Speaking is more important than the other skills.

It is because people know

that a language is revered to the speaker of that language. Mastering the art of

speaking is the single most important aspect of learning a second or foreign

language. “The success of learning a second or foreign language is measured in

term of the ability to carry out conversation in the language

A. The Principles for Designing Technique in Teaching Speaking

In teaching and learning process, both the teachers and the students give
great contribution to the success of teaching. As result, the teacher should pay
attention to the way of teaching, including the techniques which are chosen and
implemented.
Douglas Brown gives several principles for designing speaking
techniques:
1. Use techniques that cover the spectrum of learner needs, from language based
focus on accuracy to message based focus on interaction, meaning, and
fluency.
2. Provide intrinsically motivating techniques. It means that the teachers should
try at all times to appeal to students ultimate goals and interest, to their need
for knowledge, for status, for achieving competence and autonomy, and being
all they can be.
3. Encourage the use of authentic language in meaningful contexts. Although it
is not easy to do it, the teacher should try to provide authentic contexts and
meaningful interaction.
4. Provide appropriate feedback and correction. Feedback and correction is
significantly needed by the students in developing and improving their
linguistic competence. Feedback can motivate students to do better and
correction makes them understand what is wrong and what is should be.
5. Capitalize on the natural link between speaking and listening. Many
interactive techniques that involve speaking will also of course include
listening. As the teachers are perhaps focusing on speaking goals, listening
goals may naturally coincide, and the two skills can reinforce each other.
6. Give students opportunities to initiate oral communication. It is important as
part of oral communication competence is the ability to initiate conversations,
to nominate topics, to ask questions, to control conversation, and to change
the subject. Teacher should use speaking techniques which allow initiating
language.
7. Encourage the development of speaking strategies for accomplishing oral
communicative purposes. Make sure that the students become aware and have
enough chance to practice such strategies in the class to produce oral language
such as :
a) Asking clarification (what).
b) Asking someone to repeat something (excuse me?).
c) Using filler (I mean, well, ah), expressing something when someone face
some problem.
d) Using conversation maintenance cues (uh, huh, right, yeah, okay, hum).
e) Getting someone’s attention (Hey, Guys, so).
f) Using paraphrasing sentence structure when someone cannot understand
easily.
g) Appealing for assistance from the interlocutor (to get a word or phrase, for
example).
h) Using formulate expression (at the survival age) how much
does…….cost? How do you get to the………?).
i) Using mime and nonverbal expression in convey meaning.
Based on the principles for designing technique in teaching speaking above,
should be carefull in using the technique or the way of teaching speaking.
Because most of the students needs comfortable atmosphere in the class. there
for, the teacher should have to appropiate the techniques with the condition of the
students.

1. Free techniques
1) Role play: relatively free acting out of specified roles and function.
2) Games: various kinds of language games activity not like other previously
activity (e,g board and dice game making word).
3) Report: report of student prepared exposition on books, experiences,
project work, without immediate stimulus, and elaborated according to
students’ intersts.
4) Problem solving: activity involving specified problem and limitatios of
means to resolve it requeres cooperation on part of participants in small or
large group.
5) Drama: planned dramatic performance of play, skit, story, etc.
6) Simulation: activity involving complex interaction between groups and
individuals based on simulation of real life action and experiences.
7) Inteview: a student is directed to get information from another student or
students.
8) Discussion: debate or other form of grouped discussion of specified topic,
with or without specified side or positions prearranged.
9) A composition: written development of ideas, story, or other exposition.
10) A propos: conversation or other socially oriented interction or speech by
teacher, student, or even visitor, or general real life topic. Typically
authentic and genuine.
From the three techniques above, the teacher can combine between the
techniques that explained above with the techniques that were used in the school.
 According to research problem, we have to focus on some important and
practical techniques, such as role play, debate, and discussion.
a. Role play
Role play is the activity that gives a role to one or more members of a
group and assigns an objective or purpose that participant must accomplish. In
role play, the students are assigned role and put into situations that they may
encounter in the real life situation. Sometimes, the students are given the
thoughts and feelings they do not necessarily share.
Role play are effective when they are open-ended, so that different
people have different views of what the outcome should be, and a consensus
has to be reached. Role play can be used to encourage general oral fluency, or
to train students for specific situations. There are three things about role play.
First, it can be good fun and thus motivating. Second, they allow desistant
students to be more forthright in their opinions and behavior than they might
be when speaking for themselves, since they do not have to take some
responsibility for what they are saying. Third, by broadening the world of the
classroom to include the world outside, they allow students to use a much
wider
In conclusion, role play used to stimulate real life situations and to
encourage meaningfull communication in the classroom. It gives students the
opportunity to draw together what they have learn and to practice. So that, the
activity of role playing is fun, motivoting, and challenging, it can promote
students’ active participants, and thus the students will get much chance to
practice. It will can improve student’s ability.
b. Debate
There are many kinds of debates. In some debates, there is against
only one person. Other times, a team or a group against anotherr team or
group. One team sometimes has two people, some times three or four.
Sometimes, the same team speaks first and last, other times one team speaks
 first and the other team speaks last. Each team is given time or opportunities
to express their idea or opinion.
Debate, whether used as school exercise or in the deliberation of a judicial or
legislative body, has these essential characteristics:
1) Discussion process begins with an analysis of a problem and works to
wards a solution. So, the member of a discussion group is thingking his
way through to a conclusion, after he has reached a decision he may
uphold it in debate.
2) The conclusion must be stated, in the form of motion, resolution,
proposition or indictment as to give the voter a choice between two
alternatives.
3) After the proposition is properly worded and presented to the group whose
judgmend is desired, care is taken to see that both sides have an equal
opportunity to present their arguments.
4) When all who desire to participate in the debate have done so, a vote is
taken and the will of the mojority becomes until the matter is again up for
consideration, the decision of the organization.
We focused on debate as an educational method. Debate and its
predecessor, the disputations are among the oldest of teaching devices.
Aristotle’s advice that he subject for debate were problems arising in everyday
life was not followed during the middle ages. During that period debate most
often took by the form of the disputation an exercise designed to cultivate
ability in abstract reasoning.

c. Discussion
In our everyday talk the term discussion is both widely and loosely
used. We apply it to chance conversations, where the theme is subsidiary to
the desire to get acquainted, where the talk passes from on topic to another
 and only by chance lingers long enough anywhere for the thorough
consideration of a subject.
Discussion should have the following characteristics:
1) General participation. Discussion aims to make it possible for each
individual to speak as well as to listen. Intelligent listening followed by
informed action is participation.
2) Informality. Discussion aims at an organized informality.
3) Purpose. Discussion is talk with a purpose. The member of the group have
come together because they have information or ideas to exchange about
some specific problem, or because they want to hear what their fellows
have to say about it.
4) Planning, except for the occasional spontaneous discussion that happen
when a and interested minds meet, discussion requires a leader and a
plain. The leader should direct the progress but not the out come of the
discussion.
So that, with these characteristics before us, discussion my be defined
as the conversation that result when members of group gather to share their
information and opinion on a topic, or to think through a common problem,
usually under the direction of one of their members who serves as leader.

Bibliography

H Douglas Brown. Teaching by Principles: An Interactive Approach to language

pedagogy: second edition (New York. Longman Inc., 2001

Jeremy harmer.Tthe practice of English language teaching. Thrid edition completely

revised and update. (pearson educated limited. Longman 2001