Summary Report

Chapter 8: Speaking skills

This chapter are discussing about three factor first is reason for speaking that make us differ
variety of contexts, second is examine how concept of speaking has evolved and investigate the
characteristic of language that contains pronunciation and conversation analysis. We have own reason for
speaking for example: asking for assistance and advice in a shop, asking for direction in different town,
making an appointment by telephone, etc. From the example from reason of speaking we can set speaking
skill for important skill that our learner must mastering because speaking skills play large part of overall
competence. Richards and Rodgers in their analysis offer four characteristics of a communicative of view
of language make a conclude that when learner use spoken language must involves not only a knowledge
of target form and function but also the general knowledge of the information. The speaking has a
characteristic, the binary distinction of speaking help to shaping the discussion of speaking. There is
category in the binary distinction of speaking, first is “motor receptive” speaking skills which involves
linguistic elements such as pronunciation, vocabulary and chunks (several words customarily used
together in a fixed expression) and structures. Then here also important is the teaching of pronunciation,
the teaching of pronunciation is carried out in many different ways, and for different reasons. Next in
conversation analysis, in conversation analysis we can find many features and many ways to do a
conversation analysis is to find many frameworks of the conversation. Then we can find many knowledges
to learn the class implication, one of the implications is student that use L1 in their study usually hard to
do a switching language, then have to understand that there is a need for speaking skills classes to place
more emphasis on the ‘frames’ of oral interactions. We should understand what activity that can support
learner speaking skill, we should take a look to an example of some ‘pre-communicative’ materials and
then move on to consider what might broadly be termed ‘communicative’ activities or games. After this,
we shall examine some oral problem-solving activities, role play and simulation materials for decision
making, and materials requiring personal responses from the learners. We finish this section by discussing
materials designed to raise awareness of regularities and patterns of conversation. Activity that we can
provide like communication games, problem solving, role play and etc. At the end of this summary we
need a review of the chapter, the chapter was started with examining learners need of speaking, then at
that point we examined a portion of the foundation to talking aptitudes by underscoring talking as a
functioning expertise. Along these lines we took a gander at the manners by which talking and listening
associate what's more, how investigation into open language hypothesis and the attributes of
communicated in language has had significant study hall suggestions in the course of the last two decades.
Chapter 9: Writing Skills

To sum up, in this chapter are discussing some of part in writing skills. For instance, introduction, reason
for writing, writing material in the language class, the written product, the writing process, and
correcting written work. The reason for writing divided into two point, those are a typical ‘writing
profile’ covers a great range of styles and in straightforward terms of frequency, the great majority of
people write very much less than they talk and listen. Also, there are types of writing those are personal
writing, public writing, creative writing, social writing, study writing, and institutional writing. In writing
materials in the language class, there are kinds of aspect may implement in any activity classroom of
writing skills such as writing essays and examination answer, taking notes from textbooks etc. in the
writing product, there are some aspect should be attended for example, handwriting, spelling,
punctuation, overall organization, sentences, grammar, word choice, and paragraphs. The writing
process divided in two points, those are the writer’s perspective and the writing classroom. The last is
correcting written work, for this part the teacher should be attended in the characteristics of learners
for instance, learner’s proficiency, manner of feedback, kinds of error, and timing of feedback. Also, the
schemes should be involved the communication quality, logical organization, layout and presentation,
grammar, vocabulary, handwriting, punctuation and spelling.

Chapter 10: Integrated Skills

In conclusion, in this chapter are available some of parts in integrated skills. Those are introduction,
situations requiring skills integration, and integrated skills in the classroom. From the skills integration
point of view the situations may be quite simple such as speaking on the telephone and taking down a
message or taking part in a conversation or, alternatively, they may be much longer and involve more
skills integration, as we can see in the following examples: we may read about a film or concert in a
newspaper or magazine and we may need to read lecture notes/articles/a paper in order to write a
competition or an essay Also, there are two situations that we have illustrated above show how, in our
daily lives, we are consistently performing tasks that involve a natural integration of language skills.
Finally, we considered some class activities where offer different permutations in integrating skills in the
classroom that divided into five parts, those are General material, EAP materials, task-based materials,
oral presentation, project work. This chapter concludes the second part of the book. In part III we shall
examine different ways of organizing the resources ad management of the classroom.