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    Chapter Report 2 - Chapter 3 - Andri Kurniawan Purnama, S.PD

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    Chapter Report 2 - Chapter 3 - Andri Kurniawan Purnama, S.PD

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    Andri Kurniawan
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    Chapter Report 2 - Chapter 3 - Andri Kurniawan Purnama, S.Pd (1)

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    Chapter Report 2 - Chapter 3 - Andri Kurniawan Purnama, S.PD

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    Andri Kurniawan

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    CHAPTER REPORT

    1. Course : The Study of EFL Methodology


    2. Program : Post Graduate Program (S2) – English Education
    3. Institution : IKIP Siliwangi
    4. Student Name : Andri Kurniawan Purnama, S.Pd.
    5. Chapter Number and Title : 3 – Speaking
    6. Source : Practical English Language Teaching (David Nunan, 2003)
    7. Week and Date : 6th of October 2024

    1. INTRODUCTION
    Chapter 3 discusses the importance of speaking in the context of language learning. It explains
    that speaking is considered a productive skill closely related to listening, involving both top-down
    and bottom-up processing. This chapter explains the differences between speaking and writing and
    emphasizes the real-time nature of speaking, where learners must rapidly process and produce
    language without the ability to edit their output.

    2. KEY CONCEPT AND THEORIES


    Key concepts discussed include:

    1. Productive skills: Speaking as the process of producing spoken language for communication.
    2. Speaking and writing: differences in immediacy, feedback, and planning.
    3. Communicative competence: the ability to not only know grammar rules but also use them
    appropriately in a variety of situations.
    4. Fluency and Accuracy: A combination of speaking speed and grammatical correctness.

    3. RELEVANT THEORIES
    This chapter discusses on theories from communicative language teaching (CLT) and auditory
    linguistics to contrast traditional repetitive practice with more interactive approaches. CLT
    emphasizes the importance of communication over rote learning by allowing students to participate
    in real-life speaking situations.

    4. APPLICATION IN EFL CLASSROOM


    This chapter suggests several classroom techniques:

    1. Role-playing: Encourage students to take on different roles in conversations to practice


    speaking in a variety of situations.
    2. Simulations: Create realistic scenarios in which students must use the target language for
    practical purposes, such as ordering at a grocery store or restaurant.
    3. Activities to fill information gaps: Facilitate authentic communication by involving students in
    a task in which one partner has the information the other partner needs.

    5. REFLECTION ON CLASSROOM PRACTICE


    In EFL classes, role-playing games and simulations have been used to provide students with
    opportunities to practice speaking in a less stressful environment. For example, if students simulate
    conversations between tourists and locals, they can use language in a contextually appropriate way
    to develop both fluency and communication skills.

    6. CRITICAL ANALYSIS
    This chapter provides a detailed overview of speaking skills, but it could also delve deeper into
    the challenges faced by beginning learners who may have fluency issues. It could also focus more
    on how to integrate accuracy-oriented activities with communication tasks as CLT develops.

    7. PERSONAL INSIGHT AND OPINION


    I agree that this chapter focuses on fluency rather than accuracy in the early stages of language
    learning. In my experience, students are often more motivated when they are encouraged to
    communicate freely without fear of making mistakes. However, accuracy is also important for
    long-term language skills and should not be completely ignored.

    8. CONCLUSION
    Chapter 3 provides valuable insights into teaching speaking and emphasizes the importance of
    creating authentic communication opportunities in the classroom. By balancing fluency and
    accuracy, teachers can help students become confident and effective speakers of the target
    language.

    9. REFERENCES
    Nunan, D. (2003). *Practical English Language Teaching*. McGraw-Hill.

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