The
goal of teaching speaking skill is communicative efficiency. Learners should be
able to make themselves understand and also their partners. By speaking, the
learners can convey information, ideas, and maintain social relationship by
communicating with other. People will consider a person has good ability in
English if someone speaks English well. However, it is contrary to the real situation in
the class. Speaking activities in the class still do not work well because many
factors that prevent students and make the students hard to speak.
For most people,
especially for foreign learners, mastering the art of speaking is the most
important aspect in learning a foreign language, and success is measured in
terms of ability to carry out a conversation in target language. The ability to
speak the target language is the main goal stated in the curriculum. Therefore,
the learning process in the class should be demand students to always practice
and exposure English frequently and the teacher should facilitate the students
in the class to always practice English in the class.
Concerning with
speaking skill, Clark and Clark (2007, p. 223) define speaking as fundamentally
an instrumental act. Speakers talk in order to have some effects on their
listeners. They assert thing to change their knowledge. They ask them questions
to get them to provide information. They request things to get them to do
things for them. It refers to oral proficiency and is very similar to the
notion of communicative competence.
Some research has
shown that speaking ability becomes trend issues in second or foreign context.
AlJumah (2011) developed students’ oral skill in Saudi Arabia using an interactive
approach. Some point noted from his research is that the successful of learning
English should follow some points: comprehension, teamwork, motivation,
familiarity, integration, writing the task, presenting the task, and learner
centered teaching.
The goal of teaching
speaking skill is communicative efficiency. Learners should be able to make
themselves understand and also their partners. By speaking, the learners can
convey information, ideas, and maintain social relationship by communicating
with other. People will consider a person has good ability in English if
someone speaks English well. However, it is contrary
to the real situation in the class. Speaking activities in the class still do
not work well because many factors that prevent students and make the students
hard to speak.
The
result of preliminary study that was obtained through observation in first
grade students of SMP Al-Islamiyah Teja Barat Pamekasan indicated that their
speaking proficiency was low. Having listing the causes, the factors are, lack
of ideas, vocabularies, shy to speak, hard to start speaking, afraid of making
mistakes, laughed by their friends and lack of self-confident to their ability
and the important one is they cannot
make a correct questions and express it well when they ask about their
daily routine.
The
problems mentioned above cause the incompetency of students’ speaking skill.
Besides that, the participation of students in joining the class room tended to
be passive where the teaching learning activities were teacher centered
oriented, too much emphasized on grammar caused the language medium used was
Indonesian.
This
situation contradicted to the implementing curriculum. The current curriculum
demanded the students to master the four English skill, speaking, listening,
reading, and writing. Each skill should be integrated in teaching learning
process. The dominance of the teacher should be decreased and give as much as
possible for students to practice their English. This gap situation was
proposed to be solved using guided W.H questions on daily routine context.
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