Unpreparing Speaking Skills

Speaking is generally perceived as the most fundamental skill to acquire. Since the onset of the communicative era, it has been treated as the ultimate goal of language training. In addition, its proper development has become the focus of attention of both teachers and learners. However, it is also a commonly recognized the fact that achieving proficiency in foreign language speaking in classroom conditions is not an easy task. Even advanced learners often finish a language course with the conviction that they are not sufficiently prepared for speaking beyond the classroom. This difficulty results, basically, from the character and inadequate frequency of speaking opportunities in the classroom in comparison to the abundance of natural varieties and genres of oral communication. In fact, selecting the most appropriate types of spoken discourse for classroom practice in a particular language course is a very hard decision. Moreover, it hardly ever reflects the natural occurrence and distribution of communicative situations.
According to Thornbury (2007), the process of developing speaking skills consists

It means that in the process of making news program, the students were also demanded to do role- play. According to Cosun (2016) the benefits to role-play activity was helpful in terms of practicing unprepared speaking, solving problems, practicing English in a fun way, acting skills, vocabulary and pronunciation development, as well as critical thinking skills. It is pointed out that role-playing games are beneficial for vocabulary development (Sylvén & Sundqvist, 2012), and for the development of conversational language (Peterson, 2011). From Gee's (2008) perspective, the entertainment and pleasure experienced while playing games also facilitate language