.
ü Circulate around classroom to ensure that students are on the
right track and see whether they need your help while they work
in groups or pairs.
ü Provide the vocabulary beforehand that students need in
speaking activities.
ü
Diagnose problems faced by students who have difficulty in
expressing themselves in the target language and provide more
opportunities to practice the spoken language.
Ways to Improve Speaking Skill
Are there any ways to help students learn better in
speaking skill? Sure,
there are. It needs the involvement of teachers and learners/ students to
actively build the communicative environment in and out of classroom.
Students/ learners should be aware that speaking skill needs the
knowledge of:
- Vocabulary (words, collocation and their meaning)
- Parts of speech (noun, verb, adverb …)
- Pronunciation (tone of voice, stress, intonation)
- Expression and sentence structures
- Tense (past, present and future)
- Other skills- listening, reading and writing
67
Leksika Vol.4 No 2 – August 2010: 61-72
- Non-verbal communication (eye-contact, gesture, facial
expression and body language). Be careful, Body language may
have different meaning in different culture. Awareness of other
cultures…
Additionally, other requirements are self
-motivation, self-confidence,
chance ma
king, and own learning styles and strategies.
Although we do not live in an English-speaking country, to improve our
English, we can find the available resources where can be reached easily.
-
Talk with friends in English about everyday life, studying or
working
- Find partners for conversation (in the class and out of the class)
- Watch TV or film and read books or news in English, then start
discussion
- Set the scene which you like, then act it out in own language
- Listen to radio (online) , then try to summarize in your own
words and speak out
- Offer help to other with English work, then you can talk in
English
- Take English class and try to use English as much as possible
- Use yahoo messenger or skype to chat with voice with friends or
other people with good comm
and of English.
- Search for online conversation. You will talk with English native
speakers.
- Practice where and when you can.
- Be confident to talk with other. Don’t be shy or afraid of making
mistakes
Before you start conversation or speaking, please be sure that you are
ready for it by preparing some useful phrases and expression, words
related to the topic and sentence structures, planning what to say, and
preparing yourself with good feeling and smiling face. Another key point
is to remember that good sp
eaker is good listener and reader. The more
you listen and read, the better you can speak.
“ Hear, speak, read and write is a good sequence”.
(Michael Lewis & Jimmie Hill, 2002:31)
68
Simple ways…(Socheath)
English Speaking Activities in ESL Classroom
Here are some activities employed in English language classroom.
Speaking Activities
Practice
(Accuracy and
Fluency)
Level of
learners/students
Drills
Controlled
Beginner
Songs
Controlled
Beginner
Chants
Controlled
Beginner
Information gaps
Controlled
All
Stimulations
Less-controlled
Describing things
Controlled/ less-
Controlled
All
Brainstorming
Less-controlled
All
Jigsaw activities
controlled
All
Conversations
Less-controlled
All
Find someone who
Less-controlled
All
Role
-plays
Less-controlled/Freer
Elementary-
advanced
Interviewing
Less-controlled/Freer
Elementary-
advanced
Story completion
Controlled
Story telling/ story
retelling (Narration)
Less-controlled/Freer
Elementary-
advanced
Reporting
Freer
Discussion
Freer
Intermediate-
Advanced
Presentation
Freer
Intermediate-
Advanced
1. Drills
Drilling is a controlled practice activity. It is useful in the early stages of a
lesson when presenting or practicing new language, when preparing for
an impending exam or to hammer out bad habits. By repeating set
patterns, input-response becomes automatic. The drills can be picture
drill, choral drills, interactive drills, substitution drills, transformation
drills and drilling using flash cards. Usually, they are most appropriate
for beginner or elementary level of students
.
2. Songs and Chants
69
Leksika Vol.4 No 2 – August 2010: 61-72
Songs and chants are speaking activities for young students. They are
used to give the children a chance to listen to songs and reproduce the
language they hear. They are working on the sounds, rhythm and
intonation. The children can lea
rn to pronounce words and to speak out
in controlled ways. The language in the songs should be simple enough
and natural.
3.
Information gaps
Information gap activities are the controlled practice that serves many
purposes such as solving a problem or collecting information. Students
are asked to work in pairs. Student A have information which student B
do not. Then they ask some questions to get information to complete the
gaps. Keep them talking and teacher should monitor carefully because
they may copy from
each other without talking.
4. Stimulations
In simulations, students can bring items to the class to create a realistic
environment. A student can act as a teacher, dancer, singer, news reader
and so on. They also need to bring what they will use to make th
e activity
more interesting. The activity is entertaining, motivates the students, and
increase self-confidence. Students may find it more interesting than role-
play activities.
5. Describing things (pictures/ real situation)
In this activity, students are given pictures which teacher prepare what to
get students practice. Students can work pair or group with different
pictures. They are supposed to take turn to describe about the picture
with language they have already learned. Finally, one student
represent
ing the pair or group describes it to the class.
6.
Brainstorming
At first, the topic is set by the teacher. Then teacher asks students express
their ideas on the topic. There should be judgment on what they say, but
encourage them to say it again or help t
hem with leading questions so
that they will openly talk.
7. Jigsaw activities
These activities are like a jigsaw puzzle with the pieces of information fit
together to make one picture in the end. Before starting, the students
should be given reasons to commu
nicate. Teacher can prepare two
similar copies of a text whose information is missing. Then students have
70
Simple ways…(Socheath)
to ask their partners to fill in the blank. In another way, teacher also can
ask them to find if there is similarity or difference between their
worksheet by asking each other.
8. Find someone who…
It is good to practice language use with “find someone who…” through
speaking. Teacher can prepare sentences with language item, for
example, to practice (to have …). Teacher gets students to move around
and to ask others in the class to find someone who matches the
description. The first one who can complete the all sentences with name
of their friends is the winner.
9. Role-plays
The teacher sets the situation for students and asks them to pretend to be
actors or actresses or someone who acts in the story. Students are not
given any script for speaking, but they use their own language. If the
scene is about hospital, actors are doctor, nurse, patient, and others. They
can set their own topic about which they can talk.
10.
Story telling/ story retelling (Narration)
After listening to a story, the students are asked to summarize the story
in their own word. Otherwise, they can also create their own stories.
Then ask them to tell their group or classmates. Story telling a
lso helps
students with creative thinking skill.
71
Leksika Vol.4 No 2 – August 2010: 61-72
11. Reporting
Teacher can give a task to students to do at home such as reading news,
watching TV, or writing about an event they may see. In class, they are
asked to report to their group or classmate. It is most appropriate for
intermediate or advanced level.
12.
Discussion
Students work in
small or large group and teacher gives some topics for
students to select. In each group, there can be positive side and negative
A. Giving your
opinions
B. Agreeing in
English
"I think…"
"I feel that…"
"In my opinion…"
"As I see it…"
"In my view…"
"I tend to think that…"
"I'm sure that…"
"I strongly believe
that…"
"What do you think?"
"What's your view?"
"I think you're right."
"I agree with you."
"You're absolutely
right."
"I totally agree."
"I agree with you up
to a point, but…"
"That's quite true,
but…"
"I agree with you in
principle, but…"
C. Giving advice in
English
D. Making requests
"If I were you, I
would…"
"Have you thought
about…"
"Why don't you…"
"In your position, I
would…"
"You should perhaps…"
"You could always…"
Could you pass me
some the pen?
Can you help me
please?
Will you explain this
exercise to me?
Would you open the
window please?
I'd like you to speak
slowly.
I want you to send to
me back as soon as
you can.
Would you mind
possibly turning
down the radio?
72
Simple ways…(Socheath)
to argue with each other by giving their own reasons to support their
ideas. They can talk more as they find the topic interesting. It also helps
them with creative thinking.
Conclusion
Last but not least, in speaking skills, there are variety of activities and
techniques available to teacher and students/learners. Teachers are
suggested to select the techniques that are most fit their students’ ability.
Learners should try all to see how these techniques really work for them.
We will know more than we know when trying them. Teacher plays a virtual
role to lead students to reach their need. To ensure the lively classroom in
speak
ing, teacher has to prepare activities for students whereas students
have to practice what the gives.
References
Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in
Grades K-8. Boston: Allyn & Bacon
Michael Lewis & Jimmie Hill. 2002. Practic
al Techniques for Language
Teaching. Christopher Wenger. Boston.
Nunan, David. 2003. Practical English Language Teaching: Speaking.
McGraw Hill Companies Inc. New York.
http://www.
english-at-home.com/speaking/
Contributors
A Chaidar Alwasilah
-is a professor of education concurrently Vice
Rector for Academic and Student Affairs of Universitas Pendidikan
Indonesia (UPI), Bandung. He obtained his MA (linguistics, 1987) and
Ph.D. (language education, 1991) from Indiana University. He can be
reached at chaedar_alwasilah@upi.edu
Refnaldi- is a lecturer at the Department of English and Literature,
Faculty of Language and Arts, Padang State University.
He is currently
pursuing his Doctorate in Jakarta State University. His interest is in
English language education and Applied Linguistics. He can be accessed
at refnaldi@yahoo.com
Tri Rina Budiwati-is an English lecturer and a faculty member in Ahmad
Dahlan University, Yogyakar
ta. She got her Master degree from Faculty
of Cultural Science, Gadjah Mada University. She can be accessed via
tri_rina_budiwati@uad.ac.id
Fuad Arif Fudiyartanto
- is English teacher in State Islamic University,
Yogyakarta. He has got two master degrees, Master of Education,
Flinders University, Adelaide, Australia (2009), and Magister
Humaniora, Linguistik, Universitas Sebelas Maret (UNS) Surakarta
(2007). His interest is in translation, teaching and cultural study. He can
be reached at
fudiyartanto@yahoo.com
Hamed Berjesteh
-is an English teacher in the educational department,
Iran. He received his MA in TEFL from Teacher Training University,
Tehran. Currently, he is doing his PhD in TEFL in Azad University
(Science & Research Campus), Tehran. He has worked as an EFL teacher
and teacher educator in Amol, Iran. His research interests include
pragmatics and language learning, TESOL pedagogy, and teacher
education. He can be reached at ha-bar 77@yahoo.com
Indawan Syahri-is a senior lecturer in Faculty of Education and Teacher
Training, Muhammadiyah University of Palembang. He has obtained his
Master degree from the
State University of Sriwijaya, and his doctorate
from the State University of Malang. His research interests include
Interlanguage pragmatics, contrastive pragmatics, intercultural
competence, second language acquisition, English Language Teaching He
can b
e reached at indawansyahri_ump@yahoo.co.id
Bambang Suroso
-is a senior lecturer in Faculty of Education and
Teacher Training, Muhammadiyah University of Purwokerto. He has
obtained his Master degree from the Sebelas Maret University of
Surakarta on Translation Study. His research interests are translation
and teaching strategy and TEFL.
MAM Socheath-is a teacher in Hun Sen Mittapheap High School,
Sihanouk Ville, Cambodian. He is still pursuing his Mast
er Degree of
Education in Yogyakarta State University. He can be reached via
msocheath@yahoo.com
.