Uzbekistan state university of world languages khamidova feruza abdujambulqizi the importance of media materials in teaching students to speak in a continuing

4.Songs
Using song in EFL classroom, especially speaking one can be both enjoyable and educational. Song usually provides a peaceful and happy mood for the listeners. Songs can also be used as a useful aid in the learning of vocabulary, pronunciation, structures, and sentence patterns. Song technique used the theory proposed by Gasser and Waldman (1990),
(1) To ensure the pedagogical value of the song, the EFL teacher should be able to use it to teach grammar, pronunciation, vocabulary, and culture.
(2) The tune should be simple and easy to learn.
(3) It helps if the lyrics are representative. If they are not, it helps if the song has a chorus which is easy to learn. In this way even the slowest students can master at least part of the song relatively quickly.
(4) The lyrics should be as 14 representatives as possible of standard, spoken English.
(5) It should be necessary to change the lyrics to make them more standard or to enhance their pedagogical value.
There is another theory about these methods, according to Harmer in Fauziati (2008: 123-130) stated that:
1) The role plays, which have been designed, can be presented within a few minutes and contain a minimum of advanced vocabulary items. They are minimally designed in order to allow the students to create their own characters freely, rather than merely impersonating ones that have already been carefully detailed.
2) Games are not suitable for children but also for adults since there is always a child hidden in every of us. Bringing out this ‘child’ undoubtedly facilitates the learning of foreign language.
3) Problem-Solving Materials, which focus on problem solving, offer further opportunities for students to work in pairs or small groups, to share information and opinions on topics, which are meaningful to them. The basic principle lying behind such activities is that the teacher sets up a situation where there is “an information gap” among the participants, and this gap has to be bridged either orally or in written form.
4) Group discussion may be composed of three to five students. If such group work is used regularly and introduced with a careful explanation of its purpose, the class will soon accept it as a natural activity. The main aim of group discussion is to improve fluency, and grammar is probably best allowed to function as a naturally communicative context.
5) Using Songs especially speaking one can be both enjoyable and educational. Songs usually provides a peaceful and happy mood for the listeners. From a pedagogical standpoint, songs can be incorporated into the classroom for a variety of reasons. Songs can also be used as a useful aid in the learning of vocabulary, pronunciation, structures, and sentence patterns. In addition, songs can also be used to teach aspects of culture, especially the culture of the target language speakers.
These methods which are given above are very suitable and effective to improve speaking skills for pupils who study in secondary school. As for the next part of a continuing education system is the pupils who study in X and XI grades in school and higher education. English teachers can also use these methods given above for them in teaching foreign language, especially improving speaking skills. Utilizing these methods really depend on teachers. There are several tasks of teachers in the classroom. According to Richard and Lokhart (1994: 105) stated that teacher may select such roles for themselves as: Planner, Manager, Inquiry Controller, Group Organizer, Facilitator, Motivator, and Empowered. From the statement above, the teacher has many roles in the classroom during teaching learning process. Based on the observation, the writer found that teacher has own roles in each classroom technique. There are some teacher’s roles that she found in her observation such as (1) Teacher as explainer,
(2) Teacher as facilitator,
(3) Teacher as inquiry controller,
(4) Teacher as empowered.
Moreover, the learners have also some roles during lesson, according to According to Richard and Rogers (1985: 22) there are five aspects as a learner, there are:
(1) The learner is the planner of his or her own learning program and thus ultimately assumes responsibility of what he or she does in the classroom,
(2) The learner is monitor and evaluator of his or her own progress,
(3) The learner is a member of a group and learns by interacting with others,
(4) The learner is a tutor of others learners,
(5) The learners learn from the teacher, from the other students and other teaching sources. Khori Nurlaela[2017] stated that the classroom technique used by teacher in teaching speaking is using film. Using film in teaching learning process could improve students’ speaking skill. Film could make the atmosphere in classroom more enjoyable and fun and film also can build students’ interest to learn English. So, it means that film is a good media used in teaching learning process especially to develop students’ speaking skill. This method is very useful for the students who study at university because it helps the students to improve speaking skills. They try to understand the meaning of film and feel the English atmosphere.
According to Ayuna Netta and Siti Safura metioned that there are several activities which can be implemented in teaching speaking, they are as follows: 1. Jigsaw; it is grouping students into several which consist of several students. Each member of the group was given a task to study a topic with other members from different group who got similar one, and then teach other members of his/her own group about it. 2. Think-pair-share; it consists of three stages of cooperative pattern. First, individually each student thinks about the topic, then secondly, each of them pair up and exchange their idea, and lastly, the pair share their opinion with their group.
3. Acting from a script; the students act out scenes from plays, the script from their textbook and/or the dialogues they have written themselves.
4. Classroom Discussion; it can be in a form of a whole-staged formal discussion to small-group informal interaction.
5. Debate; students prepare arguments in favor or against various proposition and then the students present their opinion on certain topic given.
6. Prepared Talks; a student or group of students makes a presentation on a topic of their own choice. The students will be given some times to prepare for their talk.
7. Simulation and Role play; students simulate and/or play roles of real-life encounter, for example; a conversation in a café, a shop, an interview, or business meeting) There are several characteristics that support the successful teaching of speaking, are as follows;
1) learners should be given plenty of opportunities to talk at a time that has been allocated to communicate in the classroom;
2) participation in class discussion is not dominated by only minority talkative students, but all students have the same opportunity to speak, and contributions are distributed fairly; 3) choosing an interested and new topic of learning so as to motivate students to contribute in achieving the learning objectives.
There are a lot of theories about the techniques of teaching pupils and students to improve speaking skills in a continuing education system such as using pictures, different games, role play, discussion, problem-solving, utilizing films, debate, paired talks. These methods help students to increase their interests to learn English language, moreover using cartoon for elementary school pupils is very effective way. Utilizing these techniques depend on teachers during the lesson in interesting and productive ways. Several methods are given so as to improve speaking skills in teaching foreign language. Before utilizing these techniques, English teacher should select the methods according to pupils’ level. When selecting methods, teachers have to pay attention students’ levels, for instance the children in pre-school are eager to watch cartoons and draw animals’ or fruits’ pictures, pupils who study in elementary school are also interested in cartoons and different games but they cannot manage role plays or discussing, debate. These teaching methods are very suitable for secondary or high school students. As for students in higher education prefer to organize debate or discuss, watching English movies, videos as well. Furthermore, speaking and listening should be taught spontaneously in the process of teaching foreign language because pupils cannot communicate with teachers without understanding their speech, that’s why speaking and listening activities should be given regularly in the lesson. By the help of listening activities, students can learn some vocabularies and correct pronunciation rules. Unfortunately, English teacher give more pay attention writing or reading skills during the lesson in our school rather than speaking and listening, so pupils’ communication skills are poor and even they cannot speak English in the lesson. In addition some teachers do not use classroom languages such as read the text, clean the board, do the task, what’s your own opinion, give your point on this topic, translate the text, I have a question, open your books etc. So teachers should utilize regularly classroom languages in the process of the lesson, day by day pupils will be accustomed to understanding and speaking during the lesson. Moreover, it helps pupils to feel confident, motivate speaking English and create English atmosphere in the lesson.