And, the last activity for develop speaking skill is a game. It's better for teachers to create the language game. Teacher can draw a ladder on the board and each space on the ladder has a picture of vehicles. This activity can do in groups. First, let the pupils move the marker according to the numbers they get from roll a dice. When the marker stop, the must say the name of that vehicles. For example, the marker stop on the picture of lorry, so, the pupils must said, “lorry”. From the word that was saying, the pupils must make a sentence orally and say it aloud. From all those activities, teachers can build up pupils understanding about this skill when they are able to speak or say something.
The third language skill is reading. For your information, reading merely involves the ability to sound the words printed on page. It is important for us to realize that reading is much more complex than this. Like Andre Gide say, “to read a writer is for me not merely to get an idea of what he says, but to go off with him and travel in his company”. So, to understand and master this skill, we must learn it details. In school, teachers must develop pupil's skill through the activity in classroom. One of the activities that teachers can do is using a big book. Through big book's activity, the teacher can do a shared reading. To do a shared reading, first, teacher sits on chair in front of the whole class and gets the pupils attention. Then, teacher reads the story. After that, teacher asks the pupils to read together. Then, teacher calls one of the pupils to come out and read the story for the whole class loudly. When the pupils can read the story very well, that's mean; the pupils had mastered this skill. Teacher can give some guidance if the pupils cannot read it very well.
Another activity that teacher can do to evaluate pupils understanding about this skill is labeling. As we know, the classroom has a nature table, a "shop", a model town, a model house with furniture. Pupils are asked to talk about the objects and to label the objects with prepared labels. The labels should be removed so that pupils can re-label objects for practice. On this activity, pupils read when they want label the objects. They must read what the teacher writes on the card for labeling. Teachers can sure that the pupils had mastered this skill when they read and match the labels with correct objects.
Teachers also can do reading and telling activity. This is a very simple description of animals, birds, objects or people are written on small cards. Pictures or words to match the descriptions are put in front. A pupil comes out, pick up a card from the pack, reads it and identifies the correct picture or word. This activity is like a riddle but it has a picture. So, the pupils understanding about this skill can be evaluating when the pupils can read and identify the picture or word correctly.
The fourth or the last language skill that pupils must master it is writing. Writing is very important in our daily life. It's like a soul. According to Lord Byron, “if I don't write to empty my mind, I go mad. As so that regular, uninterrupted love of writing, I do not understand it. I feel it as a torture, which I must get rid of, but never as a pleasure. On the contrary, I think composition a great pain”. From that, we can see that writing is valuable and important. At school, teachers must deliver this skill to their pupils and there are many activities that teachers can do to deliver this skill. The first activity that teachers can do is
write a composition based on the picture series. Firstly, teachers give pupils a series of picture. Teacher let the pupils write simple sentences based on the picture series given. Before this, teachers give some example. Teachers also show the pupils one sentence that the pupils can understand. After the pupils finished write a short essay, teachers ask pupils to come out and write the story on the blackboard. Teachers can give some guided about the grammar usage.
The second activity for developing writing skill is describing a process. This activity must fully guided by the teacher. Firstly, the teacher puts up the pictures illustrating the process, including a list of materials. As an example,the process to make a paper necklace. The materials are a tube of glue, a glass-headed pin and the others. Then, teacher questions pupils to elicit sentences about the pictures. He then puts up a jumbled list of sentences describing the process. For example, “put some glue on the last inch from the point of triangle and finish rolling up the bead”. Then, pupils select sentences from the list of sentences provided. These sentences are read aloud as the teacher points to the pictures. After that, pupils write the sentences in the correct order describing the process. When pupils can write the sentences in correct order, it's sure that the pupils understand this skill.
Besides that, the teacher also can use an origami book activity. Through this activity, teacher must teach the pupils the way to provide an origami book. Pupils can write the story on this book based on the previous story that they had learn before. After they write, the teacher must let the pupils to write on the blackboard. The teacher can evaluate the pupils understanding when the pupils are able to write the story correctly. Besides that, teachers can make a competition for the origami book. For example, the pupils must write the proverbs on the origami book using the handwriting. Here, teachers can assess the handwriting to decide the winner.
As a conclusion, these four language skills have consequences on each other. So, the pupils need to master all these language skills and the teachers need to deliver their skills to the pupils through the suitable activities. The teachers also can use good materials and create a good learning environment in the classroom. Besides that, pupils must take part in all the activities that teachers do, so that, it's easy for them to understand each language skills. The teachers need to guide the pupils.
