Documente Academic
Documente Profesional
Documente Cultură
English Departent
The Faculty of Teacher Training and Education
The University of Jember
2016
Introduction
Teaching and learning speaking is considered as a difficult activity for EFL. Lochana &
Deb (2006) state that most EFL teachers teach language by lecturing and focusing on grammatical
rules instead of language use. Therefore, it is more effective to teach language from context and
meaning (Ellis, 2003). Teachers often provide fewer opportunities for learners to practice English.
moreover, both teachers and learners frequently use the Indonesian language throughout English
classes. Many EFL learners cannot effectively use English in conversation or correspondence with
others. According to Xiao (2009), EFL learners avoid employing target language and cannot apply
it in genuine communication. Hashim (2006) shows that learning a language works effectively
when learners are in a positive environment and are given opportunities to communicate in
authentic situations.
A lot of research shows that task-based learning has been accepted as an alternative
approach to resolve the crisis of teaching English. Oxford (2006) says that task-based teaching and
learning is an exciting field that offers great riches if explored by teachers in their dual roles as
instructors and action researchers. Muller (2006) states that after using task-based learning,
teachers can be confident that they are meeting institutional requirements and facilitating the
development of genuine communication skills among learners.
The Procedures
1. Pre-Speaking
This activity is a group work which means that the class is divided into some group
consisting of five to six students. in this part, all group discusses the same topic that they want to
choose based on the mutual agreement. During the pre-Speaking, the teacher gives an illustration
about how each group to prepare materials, make a resume and mind map from the source, and
how to do a recall for speaking.
In this part, the teacher asks the students to choose one topic interest and the way how they
search supporting materials their speaking. For instance, the topic interest they choose is about
bullying. The students can the source from many resources like newspapers, book, television, the
internet, or so on.
The Result
Some students starting the lesson with no idea about the topic they have chosen, then they
are asked to do a simple research to find some supporting sources. While doing the research, they
also try to comprehend the topic and gain some vocabularies in order to build a topic familiarity
in their mind. As stated by Huang (4: 2008) that the level of difficulty in writing is based on the
familiarity of topics that students have to write. The same way in speaking, the more familiar the
topic, the easier students to speak.
Thus, it is a right decision to let the students choose the topic in order to build their
confidence because most students believe that they are able to talk about something with a friendly
topic. Moreover, the presentation held in the group also build their confidence before doing an
individual speaking presentation. They also learn to be critical by analyzing their friend's speaking
presentation.
Conclusion
This activity could become one of the alternative tasks that teacher uses teaching speaking
especially for beginners since they still learn how to collect and deliver the message and they do
not have lots experiences in speaking. To give an enjoyable activity will motivate students’
speaking interest as well as build students’ confidence. Moreover, the various sources is being an
interesting thing, because not all students like reading a textbook, or newspaper, so they can find
the sources from other media like youtube.
References
Richards, J., & Rodgers, T. (2001). Task-Based Language Teaching. In Approaches and Methods
in Language Teaching. Cambridge: Cambridge University Press.
doi:10.1017/CBO9780511667305.022
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Nunan, D. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Asian EFL
Journal, 8 (3), 12-18.
Long, M. H. (2007). Recasts in SLA: The story so far. Long, M., & Robinson, P. (1998).
Cambridge: Cambridge University Press.