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Speaking
The mastery of speaking skills in English is a priority for English foreign language (EFL) students. Students consequently often evaluate their success in learning a language as well as the effectiveness of their English class on the basis of how well they feel they have improved in their spoken language proficiency. Speaking is one of the important and essential skills that must be practiced to communicate orally. According to Widowson (1994) speaking is the active production skill and use oral production. It is capability of someone to communicate orally with others. The one who has skills in speaking can be identified from his/her ability in using the oral language fluently, clearly and attractively. Brown (1994) says that speaking is a skill in producing oral language. It is not only an utterance but also a tool of communication. It occurs when two or more people interact to each other, which aims at maintaining social relationship between them. Speaking is a complex skill in interaction between a speaker and a listener. It involves an active process. A speaker should think idea to express while there are many aspects should be considered such as vocabulary, grammar and situation. Teaching speaking is not like listening, reading, and writing. Speaking needs practicing as much as it possible. It is not writing or reading but it must be practiced directly in full expression. Based on the previous definitions, it can be concluded that speaking is the process of sharing with other persons, one's knowledge, interests, attitudes, opinions or ideas. These are important aspects of the process of speaking which the speaker's ideas become real to him and his listener. In general, speaking skill is the ability to say, to address, to make known, to use or be able to use a given language in the actual communication. So, in the light of these highlighted definitions, the researcher can compose an operational definition of speaking skill in this study as "Speaking is a skill of comprehending, pronouncing, and being fluent and accurate in using grammar and vocabulary".
B. Functions of Speaking
Some language experts have attempted to categorize the functions of speaking in human interaction. Brown and Yule (1983) in Richards (2008) have made a distinction between the function of speaking, they are talk as interaction, talk as transaction, and talk as performance. 1. Talk as Interaction Richards (2008) explained that talk as interaction refers to what we normally mean by conversation and describes interaction that serves a primarily social function. When people meet, they exchange greetings, engage in small talk, recount recent experiences, and so, on because they wish to be friendly and to establish a comfortable zone of interaction with others. The focus is more on the speakers and how they wish to present themselves to each other than on the message. Such exchanges may be either casual or more formal, depending on the circumstances 2. Talk as Transaction Richards (2008) explained that talk as transaction refers to situations where the focus is on what is said or done. The message and making oneself understood clearly and accurately is the central focus, rather than the participants and how they interact socially with each other. Burns (1998), as quoted in Richards (2008) distinguished between two different types of talk as transaction. The first type involves situations where the focus is on giving and receiving information and where the participants focus primarily on what is said or achieved (e.g. asking someone for directions). Accuracy may not be a priority, as long as information is successfully communicated or understood. The second type is transactions that focus on obtaining goods or services, such as checking into a hotel or ordering food in a restaurant. 3. Talk as Performance The third type of talk that can usefully be distinguished has been called talk as performance. This refers to public talk, that is, talk that transmits information before an audience, such as classroom presentations, public announcements, and speeches. For example, here is the opening of a fall welcome speech given by a university president:
teaching speaking skill emphasizes on the activities to make the students active and creative.
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In the relevance of teaching speaking, Nation and Newton (2009) also formulated five principles for teaching beginners, they are: 1. Focus on meaningful and relevant contents. The main focus should be on language that the learners can use quickly for their purposes rather than on too much grammar explanation or on words that are not directly useful. 2. Maintain interest through a variety of activities. To maintain learners interest, activities need to be short and varied, and to involve the learners in responding to or using the language. 3. Avoid overloading learners with too much new language. 4. Provide plenty of comprehensible input. 5. Create a friendly, safe, cooperative classroom environment. In the light of the principles of teaching speaking as mentioned above, it could be concluded that English teachers, when teaching young learners, have constantly to keep in mind the fact that they deal with a mixed class with varied abilities, expectations, motivation level, and knowledge. Moreover, English teachers should create a classroom environment where students have real life communication, diagnose problems faced by students who have difficulties in expressing themselves in the target language.
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form of the past tense in different sentences. Johnson and Morrow (1981) defined CLT as second language teaching in which communicative competence is the aim of the course. Chastain (1988) claimed that a communication strategy is the approach speakers take to communicate with someone. Littlewood (1984) stated, W hen language learners are engaged in communication, they often have
communicative intentions which they find difficulty in expressing, because of gaps in their linguistic repertoire. Based on all the definitions above, it can be concluded that CLT is a broad approach to teaching which its primary focus is on helping learners create meaning rather than helping them develop perfectly grammatical structures. This means that successfully learning a foreign language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of a language with adequate proficiency to communicate.
He continued by stating that communicative language teaching sets as its goal the teaching of communicative competence not only grammatical competence.
Littlewood (1990) also stated that one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language. Based on the theories above, the researcher concluded that the goal of communicative language teaching is not only to teach the rules of sentences
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formation in a language, but also to teach the students to be able to use the language for meaningful communication.
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Amongst various activities in communicative approach information gap enjoys a great deal of popularity for those who try to practice communicative language teaching procedures in their classrooms. It is a type of activity which requires students to use the language to exchange some information and get their meaning across. It takes the students attention away from the form and directs it towards meaning. In other words it makes students to accomplish a task through using the language while concentrating on meaning rather than structure of the language. Many scholars have defined information gap, the following section includes some definitions presented by some of them. Swan (1985) views information gap as a basic concept in contemporary methodology then he goes on to elaborate more on information gap: When one student talks to another, we feel that it is important that new information should be transmitted across the gap between them. To do this end, ingenious exercises are devised in which half the class are provided with data to which the other half do not have access; those who lack the information then have to obtain it by using language in an appropriate way. According to Penny Ur (1996) information gap is A particularly interesting type of task which is based on the need to understand or transmit information finding out what is in a partners picture, for example. Larsen-Freeman (2000) claims that, an information gap exists when one person in an exchange knows something that the other person doesnt. If we both know today is Tuesday and I ask you, What day is today and you answer, Tuesday, our exchange isnt really communicative. This section argues the identified gaps in the body of literature concerning information gap in speaking ability on EFL. Many of the oral-exchange activities proceeding the communicative era were mechanical in nature and have little communicative value because there is no real information being exchanged. On the other hand, information gap is a questioning technique in which learners respond to a question whose answer is unknown to the questioner in contrast with display questions that both the sender and the receiver know the information. The question is not a real question, and the answer is not a real answer. So, information gaps in this way will be mechanical and artificial. According to the adherents of Communicative Language Teaching effective communication is the ultimate goal of language learning, Littlewood (1990).
Tarbiyah Science and Teacher Training Faculty IAIN STS Jambi
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Therefore the ultimate goal of language teaching should be to teach the language based on the communicative principles. It means that some communicative activities should be carried out in English classrooms in order for the students to develop their communicative competence, and to make them able to communicate through using the language.
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have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language. Good technique should be supported with good procedures of applying. These are some steps to apply the information gap: 1. The teacher gives explanation about the activity which is going to be conducted; 2. The teacher reviews vocabularies that will be used based on the context; 3. The teacher may give a model of what the students should say during activity; 4. The teacher gives the activity papers consist of incomplete information that have been prepared for the students. It can be in the form of games, dialogues, pictures, etc. 5. The students in a pair or group complete the task. They are not allowed to see others paper to complete their task. They should communicate with other students to get the complete information. 6. Evaluate the activities. Since the activity consists of content of idea, the students will know what to say. They imitate the structure, and of course their talking time is increased. They do more practice than before. It is beneficial to develop their speaking skill. The context of information can be adopted based on the students need. The context should be comprehensible for the students. Even if the teacher wants to give the
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new context which tends to be unfamiliar for the students, teacher can give the key words or vocabularies.
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Negotiating meaning Solving problems Gathering information Making decision. As mentioned above the researcher concludes that information gap activities will give valuable contributions to students. Personalization activities provide the learners with opportunities to express their opinions, suggestions, or taste, to share their real life experiences or ideas, and to apply these issues or concerns to some controversial issues. In these activities, students will have a chance to speak with their partner and exchange ideas. The students will have reasons to interact with their partners or classmates because they have to complete the communicative task. So, information gap activities are effective means to create the students interaction and to develop the students speaking skills.