Kinds of Speaking Activities





Baca Juga

Celce-Murcia (2001) states that there are many kind of activities that can help the students to develop word to make communicative efficiency in speaking, there are some activities are used in the classroom to promote the development of speaking skills in our learners. There are some kinds of speaking activities such as: discussion, information gap, speech, role plays, and conversation.

Kinds of Speaing Activities

Discussion; Discussion is the most commonly in the speaking skills classroom activity. Typically, the students are introduced to a topic via reading, listening passage or a video tape and then asked them to get into pairs or groups to discuss a related topic in order to come up with a solution, a response, or the like. At times people need time to assemble their through before any discussion and that is something that needs to consider. In order to manage a good discussion activity, the researcher concludes that the steps above are really important to do because most teachers hope that they will be able to discussion session in their classroom, particularly if the exchanges of provoke spontaneous fluent language use.

Information gap; One type of speaking activity involves the so-called information gap where two speakers have different parts of information making up a whole. Because they have different information, there is a gap between them. In this activity, the students are supposed to be working in pairs. One student will 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.

Speeches; Another common activity in the oral skills class is the prepared speech. Topics for speeches will be variety depending on the level of the students and the focus of the class, but in any case, the students should be given some lee-way in determining the content of their talks.

Role Plays; Celce-Murcia (2001) states that one way of getting the students to speak in different social context and to assume varied social roles are to use role-play activities in the classroom. Role-plays can be performed from prepared scripts, created from a set of prompt and expression or written using and consolidations knowledge gained from instruction or discussion of the speech act and its variation prior to role plays themselves.

Conversation; Celce-Murcia (2001) states that one of the recent trends in oral skills pedagogy is the emphasis on having students analyze and evaluate the language that they or others produce. One way to approach this activity is to assign students to find a native speaker (or near native students) they know and arrange to tape-record a 20-30 minutes interaction with this person. Of course, not all of the discourse that results from this encounter will be truly natural conversation- the native may fall into the role of interviewer and ask all questions while the nonnative merely responds, therefore the instructor may want to encourage the learner before hand to come up with a few questions to ask native speaker.

Based on the explanation above, those are the kinds of speaking activity. If you are as the teacher, you can use some of the kinds above to Promote Speaking Activity. It hopes that the result of the students' ability can increase time by time. The purpose of speaking activity is the important thing to understand both teacher and students.


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