THE STRATEGIES TO DEVELOPING SPEAKING SKILLS in EFL CLASSROOM Tsania Asyaqira, Dr. Muhammad Sofian Hadi, M.Pd tsanialmiqdar@gmail.com Muhammadiyah University Of Jakarta ABSTRACT: Speaking is one important skill in language learning. EFL students are sometimes faced with problems, while speaking to their interlocutors due to the lack of sufficient linguistic knowledge, and they have to quit the conversation.development of speaking skill, and to describe techniques and strategies used by the teachers to develop speaking skill in EFL English classroom Speaking English is undoubtedly important today because it is recognized globally language in almost all fields. So, if we as EFL students want to be fluent and clever Our first talk should encourage them to practice and continue repair. Second, we must raise student awareness and introduce it to them how important speaking skills are in developing their language. The findings depicted that(1) teachers as the main factor of presage variable were observed using many kinds of strategies, and techniques for developing speaking skills, and (2)appropriate speaking techniques and strategies were used to develop speakingskill in the mentioned different speaking class levels. The strategies andtechniques are realized because teachers as the main factor applied someunique ways–how to make the English language classroom to be a lot of funand dynamic place, to enhance students’ motivation, and to build English atmosphere in class and outside class as well. Keyword : speaking skills, EFL students, developing skills, strategies. INTRODUCTION Many of students feel embarrassed in the learning process when they discover difficulty. They tend to choose to be passive rather than active learning with ask the teacher. Sometimes they try to get out of class while being learning process if they begin to feel bored with the learning method given by the teacher. So with the implementation of the method Know, What to know, Learned (KWL), is expected to overcome teachers' difficulties in teaching and make students more active again so that learning outcomes can increase. KWL is one method that gives students the opportunity to be able to more active and open to their teachers about difficulties in the learning process. Thus the teacher can better understand will psychological needs of students. It can be said that the KWL method can improve student learning outcomes, students are more active interaction occurs between students with students and students with teachers. English is a tool for communicating both orally and writing. Ministry of National Education, which is preparing the standard competence in the 2004 Curriculum, stipulates that the capability should be owned by Indonesian students is to understand and disclose information, thoughts, feelings, and develop science, technology, and culture using English. Thus, English serves as a tool for communicating in order to access information other than as a tool for foster interpersonal relationships, exchange information and enjoy aesthetics language in British culture. Therefore, Mr. Frans Speaking (speaking) expressed that performing skills. English subjects aims as follows: 1. Developing the ability to communicate in English, either in oral or written forms, which include listening, speaking (speaking), reading (reading), and writing (writing). 2. Growing awareness of the nature of language and the importance of English as one of the foreign languages ​​to become the main tool of learning. 3. Develop an understanding of interconnectedness between languages ​​and culture and expand the cultural horizon so that students have insight cross-cultural and can engage in diversity culture. (http: /kursusinggris.wordpress.com/2006/11/7/meningkatkan_kemamp uan speak speaking) RESEARCH FINDING Communication strategy use may be influenced by gender and the level of English proficiency level. There is not much information about the extent to which these factors influence on communication strategy use .People like Dornyei and Thurell(1991,1994) ,Faerch and Kasper(1983,1986), Tarone and Yule(1989) and Willems(1987) advocate communication strategy instruction and recommend pedagogical guidelines and argue that CS teaching is conductive to development of strategic competence. BACKGROUND OF STUDY Speaking is an act of making vocal sounds. We can say that speaking means to converse, or expressing one's thoughts and feelings in spoken language. To speak often implies conveying information. It may be from an informal remark to a scholarly presentation to a formal address. Speaking skills: Speaking skills are the skills that give us the ability to communicate effectively. These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won't be misunderstood by those who are listening. Description: Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. There are three kinds of speaking situations in which we find ourselves: 1. interactive, 2. partially interactive, 3. Non-interactive. Interactive speaking situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner. Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech. The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood. Few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast. In all the above explained conditions speaking is always a headache for most of the people. Although the fear of speaking is common, studies show that ability to speaking can be enhanced by improving speaking skills. Some speaking skills are: 1. Be prepared and practice. The more you know what you want to say, the better you'll get at it. First, brainstorm the topic of your speech and research it, if you need to. Write down all the points you want to make and then organize them into an outline. Then, practice your speech out loud at least 3 to 5 times. 2. Know your audience. The better you know your audience or listeners, the easier it will be to connect to them as you speak. When you are able to make that connection, you'll hold their attention. 3. Pay attention to the old KISS principle, that is, Keep It Short and Simple. When you are speaking don't beat around the bush or try to impress with complex metaphors. Stories, however, can be a powerful public speaking tool, especially when they contain at least a hint of humor. But again, keep them short and on point. Shorter messages leave more impression. They're also easier for your audience to remember. 4. Interact with your audience. Lectures will rarely have the same impact on an audience that an open discussion will. Look for opportunities to involve your audience in what you are speaking about. Ask for validation of points you are making ("Am I right?" "Has that ever happened to you?") Or allow time for questions. Also, make sure to establish eye contact with your audience, and keep it throughout your speech. 5. Speak with sincerity and passion. When a person wants to leave a lasting impression with the audience about one’s topic then be sure that you are true to yourself and your topic as you speak .Don't be afraid to inject enthusiasm and passion into the speech as well. 6. Close your speech in a memorable way. Give your audience something to think about as you finish up your speech. Certainly, it's a good idea to summarize your main points one more time, but then finish up with an inspiring story or quote, or leave them with a thought provoking question. 7. Fluency The main goal is fluency. Remember that one don't have to know many complex grammatical structures to achieve that goal! First of all try to speak as fluent as possible (even making some grammar mistakes). There are several activities/ strategies for developing speaking skills. Discussion Discussion is probably the most used activity in the oral skill class. Learners are assigned to discuss about provided topic. This activity usually does in a group because discussion is an activity for sharing information and knowledge to each other. Furthermore, learners are necessary to take the prior knowledge for discussion. For example, the topic is "Living together before marriage". The learners should find some evidences to support your ideas. The evidence is maybe findings of research, statistic, or real experience. Besides, learners have to realize the managing interaction as above. The first step is teacher have to do a warm-up activity to introduce in the topic by discussing in the similar topic. This activity will add some ideas for students. The discussion does not have right or wrong, but it is sharing your own thoughts and feeling to each other. There are how to succeed with discussion: Give students topical information and language forms in order that they have something to say with other people. Let student purpose discussion topic or choose from some options. The topic of discussion is not necessary to be serious topic. Students would like to be motivated if the topic is interesting. Set objectives before discussion, and learners should achieve the goals. Use small group instead of whole class discussion because a small group is easy to participant in. Let students discuss for 8 -10 minutes. Teacher should stop them if they have nothing to say. Give feedback after finishing discussion. Students will know your ability by teacher's feedback. Role play It is an activity for developing speaking skill, and students can show your ability about performance. Students usually are assigned some roles and fit into some situations that students maybe face outside classroom. Role play activity is advantage for practicing and developing sociolinguistic competence that they have to speak English with appropriateness according to situations and characters. Students always enjoy playing, but some are not because they are lack of self confidence. To succeed role play should do: Introduce activity by explaining the situation and make sure that students understand their own character. Set objectives before discussion, and learners should achieve the goals. Give a card that explains the person or role to students. The card maybe composes of words, expressions, or sentences. Have students brainstorm in their group for planning. Use small group instead of whole class discussion because a small group is easy to participant in. Let students work at their own ability level because students have different individual language skill. Teacher does not expect that everybody has to produce equally to discussion. Give feedback after finishing discussion. Students will know your ability by teacher's feedback. Information Gap The information gap activity involves each learner in a pair or group possessing information which the other learners do not have. The information of learners has to be shared with other in order to reach the objectives and outcomes. Doughty and Pica (1986) suggest that if students work in pairs with an activity that to be required exchanging information, students would engage in more negotiation of meaning that with activity. The information gap activities have their own advantages and limitations. They help language acquisition, but they do not involve students in conversational strategies in the same way like role play and discussion. For example: There are many different activities for developing speaking skills. The most important thing to realize is communicative competence including linguistics, sociolinguistics, discourse, and strategic competence. Moreover, speakers need to speak with fluency and accuracy. As you can see that speaking need more abilities to be mixed together. Recently, there are many foreigners' wives at Udon Thaini province. Speaking is mostly used to communicate with other people. While a good speaker needs those things as above, some are not. For example, a foreigner's wife at the department store says "Honey, it the same at house." with pointing to a bag of detergent which is namely "Breeze". This sentence is not correctly, but her husband can understand what she means. She speaks with some competence which is strategic competence that she speaks and point to something she means. Although she produces a sentence with any knowledge, she is able to communicate. Furthermore, there are not only utterances but also body language and eye contacts that you should act while you are speaking. The important activity for developing speaking skill in terms of body language and eye contacts is presentation, especially public speaking. For instance, when I was a fourth year student at Khon Kaen University, I usually practice presentation skill. Every subject need to oral presentation. I think that I was given many opportunities for practice until I can present confidently in front of classroom or anywhere. I also realize that dressing can help me to be a believable person. Although sometimes I am not sure for information that I have to present, I try to produce with confidence and good looking. After I finish presentation, my friend told me that "You speak with reliability" Then I answered that "But I have no substances, ha ha". It makes me aware that speaking is the most important skill in every day life. Also, body language or gestures and eye contacts are choices to convey meaning to the audiences. If you are a good speaker, you should always practice anytime. For the second language learners, you cannot to be a perfect speaker because second language is not mother tongue, but you can speak with a few mistakes. Besides, you can speak English similar to native speakers by more practicing. For another example, I have a speech examination in terms of introduction of guest speaker which is the promptu speech. The teacher assigned since at the beginning of December. I have many times for preparation, but I still speak with some incorrect point. I also think that I cannot speak every word I prepared, but I can convey meaning to audience that it still has the same meaning. After that, it is the time for impromptu speech. Everyone has to pick a piece of paper that wrote a topic, and I was let a minute to prepare. Suddenly, I produce about the topic I selected. Luckily, I got a quite easy topic which is "What custom in your country is different from customs in other countries?" That topic is in the Thai context while some are not related to Thai people. I realize that a speaker is needed to have omniscience for any topics. Person who has wider knowledge will get more advantages in speaking. In addition, experiences are considered to be necessity, especially direct experiences. CONCLUSION As I mentioned as above, there are several activities for developing speaking skill in different ways. Teacher should select the appropriate activities for your students. Recently, communicative approach is taught widely in second language learning. This approach focuses on the ability to communicate in the real situation or authentic events, but the teacher should not ignore to teach grammar for them that is a heart of English learning. Moreover, I believe that vocabularies are necessary in speaking skill. Also, teacher should encourage developing vocabulary skill at the same time. REFERENCES Essays, UK. (November 2013). Developing Speaking Skills in School. Retrieved from https://www.ukessays.com/essays/english-language/developing-speaking-skill-english-language-essay.php?vref=1 Kabrizadeh,N (2014) International Journal of Foreign Language Teaching & Research – Volume 3, Issue 5, Spring 2014 Oxford advanced learner's dictionary of current English (6th ed.). Oxford: Oxford University Press.Huckin, T. N. & Olsen, L. A. (1991).    Speaking effectively: Strategies for academic interaction. Boston, MA: Heinle & Heinle. 14. O'Connor, J. D. (1980).