Professional Documents
Culture Documents
A. Speaking
To most people mastering the art of speaking the single most important
and being able to use language; expressing oneself in words; making speech.
While skill is the ability to do something well. Therefore, the researcher can
infer that speaking is the ability to make use of words or language to express
1. Definition of Speaking
convey meaning. (utterance are simply thing people say). Flores said,
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since language learners will have to speak the target language in both
transference is the primary reason for the speaker choosing to speak, the
1
Kathlen M. Bailey. Nunan, Practical English Language Teaching : Speaking, (New York, The Mc
Graw Hill Companies, 2005), p. 2
2
Richard and Renandya, Methodology in Language Teaching: An Anthology of Curret Practice,
( New York: Cambridge University Press, 2002) p. 204
3
Nunan David, Practical English Language Teaching, (New York, The Mc Graw Hill Companies,
2003), p. 56
4
Brown and Yule, Teaching the Spoken language, (New York, Cambridge University Press 1999),
p. 14
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used by people all over the world. The art of speaking is very complex. It
a. Comprehension
b. Grammar
c. Vocabulary
communication.
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d. Pronunciation
when they speak. It deals with the phonological process that refers to
e. Fluency
number of pauses and “ums” or “ers”. These signs indicate that the
speaker does not have spend a lot of time searching for the language
2. Teaching Speaking
and influence the others. For this reason, in teaching speaking skill it is
class.5
The teacher can ask the students to act out scenes from plats and or
their course books, sometimes filming the result. Students will often
b. Communication Games
draw), put things in the right order (describe and arrange), or find
c. Discussion
One of the reason that discussions fail (when they do) is that students
if they cannot think of anything to say and are not, anyway, confident
5
Harmer Jeremy, The Practice of English Language Teaching, (New England, Longman)p. 271-
273
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of the language they might use to say it. Many students feel extremely
d. Prepared Talks
e. Questionnaires
other. Depending upon how tightly designed they are, they may well
Many students derive great benefit from simulation and role play.
B. Definition of Drama
not primarily a composition in the verbal medium; the words result, as one
might put it, from the underlying structure of incident and character. As
Aristotle remarks, 'the poet, or "maker" should be the maker of plots rather
than of verses; since he is a poet because he imiates, and what he imitates are
Based on Helen Nicholson from her book, drama is combine thought, language
and felling in range of energetic and creative ways, although there are
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Download, 01 Oktober 2010, http://en.wikipedia.org/wiki/Drama
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ibid
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engage with the dramatic narratives of others, but also to find ways to
moral, political and cultural values are open, temporarily and contingently, to
both to explore their own ideas and values and to interpret those with which
they are less familiar. From this point of view, drama education is a living art
form in which students might 'understand something new' about both their own
further than simple interactions for short-term pedagogic ends. However, study
As is the case with many basic skills, one of the important periods to
skills acquired and developed during primary education are significant with regard
effective teaching methods are employed in order to improve speaking skills during
students to acquire and develop oral communication skills is the use of creative and
art. The scope of creative drama may be briefly explained through six learning
principles.
3. The more sensory organs a student uses while learning, the greater the
integrated way.
powerful form of talk in the classroom. He identifies its key elements as:
or as a class;
2. Reciprocal: teachers and pupils listen to each other, share ideas and
embarrassment over ‘wrong’ answers; and they help each other to reach
common understandings;
4. Cumulative: teachers and pupils build on their own and each other’s ideas
5. Purposeful: teachers plan and steer classroom talk with specific educational
goals.10
Oral Skills in Primary School Children, American Journal of Applied Sciences 5 (7):
876-880, 2008
10
Prendivile and Toye , Speaking and Listening Through Drama, 7 – 11, (London, Paul Chapman
Publishing,207) p, 54
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Drama shares the elements listed above, and it promotes pupils’ thinking
because of the quality, dynamics, and content of talk that can develop.
Prendivile and Toye said in their book, that they would maintain that drama is
everyday talk.11 The reason for this is that drama utilizes a new context, a
fictional world which is parallel to reality, but in which the uses of language can
be as rich and varied as we want. Its usefulness to speaking and listening, and
frames the language and makes us, the pupils and the teacher, communicate
been divided into seven types, including games, mine, or pantomime, role
The teaching steps were divided into four steps consisting of (1) working on a
drama script, (2) drama rehearsal, (3) drama production, and (4) drama
11
Ibid, p. 55
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particular context, who they were interacting with, and why they were
is this character?,” “How does s/he feel about the person s/he is taking to?,”
and “What is the relationship between the character and the person s/he is
talking to?”
2) Drama rehearsal
engagement. In this step, students were divided into groups or pairs, and
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they were assigned to play each character’s role. The background knowledge
established in the previous step enabled them to understand their role and the
context where the communication took place. Here, while the play’s
dialogue that they were required to deliver provided them with language
input, the context of the play facilitated their learning of how the forms were
to enhance their understanding of their role, and to ensure that students were
understanding and to guide how they should express the play’s meaning.
3) Drama production
ability. To make sure that it was manageable within the class time, a
their speaking ability. A full-scale stage performance of the whole play was
kept for the final project or end of class activity. Students’ performance was
4) Drama evaluation
Action research can be described as: any research into practice undertaken
by those involved in that practice, with an aim to change and improve it. It is
Action research is about both ‘action’ and ‘research’ and the links between
without taking action, but the unique combination of the two is what
distinguishes action research from other forms of enquiry. It is, of course, not
1. It is not the usual thinking teachers do when they think about their
particular people on their own work, to help them improve what they
There is not just one view of “the scientific method”; there are
many.12
12
The Open University, Action Research A Guide for Associate Lectures (COBE, Walton Hall
Milton Keynes MK7 6AA), p. 8
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two and it is this close connection that makes the approach a particularly
Within all the definitions of action research, there are four basic
13
Ibid, p. 8
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recognized as the idea into action and used as guidelines for the
more. Good teachers are, after all, themselves students, and often look for