Speaking is the productive skill of a language to express the idea or to send
message to the hearer. It means that when one speaks he/she produces the
expressions that should be meaningful. In the process of communication, he/she
can find the speaker, the listener, the message and the feedback. In this case, the
speaking processes need at least two people, one as a speaker who produces
information and the other one as a listener who receive information (Byrne,
1984:8).
Wherever people intend to learn or to understand a spoken language, they use the
language by speaking in order to express their idea, feeling, and experience and so
on. Therefore, Lado (1977:240) says that speaking is described as an ability to
converse or to express a sequence of idea fluently. Weltys (1976:47) also says that
speaking is the main skill in communication.
From the statements above, it can be inferred that in communication people do not
only speak but also try to understand the message the speaker is saying or
delivering. So it is important for the speaker to make sure first that the hearer
understands what is being said or delivered before speaking, so that
communication will run well.
In carrying out speaking, students face some difficulties. First, students are afraid
to speak although they have a lot of vocabularies. The second, several students
understand English grammar very well, they get high score in the examinations,
but their communication skills are still very poor. Third, students lack mastery of
pronunciation. For example, students want to speak but they are not confident
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with their ability to communicate because they think that their pronunciation is
poor. They have problems with intonation, word and sentence stress.
The problem stated above might be caused by the teacher’s lack of selecting
teaching technique implemented in the classroom. Teacher’s poor selecting of
teaching technique may cause students’ difficulties to practice English in the
classroom effectively. Therefore, in order to minimize the students’ problem, the
researcher used teaching techniques suggested by Communicative Language
Teaching (CLT) method to improve the students’ speaking skill.
CLT method is derived from Communicative Approach in which to make the
communicative competence the goal of language teaching and to develop
procedures for the teaching of the four language skills that acknowledge the
interdependence of language and communication (Richards and Rodgers,
1986:66). A strong point of the CLT is that it focuses on the student’s ability to
transmit ones ideas in the target language. There are some classroom activities
that are used in CLT: Role play, problem solving, information gap, games,
language exchange, surveys, dialogue, and storytelling. In this research,
information gap, problem solving, and role play were used to assign roles and put
into situations that students may eventually encounter outside the classroom. In
this case the writer hopes that the students can improve their ability to master
English by learning and practicing more, especially in speaking skill.
المادة المعروضة اعلاه هي مدخل الى المحاضرة المرفوعة بواسطة استاذ(ة) المادة . وقد تبدو لك غير متكاملة . حيث يضع استاذ المادة في بعض الاحيان فقط الجزء الاول من المحاضرة من اجل الاطلاع على ما ستقوم بتحميله لاحقا . في نظام التعليم الالكتروني نوفر هذه الخدمة لكي نبقيك على اطلاع حول محتوى الملف الذي ستقوم بتحميله .
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