Dialogues as a means of teaching speaking to SMU students

Hong, Feni (1997) Dialogues as a means of teaching speaking to SMU students. Undergraduate thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Speaking is one of the important abilities that the students have to master because they express their ideas and thinking through speaking. Many students expect that after they graduate from Senior High School, they have ability to speak English or are able to communicate with foreigner. However, there are many SMU students who can hardly speak English or express their ideas well even after learning it for six years or more. There are three factors which cause the low spoken English proficiency of the SMU students. First. students are often reluctant and discouraged to speak in the target language. Secondly, students only practice little in English and the last is the class is often too big. To overcome those constraints, the writer suggests dialogues as a means of teaching speaking to SMU students. The writer suggests it because of some reasons. Firstly, dialogue is meaningfully contextual language material and represents real communication; secondly, dialogues have social context; thirdly, with dialogue, students can practice to speak together at the same time by repeating after the teacher and the students do not feel afraid if they make mistakes because they practice together. Besides that, dialogues give a lot of functions in the language classroom. Dialogues offer listening and speaking activities, offer excellent practice in pronunciation and grammar, can help students to enrich their vocabulary, can demonstrate the aspect of culture, are applicable, and are easy to memorize. As we know, dialogues have been used to teaching speaking in Senior High School but, sometimes, dialogues are not used effectively. Therefore, in this study, the writer wants to suggests effective step of teaching speaking through dialogues to SMU students. The steps that should be followed in this technique are : 1 . The teacher reads the dialogue and the students listen. 2. The teacher reads the dialogue and the students repeat after him. 3. The teacher explains new words in the dialogue. 4. The teacher asks some comprehension questions. 5. The teacher asks the students to read the written dialogue. 6. The teacher asks the students to identify the communicative expression in the dialogue . 7. The teacher asks the students to make their own dialogue from the situations given. 8 . The teacher asks the students to act out the dialogue . Finally, the writer hopes that this thesis may contribute some ideas to the English teachers, especially in their efforts of developing and encouraging the students' speaking skill. The writer realizes that there are still many shortcomings in this thesis. Therefore, she will happily accept any constructive criticism.

Item Type: Thesis (Undergraduate)
Department: ["eprint_fieldopt_department_Faculty of Teacher Training and Education" not defined]
Subjects: English Education
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: EK Lengkonosari PN
Date Deposited: 11 Aug 2016 07:26
Last Modified: 11 Aug 2016 07:26
URI: http://repository.wima.ac.id/id/eprint/6780

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