Teaching Language Skills; Speaking
By R U S D I N
1. Teaching Oral Skill by Anne Lazaraton
In this book Lazaraton discusses teaching practice in oral skills pedagogy towards ESL/EFL classes. Especially, in terms of how to arrange an oral skill class and determine its content. She also provided further information in teaching oral skills due to the ability to speak a language synonymous with knowing that language since speech is the most basic means of human communication. In part side of her book she emphasizes the most important role for the teacher to organize and facilitate the learner to provide their speaking skill ability. Teaching oral skills are not only critical for communication in the ESL/EFL classroom, they are necessary for communication in, and with the English speaking world. This book has given an overview of the theoretical basis for teaching oral skills communicatively, described some features of the oral skills class, detailed a number of speaking activities that promote oral skills development. It is reasonable to assume that the focus on the sociolinguistic and sociocultural dimensions of oral communication will continue. Overall, despite its inadequacy, this book is considered as good one since the information presented in the book is complete enough. Thus, the goal of communicative competence in teaching oral skills can be achieved.
2. Teaching Pronunciation by Janet Goodwin
Goodwin classify that teaching pronunciation is one of fundamental method in speaking skill area of learning the language. Pronunciation is one of non native speakers problem as the learner of ESL/EFL in the classroom when they pronoun and produce sound of the sentences. She point out material needed for comprehension, self-experience, and monitoring. In the context of English language teaching (ELT), pronunciation is an integral aspect of communicative competence that can impact the desire to use the language as well as the quantity and quality of input received and output produced. Pronunciation tends to be neglected in the second language (L2) classroom, and L2 teachers are frightened by the idea of teaching pronunciation. The author reviews seven goals that are very important for teaching pronunciation. They are increased attention from researchers, focus on developing learners’ communicative competence, a focus on teacher education, focus on intelligibility/comprehensibility, focus on methods and materials development, use of useful instructional software, and focus on the suprasegmentals. By applying seven types of teaching method the author claims that student can build up their confident in communication and monitoring their speech in classroom activities.
3. Developing Children’s Listening and Speaking in ESL By Sabrina Peck
Teaching to the children of oral language is compulsory as the young learners of ESL/EFL. Peck in her book of ‘Developing Children’s Listening and Speaking’ stated that activities need to be child centered and communication should be authentic. This means that children are listening or speaking about something that interests them, for their own reasons, and not merely because a teacher has asked them to. She also outlines some points that the teacher should consider in the activities: a focus on meaning and value, not correctness; a focus on collaboration and social development; the provision of a rich context, and teaching the four skills through a variety of activities. A superior teacher encourages her/his students to speak English as much as possible inside and outside the classroom. She classifies the children and adult in different situation classroom setting of learning oral skill and children mostly likely to play with the language that they acquire than the adult. Furthermore she describes teaching of children in developing their listening and speaking the teacher should be built up them in real situation of teaching learning of the listening and speaking for example like organize them in group activities for jokes, rhymes, games, and chants. In teaching of ESL/EFL it’s suitable for the children under period of listening and speaking rather than writing, if other skill to be taught to them is unnecessary because at their age just for fun, so that why the author of developing children’s listening and speaking in ESL has applied the many methods and ways in teaching of the children and has been classify clearly. In this book have been stated clearly that the author explore underlying significance of developing children’s listening and speaking theoretically and pedagogically. In this instance, she succinctly touches on theoretical concepts of teaching to the children. Thus, the book synthesizes the core features of language to provide language teachers of the children, professionals, and applied method of teaching with valuable guidelines on language for pedagogical purposes.