Name : Lilik Agustinah
NIM : 1610117220013
ORAL COMMUNICATION TECHNIQUES IN TEACHING SPEAKING SKILLS
Abstract
In this paper explains about some oral communication techniques for teaching speaking. Oral communication is very important in teaching speaking because it will stimulate the students to speak the foreign language. There are some techniques such as oral dialogue journals, games, role play, information gap and oral form-focused activities. From 5 techniques, it will help the teachers to make the students easy in learning speaking especially in oral communication.
Key words : Oral, Communication, Techniques, Teaching, Speaking, Skills
Introduction
Speaking is very important in communication. In speaking, it will produce the text and it should be meaningful. In communication, it can be found the speaker, listener, the massage and also the feedback. But in oral communication, it is individuals speak to others in non-conversational ways. Oral communication is the primary medium of connecting to the world and establishing relationships between people (Sofia, 2017). In oral communication the students are able to express themselves to exchange ideas and experience in using language to build their own language. Like Cameron (2001) said that learners need to be engaged in activities that involve communication to build up knowledge and develop speaking in order to participate in lessons.
In fact, the students have some difficulties in oral communication. They have difficulties in what they want to speak, forget the vocabulary and also they have nervousness when they speak in front of the class. And it makes the students difficult and afraid to do oral communication. So to make the students easy and enjoy in oral communication the teachers should have some strategies or techniques in teaching. Like Brown (1994) argues that teachers should implement many strategies to capture learners’ attention in order to motivate and make them interested in the lesson thus encouraging them to speak L2 in the classroom.
Body
The first technique is oral dialogue journals. In oral dialogue journals, student create audio recordings of thoughts, reactions, questions, and concerns that the teacher can listen and respond to (Brown & Lee : 2015). It helps the students to make a plan of their spoken discourse before speaking and it make the students easy in speaking because they have prepared their spoken before it. Like Makarchuk (2010) said that this feedback was valued because it made the students aware of unconscious mistakes and because it helped to develop a positive instructor-student relationship.
The second technique is games. Games are a good technique to used in teaching speaking skill, especially in teaching oral communication. It stated by Prank that game is used for giving intense and passionate involvement in communication to the students so that they can feel enjoyment and pleasure in learning (Mahmoud & Tanni, 2014). So when this technique used in classroom for teaching speaking in oral communication, the students can easy to speak because they enjoy the study. Game can motivates the students to much to speak. For example in oral communication, game can stimulates the students to give the information or their own point of view about something.
Role play is the next technique in oral communication. This technique is to get “outside themselves”, to use their imagination, and at times to voice opinions that may not be their very own beliefs (Brown & Lee, 2015). In oral communication, role play used to make the students can express their imagination to speak. Role play can be worked into interviews, simulations, and problem-solving activities (Brown & Lee, 2015). For example in role play, the teacher told to the students to play as an interviewed and they should speak and act like interviewed. So they can imagine what they should to do and what they want to speak.
Information gap or sometimes called “jigsaw” exercises. In this technique, the students require collaboration between or among other students to drive the desired information. For example for this technique is where the students sharing information to complete a class timetable, and an activity where students must share information about their families and then draw each other’s family trees (Larsen-Freeman, 2000).
And the last technique in oral communication is oral form-focused activities. This technique is focus on grammatical forms to get the meaningful of communication. “Since communication is a process, it is insufficient for students to simply have knowledge of target language forms, meanings and functions. Students must be able to apply this knowledge in negotiating meaning. It is through the interaction between speaker and listener (or reader and writer) that meaning becomes clear” (Larsen-Freeman, 1986). In communication, it is use the grammatical forms for easy to get the meaning or the massage of communication.
Conclusion
In conclusion, there are some techniques in teaching oral communication for speaking skills. Dialogue journals, games, role play, information gap and also oral-focused activities, it used for teacher in teaching to improve the students’ speaking skills especially in oral communication. Those techniques are to help the students easy and enjoy in learning speaking and it will be expected to students can good in speaking foreign language. Like Brown (1994) argues that teachers should implement many strategies to capture learners’ attention in order to motivate and make them interested in the lesson thus encouraging them to speak L2 in the classroom.
For the teacher maybe have other technique in teaching speaking to make the students good in oral communication. The teacher should be select the right technique to teach in order to achieve the goal correctly. Like Brown (1994) argues that teachers should implement many strategies to capture learners’ attention in order to motivate and make them interested in the lesson thus encouraging them to speak L2 in the classroom. The techniques or also the strategies are very important to run a goal to be achieved. The technique and the goal is related each other, because when the teacher did teaching techniques very well, the goal can be achieved also. The goal is of course about to make students good in speaking foreign language.
References
Sofia, Calra Beito da Cunha. (2017). Oral communication in the YL Classroom: Understanding the use of L1 and maximizing the use of L2. Portuguese: Nova De Lisboa University.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Brown, H.D. (1994). Teaching by principles. New Jersey: Prentice Hall.
Makarchuk, Don. (2010). Oral dialogue journals: Theory and implementation in the classroom. Kyonggi: Kyonggi University.
Brown, H.D. & Lee, Heekyeong. (2015). Teaching by principles: an interactive approach to language pedagogy. NY: Pearson Education.
Mahmoud, A. A. A., & Tanni, Z. A. (2014). Using games to promote students. Motivation towards learning English, Al-Quds. Open University Journal for Educational & Psychological Research & Studies, 2(5).
Larsen-Freeman, Diane. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. New York: Oxford University Press.
NIM : 1610117220013
ORAL COMMUNICATION TECHNIQUES IN TEACHING SPEAKING SKILLS
Abstract
In this paper explains about some oral communication techniques for teaching speaking. Oral communication is very important in teaching speaking because it will stimulate the students to speak the foreign language. There are some techniques such as oral dialogue journals, games, role play, information gap and oral form-focused activities. From 5 techniques, it will help the teachers to make the students easy in learning speaking especially in oral communication.
Key words : Oral, Communication, Techniques, Teaching, Speaking, Skills
Introduction
Speaking is very important in communication. In speaking, it will produce the text and it should be meaningful. In communication, it can be found the speaker, listener, the massage and also the feedback. But in oral communication, it is individuals speak to others in non-conversational ways. Oral communication is the primary medium of connecting to the world and establishing relationships between people (Sofia, 2017). In oral communication the students are able to express themselves to exchange ideas and experience in using language to build their own language. Like Cameron (2001) said that learners need to be engaged in activities that involve communication to build up knowledge and develop speaking in order to participate in lessons.
In fact, the students have some difficulties in oral communication. They have difficulties in what they want to speak, forget the vocabulary and also they have nervousness when they speak in front of the class. And it makes the students difficult and afraid to do oral communication. So to make the students easy and enjoy in oral communication the teachers should have some strategies or techniques in teaching. Like Brown (1994) argues that teachers should implement many strategies to capture learners’ attention in order to motivate and make them interested in the lesson thus encouraging them to speak L2 in the classroom.
Body
The first technique is oral dialogue journals. In oral dialogue journals, student create audio recordings of thoughts, reactions, questions, and concerns that the teacher can listen and respond to (Brown & Lee : 2015). It helps the students to make a plan of their spoken discourse before speaking and it make the students easy in speaking because they have prepared their spoken before it. Like Makarchuk (2010) said that this feedback was valued because it made the students aware of unconscious mistakes and because it helped to develop a positive instructor-student relationship.
The second technique is games. Games are a good technique to used in teaching speaking skill, especially in teaching oral communication. It stated by Prank that game is used for giving intense and passionate involvement in communication to the students so that they can feel enjoyment and pleasure in learning (Mahmoud & Tanni, 2014). So when this technique used in classroom for teaching speaking in oral communication, the students can easy to speak because they enjoy the study. Game can motivates the students to much to speak. For example in oral communication, game can stimulates the students to give the information or their own point of view about something.
Role play is the next technique in oral communication. This technique is to get “outside themselves”, to use their imagination, and at times to voice opinions that may not be their very own beliefs (Brown & Lee, 2015). In oral communication, role play used to make the students can express their imagination to speak. Role play can be worked into interviews, simulations, and problem-solving activities (Brown & Lee, 2015). For example in role play, the teacher told to the students to play as an interviewed and they should speak and act like interviewed. So they can imagine what they should to do and what they want to speak.
Information gap or sometimes called “jigsaw” exercises. In this technique, the students require collaboration between or among other students to drive the desired information. For example for this technique is where the students sharing information to complete a class timetable, and an activity where students must share information about their families and then draw each other’s family trees (Larsen-Freeman, 2000).
And the last technique in oral communication is oral form-focused activities. This technique is focus on grammatical forms to get the meaningful of communication. “Since communication is a process, it is insufficient for students to simply have knowledge of target language forms, meanings and functions. Students must be able to apply this knowledge in negotiating meaning. It is through the interaction between speaker and listener (or reader and writer) that meaning becomes clear” (Larsen-Freeman, 1986). In communication, it is use the grammatical forms for easy to get the meaning or the massage of communication.
Conclusion
In conclusion, there are some techniques in teaching oral communication for speaking skills. Dialogue journals, games, role play, information gap and also oral-focused activities, it used for teacher in teaching to improve the students’ speaking skills especially in oral communication. Those techniques are to help the students easy and enjoy in learning speaking and it will be expected to students can good in speaking foreign language. Like Brown (1994) argues that teachers should implement many strategies to capture learners’ attention in order to motivate and make them interested in the lesson thus encouraging them to speak L2 in the classroom.
For the teacher maybe have other technique in teaching speaking to make the students good in oral communication. The teacher should be select the right technique to teach in order to achieve the goal correctly. Like Brown (1994) argues that teachers should implement many strategies to capture learners’ attention in order to motivate and make them interested in the lesson thus encouraging them to speak L2 in the classroom. The techniques or also the strategies are very important to run a goal to be achieved. The technique and the goal is related each other, because when the teacher did teaching techniques very well, the goal can be achieved also. The goal is of course about to make students good in speaking foreign language.
References
Sofia, Calra Beito da Cunha. (2017). Oral communication in the YL Classroom: Understanding the use of L1 and maximizing the use of L2. Portuguese: Nova De Lisboa University.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Brown, H.D. (1994). Teaching by principles. New Jersey: Prentice Hall.
Makarchuk, Don. (2010). Oral dialogue journals: Theory and implementation in the classroom. Kyonggi: Kyonggi University.
Brown, H.D. & Lee, Heekyeong. (2015). Teaching by principles: an interactive approach to language pedagogy. NY: Pearson Education.
Mahmoud, A. A. A., & Tanni, Z. A. (2014). Using games to promote students. Motivation towards learning English, Al-Quds. Open University Journal for Educational & Psychological Research & Studies, 2(5).
Larsen-Freeman, Diane. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. New York: Oxford University Press.
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