The Study of Learning Speaking Skills Based on Communicative Approach

Abstract

Abstract-This research aims at describing the application of learning speaking skills based on communicative approach in the process of learning Indonesian language including the role of students, the role of teachers, and the interaction of teaching and learning. This research applied descriptive qualitative method. In collecting the data, the researchers directly observed the natural phenomena that occurred in the study of learning speaking skills based on the communicative approach in SMAN 1 Sesean, Toraja Regency. The data were collected through observation, recording, interviews and documentation. The data were then analyzed through the technique of "Data Analysis of Final Model". Research findings show that the role of the teacher in the learning speaking skills based on communicative approach has been conducted properly. The role of students in learning speaking skills based on communicative approach has been optimal. The form of teaching and learning interactions has reflected the communicative approach. In the communicative approach, the teachers engage the students actively, creatively and meaningfully

Key elements of L1-oral language teaching and learning in secondary education. A literature review

“…Where some authors give specific attention to the justification of their research objects and make serious efforts to define their central concepts (e.g. Baxter 2002;Mercer et al, 2016 andPatiung, Tolla, Hum &Dolla, 2015), other authors (e.g. Bourhis &Allen, 1998 andCohen &Wei, 2010) provide more global information.…”

“…The authors argue that a needs-based approach in oral language lessons is desirable, but that the current L1-curriculum and its associated teaching practices are expected to thwart attempts in that direction. Patiung, Tolla, Hum & Dolla, 2015 How can communicative educational approaches in an L1-Indonesian setting positively influence the development of speaking skills? Descriptive qualitative research: an intervention study.…”

“…Casteleyn (2019) for example elaborates on the content of 'delivery' (meaning eye-contact, vocal delivery, enthusiasm, interaction with the audience, body language), referring to the description of De Grez, Valcke & Roozen (2009). Another example is Patiung et al (2015Patiung et al ( , p. 1094 who describe students have to learn to master 'the material; A good speaker seeks to master and learn the material to be conveyed. 1To learn how to take risks (1) To learn to speak without preparation for an audience (1)…”

“…Elaborating on these findings, some authors make substantiated claims. Regarding feedback Mercer et al (2016) and Patiung et al (2015) claim that incorporating different forms of feedback in the L1-oral language lessons create a learning environment which nurtures the students learning needs. Bourhis & Allen (1998) claim that their research shows that the use of videotaped feedback for instructional uses in L1-oral language lessons is justified.…”

“…Regarding the exploration or profiling of students speaking potential Baxter (2000, p. 34) suggests it is important that 'students can be asked routinely to analyse their own and each other's performances, as constructively as possible, after a given oral activity.' The study of Patiung et al (2015Patiung et al ( , p. 1096 show the link between teachers who motivate 'their students to explore their [speaking] potential continuously' and the extent to which the students are actively and creatively involved in their own public speaking learning process. Finally, the research findings of Mercer et al (2016, p. 53) advocate for building a 'profile of a child's oracy skills' during the L1-oral language lessons for the use of students ánd teachers to provide suitable guidance and instruction.…”