Seminar on Language Teaching: Teaching Speaking Skill Use Communicative

Approach

Rahma Wilujeng Nanda Salihna

K2219069

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2022
A. Introduction
Speaking is essential for learning a new language. If someone wants to
master a language, they have to learn how to say something in it. Learning a
second language, particularly speaking, is regarded as the most challenging
task encountered by students. Students, on the other hand, have limited time in
class to study English and are not given enough incentive to practice English
outside of class in order to get comfortable with the language. As a result,
developing speaking skills needs ways or strategies to make them simpler to
learn. This paper will lead the discussion on the origin of speaking and the
ways to teach speaking.

B. Speaking Skill
1. Definition of Speaking

Many definitions of speaking have been declared by some experts.

Bailey (2000) stated that speaking is a process of interaction where speakers
intend to build meaning through producing, receiving, and processing
information. Similar to Brown (2001), he proposed that speaking is an
interactive process of constructing meaning that involves producing, receiving,
and processing speech sounds as instruments.

Moreover, Cameron (2001) considers that speaking is the active use of

knowledge to express meanings so that other people can make sense of them.
In addition, Thonburry (2005) defines speaking as an activity that includes two
or more people in which hearers and speakers have to react to what they hear
and make their contribution at a high speed. Therefore, the writer concludes
that speaking is the ability to produce language and convey ideas in order to
communicate.

2. Speaking Indicators

Several categories of speaking have been demonstrated by experts. This

speaking indicator determines whether someone can master speaking skills
well. According to Nunan (1999), there are six components of speaking skills
that are concerned with. They are comprehension, grammar, vocabulary,
pronunciation, fluency, and task. However, according to Nurgiyantoro (2014)
indicators of speaking skills are: 1) the accuracy and originality of ideas; 2) the
ability to argue; 3) the demands of the delivery of ideas; 4) understanding; 5)
word accuracy; 6) Sentence determination; 7) the precision of the narrative
style; and 8) Smoothness.

Comparison between the idea of the experts about indicators of

speaking:

Nunan (1999) Nurgiyantoro (2014)

Task the accuracy and originality of ideas
the ability to argue
Comprehension the demands of the delivery of ideas
Pronunciation understanding
Vocabulary word accuracy
Grammar sentence determination
the precision of the narrative style
Fluency smoothness

Based on the statements given by the expert, the writer implied that the
indicator of speaking skills are comprehension, grammar, vocabulary,
pronunciation and fluency.

a) Comprehension
Oral communication requires a subject to reply, to speak, and to begin
it.
b) Grammar
Learners must be able to arrange a correct sentence in the discussion. It
is in line with the explanation suggested by Heaton (1978: 5) that
students’ ability to manipulate the structure and to distinguish
appropriate grammatical forms in appropriateness. Grammar is also
useful for learning the proper technique to achieve proficiency in a
language in both oral and written form.
 c) Vocabulary
Vocabulary refers to the suitable diction utilized in communicating.
One cannot communicate successfully or explain their views in both
spoken and written form unless they have a large vocabulary. A limited
vocabulary is another obstacle that prevents learners from learning.
from studying a language.
d) Pronunciation
Pronunciation is the process by which learners produce clearer
language when speaking. It is concerned with the phonological process,
which is a component of grammar composed of the parts and concepts
that define how sounds change and pattern in a language. Pronunciation
is important in speaking since it helps to make the communication
process easier to understand.
e) Fluency
The capacity to read, speak, or write fluently, smoothly, and
expressively is referred to as fluency. In other words, the speaker can
read, understand, and react effectively and concisely to a language
while relating meaning and context. Fluency is described as the
capacity to talk clearly and fluently. Many language learners strive for
fluency in speaking. Fluency is characterized by a relatively high rate
of speech and low amount of pauses and "ums" or "ers." These
indicators imply that the speaker did not spend a significant amount of
time searching for the language pieces required to deliver the message.
f) Task
Tasks are concerned with completing the command provided during the
speaking test.

C. Method to Teach Speaking

1. Definition of Communicative Approach

Communicative approach is the concept that learning a language is

successful when learners have to communicate in real meaning. It focuses on
the learners’ ability to use language in daily life. As Richards and Schmidt
(2002) and Menezes (2016, p.15), stated that Communicative Approach is an
“approach to foreign or second language teaching which emphasizes that the
goals of language learning are communicative competence and which seeks to
make meaningful communication and language used of all classroom
activities.” The communicative system activity approach places a subjective-
subjective communication scheme at the center of foreign language teaching,
i.e. the student acts as an active, creative subject of educational activity,
managed by the teacher; contributes to the development of students' initiative,
their ability to search creatively. The student should have the impression that
the entire work system is centered on his immediate activity, experience,
worldview, interests, and sentiments, which are taken into account while
organizing communication in the lesson. As a result, the focus of the classes
should be on current life issues rather than ready-made subjects or texts
(Alibekova, Z., & Urinboyeva, F., 2020). Moreover, Shejbalová, D. (2006)
defined the term “Communicative Approach” is a term taken for the
methodology that teaches learners how to communicate effectively. It also
emphasizes students' accountability for their own learning. Communicative
approach also concerned with language acquisition rather than conscious
learning. The activities are student-centered learning such as discussion, small
group, role play and etc. Based on the definition from the experts, it can be
noted that the Communicative Approach is a method used to teach speaking in
communicative ways and in real-life context to make meaningful activities of
language use.

2. The Steps of Communicative Approach

Steps of Communicative Approach activity in teaching speaking skills

have been done by Rachmajanti (2017). Several activities that can be done by
the teacher to maximize Communicative Approach in the classroom, such as
Listen and Draw, Same and Different, Brainstorming, Ranking Activity,
Information Gap, Mind Mapping, Know-What-Want to Know-Learned (K-W-
L), Interactive Crossword Puzzle, Running Dictation, and Find Someone Who
(Rachmajanti, 2017). Here are the steps to do it:
 a) Pre-Communicative Activity

This is the very first activity completed before taking part in

communication activities. Its goal is to prepare learners to participate in
communicative activities. First, the learners will be given a topic and asked to
write down any ideas (in words or phrases) they have about it. It will encourage
people to participate in the topic conversation (Rachmajanti, 2017: 22). This
activity can be done in groups.

b) Communicative Activity

This activity is done after the learners and the teacher find out the ideas
relevant to the topic. Here, the activity is student-centered learning. This task
will require the use of their communication abilities. Attempting to speak
English will undoubtedly improve their communication skills (Rachmajanti,
2017: 27)

c) Post Communicative Activity

At the end of the activity, learners should present the result of their
discussion. This activity still needs their participation. The ability to
communicate in each activity will help them improve their skills.

D. Advantages and Disadvantages of the Methods

1. Advantages of Communicative Approach
Communicative Approach is one of the successful ways for
teaching speaking skill since it allows students to practice and improve
their communicative skills in pedagogical and real-life scenarios. The
advantages of using this approach are:
a) Students learn best in groups and through spoken language with
real-world experience (Natividad and Batang, 2018).
b) Students support CLT because it allows them to work on
meaningful communication, learn English by applying it in context
rather than memorizing grammar points, and build their social skills
 when working in groups with other people (Natividad and Batang,
2018).
c) Learners should use and build their sociolinguistic, discourse,
strategic, and grammatical abilities, as well as their organizational
and pragmatic abilities. As a result, learners effectively acquire the
target language in both implicit and explicit ways Canale and Swain
(1980) and Bachman (1990).
d) The active participation of students in classroom activities CLT
activities give students several opportunities to "speak in English"
and develop their communication opportunity into future
communication experience (Hien, L. T. N., 2021).

2. Disadvantages of Communicative Approach

Beside the benefits of Communicative Approach brings, various

challenges to its implementation have been discovered. Despite the fact that
both teachers and students understand the usefulness of Communicative
Approach, many are hesitant to use it. There are numerous reasons for this,
including a lack of appropriate Communicative Approach knowledge (Dos
Santos, 2016, 2017; Abrejo et al., 2019), insufficient incentives to encourage
teachers (Ozsevik, 2010), a lack of authentic material (Tomlimson, 2001),
students' hesitation and time constraints (Walia, 2012), learners' language and
cultural background (Dos Santos, 2020), and class size (Weiner, 2012 ; Weiner
& Jerome, 2016).

E. How the Method Develop the Indicators

In accordance with Richard (2001), the major principles of
Communicative Approach are indicated into five principles. The principles are
indicated as a) Learners learn a language through using it to communicative;
b) Authentic and meaningful communication should be the goal of class room
activities; c) Fluency is an important dimension of communication; d)
Communication involves the integration of different language skill; e)
 Learning is a process of creative construction and involves trial and error. The
table below depicts how the principles of Communicative Approach are used
to construct speaking indicators.
Principles of Communicative Speaking Indicators
Approach
Learners learn a language through using Grammar, Vocabulary, Pronunciation,
it to communicative Task

Authentic and meaningful Comprehension, Task

communication should be the goal of
class room activities
Fluency is an important dimension of Fluency
communication
Communication involves the integration Comprehension
of different language skill
Learning is a process of creative Grammar, Pronunciation
construction and involves trial and error.

F. How to Assess Students’ Speaking Performance

1. The Types of Activities to Assess Speaking Skills

Campos, M. (2022) covered the types of activities to evaluate speaking

skills in the classroom context. There are different types of activities, such as
intensive speaking, responsive speaking, interactive speaking, extensive
speaking, and imitative speaking.

a) Intensive Speaking
Intensive speaking involves using a limited amount of language in
a highly controlled environment. Students must produce short
stretches of oral language illustrating grammatical, phrasal, lexical,
or phonological (intonation, stress, rhythm, juncture) linkages
during intensive speaking. (Brown 2004). Basic example of
 intensive speaking would be reading aloud a passage or responding
directly to a simple inquiry and picture-cued tasks.
b) Responsive Speaking
Responsive speaking requires the students to respond to a verbal
prompt (for authenticity) and briefly communicate with the
prompter at a limited level utilizing normal greetings and small talk,
short requests and comments, and so on. (Brown 2004). Example
activities of responsive speaking are question and answer, giving
instructions and directions, and also paraphrasing.
c) Interactive Speaking
Interactive speaking is more time-consuming and difficult than
responsive speaking because it requires students to converse using
several exchanges and/or participants (Brown 2004). Face-to-face
discussions and phone calls are examples of interactive speaking
scenarios in which we might ask our conversation partner for
clarification, repeat, or slower speech. Other example are
interviews, games, role plays, and discussions.
d) Extensive Speaking
Extensive speaking requires the students to give speeches, oral
presentations, or narrate stories. Planning is required, and
interaction is often avoided (Brown 2004). Example of activities in
extensive reading such as oral presentations, picture-cued
storytelling, and retelling stories.
e) Imitative Speaking
Imitation speaking requires the students to "parrot back" a word,
phrase, or sentence when practicing it (Brown 2004). Imitative
speaking is an activity where the students just attempt to repeat
what was stated to them in an understandable manner while
adhering to the teacher's pronunciation. The primary purpose is to
repeat what was spoken to them. One common example of this is a
“repeat after me” experience in the classroom, directed response
 tasks, reading aloud, sentence and dialogue completion, and also
limited picture-cued tasks.

2. Scoring Rubrics to Assess Speaking Skills

Brown and Abeywickrama (2010) argue that in order to provide
successful assessment, four criteria must be established: identify
criterion, assign appropriate tasks, display maximum output, and build
practical and reliable scoring systems. To evaluate students’
performance on speaking skill, there are two types of scoring rubrics to
assess speaking, they are holistic and analytic scoring.
a) Holistic Scoring
The holistic scoring system is also known as the impressionistic or
global scale (Pan, 2016). The holistic method is focused with
producing an overall score that takes into account the entire
performance. “Table 1” on oral presentation criteria below is used
to assess students’ performance while “Table 2” is used to give a
score to the criteria of speaking skills.

Table 1 Oral Presentation Assessment Criteria by Brown &

Abeywickrama (2010)

Criteria E VG G S P Comment
SPEAKING SKILLS
Fluency and Coherence
speaks fluently with only rare
repetition or self-correction;
Speaks coherently and develops
topics fully and appropriately
Lexical resource and range
Express with some flexibility and
appropriateness, giving effective
descriptions and expressing
viewpoints on a variety of topics.
Grammatical range and
accuracy
Complex sentence use and minor
grammatical occurrence.
Pronunciation
Pronounce words correctly,
articulate clearly, intonation
clearly.
Interaction (Listen and Respon)
Good contribution to other
Active in conversation
development
Task accomplishment

PRESENTATION SKILLS
Presentation was organized,
information was logical and
presented in well sequencing.
The assignment was completed
according to instruction
provided.
Presentation was done within
time allocation
TOTAL
Comment:

Table 2 Rating Points

Initial Criteria Score

E Excellent 5 points
VG Very good 4 points
G Good 3 points
S Satisfactorily 2 points
P Poor 1 point

b) Analytic Scoring
Analytic technique in assessing speaking analyses several
components of the test separately, scoring each feature individually
(Richards and Schmidt, 2013). Thus, the analytic approach focuses
on individual aspects of performance, generally combining scores
from several subscales to generate an overall score for speaking.
The table below is the example of analytic scoring to assess
speaking skills in the classroom context.

Scoring Rubrics for Speaking

Aspect Score Description
Vocabulary 5 Excellent control of language
features; a wide range of well-
chosen vocabulary
4 Good language control; good
range of relatively well-chosen
vocabulary
3 Adequate language control;
vocabulary range is lacking
2 Weak language control; basic
vocabulary choice with some
words clearly lacking
1 Weak language control;
vocabulary that is used does not
match the task

Scoring Rubrics for Speaking

Aspect Score Description
Grammar 5 Accuracy and variety of
grammatical structures
4 Some errors in grammatical
structures possibly caused by
attempt to include a variety
3 Frequent grammatical errors
that do not obscure meaning;
little variety in structures
2 Frequent grammatical errors
even in simple structures that at
times obscure meaning
1 Frequent grammatical errors
even in simple structures;
meaning is obscured

Scoring Rubrics for Speaking

Aspect Score Description
Fluency 5 Smooth and fluid speech; few
to no hesitations; no attempts to
search for words; volume is
excellent.
4 Smooth and fluid speech; few
hesitations; a slight search for
words; inaudible word or two

3 Speech is relatively smooth;

some hesitation and unevenness
caused by rephrasing and
searching for words; volume
waver

2 Speech is frequently hesitant

with some sentences left
uncompleted; volume very soft.

1 Speech is slow, hesitant &

strained except for short
memorized
 phrases; difficult to perceive
continuity in speech; inaudible.

Scoring Rubrics for Speaking

Aspect Score Description
Pronunciation 5
Pronunciation is excellent;
and Accent
good effort at accent

4 Pronunciation is good; good

effort at accent
3 Pronunciation is good; Some
effort at accent, but is definitely
non-native

2 Pronunciation is okay; No
effort towards a native accent
1 Pronunciation is lacking and
hard to understand; No effort
towards a native accent

Scoring Rubrics for Speaking

Aspect Score Description
Comprehend 5 Understand all without any
difficulties
4 Understand almost all, although
there is repetition in certain part
3 Understand most of what she/he
talks in slow speaking
2 Difficult to understand what
she/he talks
1 Can not understand although in
simple conversation
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