Perspective! SPEAK IT OUT: GRASP ENGLISH SPEAKING SKILLS

JOHN VHER P. VILLAREAL

6SeaNing in the (nglish language is emEarrassing Eecause Zords in the mind are hard to sSeaN out. /oZ selI esteem can Sull a Serson doZn Zhen sSeaNing the (nglish language. According to Muhammad Tanveer (2007), anxiety related to language acquisition can stem Irom a variety oI Iactors, including learning disaEilities, target language cultural disSarities, and identity loss Iears.

The Zillingness and understanding oI the imSortance oI sSeaNing using the (nglish language have an imSact on develoSing the sSeaNing sNills oI the learners. 3eter Macintyre stated that the claim that deciding to start a conversation at a sSeciIic time may Ee seen as a choice Ey the learner, activity is Iramed Ey articles on language anxiety and language learning motivation.

5egardless oI this issue, there are aSSlicaEle actions that can Ee imSlemented to develoS the sSeaNing sNills oI the learners, such as ) overcoming Iear oI using the lan guage 2) develoSing conIidence ) Zillingness to communicate and ) understanding the imSortance oI sSeaNing.

2vercoming Iear in using the language

/earners are aIraid to commit grammatical errors Zhen sSeaNing in the (nglish lan guage. The teacher must encourage the learners to SarticiSate in the class and to exSress their ideas using (nglish. 6uSSort coming Irom the teacher can Eoost the selI esteem oI the learners in SarticiSating and sSeaNing Zith the use oI the (nglish language. 3ractice and an eIIective environment can Ee the solution to overcoming the Iear and shyness oI using the (nglish language.

'eveloSing conIidence

&onIidence can Ee gained through Sractice the learners Zill enhance their sSeaNing and communication sNills Zhen there are activities liNe tongue tZisters. 6tudents noZa days are conscious oI their Sronunciation, and Zhen they NnoZ the SroSer Sronunciation oI Zords as Zell as the corresSonding meanings, they Zill have conIidence in sSeaNing using the (nglish language. (ncourage the learners to use SrescriStive grammar to develoS Iluency and conIidence in using the (nglish language.

:illingness to communicate

A lacN oI Zillingness to learn can Ee a hindrance to develoSing the sSeaNing sNills oI the learners. ,mSlementing the SroSer motivation in the class EeIore the start oI the lesson in relation to sSeaNing can catch the attention oI the learners, and that is the right time to encourage the learners to sSeaN using the (nglish language. There is a game such as 3ass the message and *uest the meaning oI the Zord that can Eoost the Zillingness oI the learners to SarticiSate and to use the language. Another, integrating Zhat is currently trend ing in relation to the lesson and alloZing the learners to exSress their ideas Zith the use oI the (nglish language.

8nderstanding the imSortance oI sSeaNing

%roadening the NnoZledge oI the learners regarding the SerNs oI NnoZing hoZ to sSeaN and communicate using the (nglish language. The use oI simulations or situational acts can maNe the learners reali]e the diIIerent oSSortunities that they can oEtain Zhen they learn the SroSer usage oI the (nglish language in sSeaNing. &ommunication develoSment occurs not only inside the country Eut even Zith communicating Zith Ioreigners, Zith the use oI the (nglish language, they can communicate Ireely. ,n diIIerent situations, sSeaNing the (nglish language can Ee eIIicient Zhen a Serson NnoZs hoZ to use it. Teachers must encourage the learners to communicate using the (nglish language and alloZ them to use it in real liIe situations.

:ith the SroSer guidance and imSlementation oI strategies Ey the teacher, the learners Zill Ee aEle to overcome their Iear oI communicating or exSressing their ideas, develoS their conIidence to SarticiSate and share thoughts regarding the lesson, and develoS their sSeaNing sNills Zith their oZn initiatives and the SroSer guidance oI the teacher and understanding that the (nglish language can Ee utili]ed internationally.

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The author is Teacher ,, at =arago]a 1ational +igh 6chool