Imteresting Speaking Class Focused on

Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. However, many students feel reluctant to speak up in the class because they think that speaking English is not easy. Therefore, how to arouse students' interest, increase students' commitment to speak English fluently and get the maximum participation has long been a headache for teachers who wants to get the students involved in class activities, and keep the class lively and dynamic.

Penny (1996) states that characteristics of a successful speaking activity are: first, learners talk a lot. As much as possible of the period of time allotted to the activity is in fact accupied by learner talk. This may seem obvious, but often most time is taken up with teacher talk or pauses. Second, participant is even. Classroom discussion is not dominated by a minority of talkative participants; all get a chance to speak, and contributions are fairly evenly distributed. Next, motivation is high. Learners are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective. Fourth,  language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy. Nunan (1991) wrote, "success is measured in terms of the ability to carry out a conversation in the (target) language." Therefore, if students do not learn how to speak or do not get any opportunity to speak in the language classroom they may soon get de-motivated and lose interest in learning. On the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner motivation and making the English language classroom a fun and dynamic place to be.

An experimental but practical way to make a successful speaking activity which enhances students' oral fluency is called as On Focus. In this activity, students will be expected to interact and communicate in a comfortable way. The followings are the procedures to do on Focus Activity in speaking class.

Teaching Procedures

Thought Gathering: Give each student a copy of a list of possible interview questions and allow them a few minutes of quiet reflection – a chance to think about how they might answer the questions. The questions can be searched in the internet and the followings are the examples.

Interview Questions for ON FOCUS

1. What is something you really want to learn to do before you die?
2. Where do you think you will be five years from now? Doing what?
3. How would your life bechanged if there were no T.V.?
4. Tell me about someone special in your family.
5. Are you anxious to get married? Why? Why not?
6. What is a current problem that you have?
7. Who is someone that you are always happy to see? Why?
8. If you found $50 in the street, what would you do with it?
9. How do you spend your weekends?
10. Where do you go when you want to be alone?
11. Do you enjoy sports? Which ones?
12. What is the worst work you have ever done for money?
13.  What is your favorite food?
14. How do you feel about homosexuality?
15. What is something you have that you would hate to lose?
16. What is a present you would like to receive?
17. Who gave you your first romantic kiss?
18. Do you believe in life after death?
19. Do you have a secret talent and what is it?
20. Do you have any regrets in life?
21. Do you think it is a good idea to borrow money from a friend? Why or why not?
22. Who is the most interesting person you have ever met?
23. Do you think famous people are happier than ordinary people? Why?
24. Describe the appearance of the person you would like to date?
25. Do you think marriages based on love are more successful than arranged marriages?
26. What age do you think is best for getting married? Why?
27. What do you think the world would be like without music?
28. If you could ask God any one question, what would it be?
29. If you could be a super-hero, which one would you be?
30. If you could date a celebrity, who would you choose?

Sharing: Ask a volunteer to come up to the front of the class and sit comfortably in a chair. Allow group members to ask questions from the list or their own original questions to the volunteer. The one being interviewed has the right to say “I pass” on any question that he or she cannot or does not want to answer. She/he also has the opportunity after eight minutes of interviewing to ask back to the members of the group any question that was posed to him/her. After  all questions have been answered, he/she has a duty to point others as the next center of attention in front of the class. Be sure that the group understands that there is a time limit, a right to pass, and an opportunity to ask questions back.

A variation of On Focus for small groups

Sharing: Have students form group of four. One student in each group will be on focus for five minutes. The other three members will take turns asking the focus person questions either from the list or original one. The focus person has the right to pass any question that he/she cannot or does not choose to answer, and will also have the opportunity to ask a question back to any group member when the focus in finished. Ask them to be aware of their listening patterns – to notice when they want to interrupt or suggest answers to their own questions or take the focus back to themselves. Ask them to concentrate on truly listening. Each student in the group will have a turn at being on focus. You might want to have a little bell or some other way to signal the change of focus so that the turn will be passed around the circle and all groups will more or less stay together and finish about the same time.

Reflection

This activity brings many advantages in speaking class because the students learn to speak in the second language by "interacting". They are active in asking questions which are based on real-life situations, so they really want to get the answers. Shy students are also active in the discussion since they do not have to create their own questions if they have no idea in their mind and they can give more questions to give feedback of the answers.  Do not forget to provide appropriate feedback and correction, but do not interrupt the flow of communication. Take notes while a student or groups are talking and address problems to the class after the activity without embarrassing the student who made the error. You can write the error on the board and ask who can correct it.