Intelligibility in speaking is related to the pronunciation of the students. It is very important to have an intelligible pronunciation because the listeners could
easily understand the students’ speaking. Intelligible pronunciation will help students to deliver clear messages to the listeners. Therefore, the students should
pay attention on the intelligibility of the language they use. Paulston and Bruder 1976: 59 stated that there are two basic classes of
communicative interaction activities.
1 Exercise in Communicative Performance
In one kind of exercise, the teaching point is to be able to communicate some referential meaning in the target language Paulston and Bruder, 1976: 59.
In this phase, at least the students are able to use some referential meaning of the target language for communication. By understanding the referential meaning, the
students will be able to communicate actively using the target language.
2 A Contrastive Emily Post Approach to Language Teaching
The teaching point in this exercise is getting meaning across in a socially acceptable way Paulston and Bruder, 1976: 59. This exercise typically contains
social interactional rules. There will be interactions when the students using the target language. In the interactions, the students should be able to use the target
language for communication.
b. Teaching Speaking for The Second Grade Students of Senior High School
Speaking is one of the standard competences that students should acquire. In the curriculum, the basic competence of speaking is using kind of the language
variations in an accurate manner and fluent in daily life. From the basic
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competence, the students at least should be able to communicate using English in daily life.
In schools, the students practice a lot in speaking in order to be able using English for communication. The teacher can assess speaking using kind of the
assessments set. According to Brown 2004: 167 – 175, there are four kinds of speaking assessments that can be implemented in class.
1 Interview
Interview is in a sense an oral questionnaire which the interviewee gives the needed information orally and face-to-face Best Kahn, 1986: 186. There is
an active interaction between the interviewee and the interviewer. In the interview, the teacher faces the students and proceeds through a protocol of
questions and directives. Every effective interview contains a number of mandatory stages. Canale
1984 suggested the interviewer will perform the best if they lead through four stages: warm up, level check, probe, and wind-down.
a Warm up
The interviewer should bring the test-taker in a comfortable situation. The interviewer can give a mutual conversation or a little time for introduction. In this
stage there is no scoring.
b Level Check
In this stage, the interviewer graded the test-taker’s level in this stage. The interviewer graded based on the test-takers’ ability. This is important because the
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result of the interview can bring the test taker into an appropriate interview based on the test-taker’s level.
c Probe
In this activity, there are active interactions between the interviewer and the test-takers. The interviewer lists the probe questions based on the information
needed. Through probes items, the interviewer discovers the limitations of the test-taker’s proficiency. Responses to probe questions may be scored.
d Wind-down
Wind-down is the final stage in interview. In this stage, the interviewer encourages the test-taker to relax with some easy questions, set the test-taker’s
mind at east, and provides information about when and where to obtain the result of the interview. This phase is not scored.
2 Role Play
Role play helps students to express and map what they wanted to say. In role playing students do interactive communication activities in class. Students are
given roles in the target language Nunan, 2003: 57. They communicate each other naturally using their English ability.
3 Discussions and Conversations
In discussions and conversations, students actively use English to express their ideas Brown, 2004: 175. Students are required to using English in the
interaction. The using of English in the discussions and conversations make the students familiar with the target language. Students learn how to speak and how to
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listen others’ ideas. In discussions and conversations, the students are able to recognize their mistakes and correcting the mistakes.
4 Games
Games are similar to role play. Games also require active communication. In this assessment, students follow the rule of the game while they learn English,
especially in speaking Brown, 2004: 175. In games, the teachers score based on the students’ activities.
B. The Teaching of Pronunciation
