ACADEMIC SPEAKING

BY : KURNIA SANDI

SN : 170388203035

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MARITIME RAJA ALI HAJI

 CHAPTER I

INTRODUCTION

1.1.Background issues
People often talk about English as a global language or lingua franca. With more than 350
million people around the world speaking English as a first language and more than 430
million speaking it as a second language, there are English speakers in most countries around
the world.

People often call English the international language of business, and it’s increasingly true as
international trade expands every year, bringing new countries into contact. Many of the best
MBA programs are taught in English, so speaking it well can put you in a position to get the
best training and credentials. Most multinational companies require a certain degree of
English proficiency from potential employees so in order to get a position with a top
company, more and people are learning English.

If your ambitions lie in science or medicine, you can’t neglect English either. Much of the
technical terminology is based on English words, and if you want to learn about the latest
developments and discoveries from around the world, you’ll read about them in journals and
research reports published in English, no matter whether the scientists who wrote them are
from China or Norway. And, of course, with good conversational English, you’ll be able to
network and make important contacts at conferences and seminars.

English have four skill that is speaking, listening, reading, and writing. The most important
skill for communication is speaking because if we able to speak English language that will
 help us to communicate with other people from foreign country but speaking is not that
simple because is so many thing you had to learn like grammar, pronounciation, strees etc.

Also in English have three language components that is grammar, pronounciation, and
vocabulary. Those components is very important to learn speaking skill and one of it is
vocabulary because we should know so many vocabulary then will make our conversation
more influence and understandanble.

1.2.Objective of Study
English is international language that use in every country to communicate with foregin
peope that why learning how to speaking English is very important we should know how to
speaking in English but for beginner is not easy to study about speaking but in this object
writer trying to give a simple method that can use to speaking English for beginner so can
mastered it.

Vocabulary also can improved when we learn about speaking skill because if we want to
speak fluently and more variation word and make our English speaking more better and can
use it for speaking with foregin people
 CHAPTER II
RIVIEW OF RELATED LITERATURE
2.1. Definition of Speaking skill
According to Chaney (1998: 13), speaking is the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Its mean
that when we doing conversation and while speaking with each other that sharing meaning
what our friend want to tell us. Huebner (1960: 5) says that speaking is a skill used by
someone in daily life communication whether at school or outside. The skill is required by
much repetition, it primarily neuromuscular and not an intellectual process. It contents of
competence in sending and receiving massage. Speaking means that transfer of meaning and
massage with each other.

Doff (1987:2) states that in all communication or conversation, two people are exchanging
information or they have a communication or conversation need. Lado (1974) says speaking
as an ability to converse or to express a sequence of ideas fluently. Tarigan (1985) states
speaking as the ability to produce articulation, sounds or words to express, to say, to show
and to think about ideas, taught and feeling.

From experts statements we have above we can get a conclusion that speaking is a process of
oral activity used in daily life as a part of communication in which verbal and non-verbal
symbol used in sending and receiving massage.

2.2. Role Play

According to Brown (2001), "role-play minimally involves (a) giving a role to one or
more members of a group and (b) assigning an objective or purpose that participants must
accomplish." Brown suggested role-play can be conducted with a single person, in pairs or in
groups, with each person assigned a role to accomplish an objective. (p. 183)
McCaslin (1995) introduced role play as having the following characteristics:

It (role play) refers to the assuming of a role for the particular value it may have to the
participant, rather for the development of an art….Role playing is what the young child does
in a dramatic play, but it is also a tool used by psychologists and play therapists….According
to Richard Courtney (1974), "Play, acting and thought are interrelated. They are mechanisms
by which the individual tests reality, gets rid of his anxieties, and masters his environment."

Ladousse (2004) indicated that "role play is one of a whole gamut of communicative
techniques which develops fluency in language students, which promotes interaction in the
classroom, and which increases motivation." In addition, he pointed out that role play
encourages peer learning and sharing the responsibility for learning between teacher and
student. He suggested role play to be "perhaps the most flexible technique in the range" of
communicative techniques, and with suitable and effective role-play exercises, teachers can
meet an infinite variety of needs.

For the role play activities in my classes, there are six major steps in the procedure.

2.2.1. Decide on the Teaching Materials

The teacher must decide which teaching materials will be used for role play activities. The
teaching materials can be taken from text books or non-textbook teaching materials such as
picture books, story books, readers, play-scripts, comic strips, movies, cartoons and pictures.
The material is selected ahead of time by the teacher. The teacher can also create his or her
own authentic teaching materials for role play activities. The teaching materials should be
decided based on students' level and interests, teaching objectives and appropriateness for
teaching

2.2.2. Select Situations and Create Dialogs

Then a situation or situations to be role played should be selected. For every role plays
situation, dialogs should be provided (by the teaching materials or by the teacher) or created
by the students themselves.

2.2.3. Teach the Dialogs for Role Plays

The teacher needs to teach the vocabulary, sentences, and dialogs necessary for the role play
situations. The teacher needs to make sure the students know how to use the vocabulary,
sentences and dialogs prior to doing the role play activities, otherwise, the teacher should
allow students to say the words they want to say.

2.2.4. Have Students Practice the Role Plays

Students can practice in pairs or in small groups. After they have played their own roles a
few times, have them exchange roles. That way, students can play different roles and practice
all of the lines in the role play. When students are confident enough to demonstrate or
perform in front of the class, the teacher can ask them to do so for their classmates.

2.2.5. Have Students Modify the Situations and Dialogs

Once students have finished and become familiar with an original role play situation, they
can modify the situations and/or dialogs to create a variation of the original role play.

2.2.6. Evaluate and Check Students' Comprehension

Finally, the teacher shall evaluate the effectiveness of the role play activities and check if
students have successfully comprehended the meanings of the vocabulary, sentences and
dialogs. There are several ways to do student evaluations. Students can be given oral and
listening tests relating to the role plays. Example oral tests can include the following.

 Students are asked to answer some simple questions relating to the role plays.

 Students are asked to reenact the role plays.

 Students are asked to translate the role plays into their native language.
For listening tests, beginning students can do simpler tasks such as: "listen and circle", "listen
and number", "listen and match" types of questions. For more advanced students, they can be
asked to write the words, lines, and/or dialogs in the role plays. They can also be asked to
create and write variations of the role plays. Teachers can also evaluate students'
understanding and comprehension while observing students' interactions, practices, and
performances of their role plays.
 CHAPTER III

CONCLUSION

Role play is really a worthwhile learning experience for both the students and the teacher. Not
only can students have more opportunities to "act" and "interact" with their peers trying to use
the English language, but also students' English speaking, listening, and understanding will
improve. Role play lightens up the atmospheres and brings liveliness in the classes. Students
learn to use the language in a more realistic, more practical way. Thus they can become more
aware of the usefulness and practicality of English. Role play is indeed a useful teaching
technique which should be experimented and applied by ESL/EFL teachers more often in the
ESL/EFL classrooms.
Referemces

HUANG, IRENE Y. Role Play for ESL/EFL Children in the English Classroom. 2008. The
Internet TESL Journal

KHANA NADEEM , ARSHAD ALIB. Improving the speaking ability in English: The students’
perspective. 2010. Elsevier Ltd

BAVISKAR, DIPAK PRABHAKAR. Modern Approaches and Methods in Teaching English

Language. 2016. ResearchGate

HOUHOU, INSAF, Enhancing EFL Learners’ Speaking Skill through Effective Teaching
Methods and Strategies. 2012.

GUDU, BENTER O. Teaching Speaking Skills in English Language using Classroom Activities
in Secondary School Level in Eldoret Municipality, Kenya