Those stages represent discrete operations for the sake of clarity in Yalden’s model.
2. Teaching of Speaking
This part discusses the basic theory of speaking skill. There are three parts that are going to be discussed in this section. Those are: the nature of speaking,
principles of teaching speaking, and speaking activities.
a. Nature of Speaking
First of all, spoken language and written language are different basically. Brown and Yule as quoted by Nunan 1989:26-27 discuss the difference between
them. Written language is characterized by well-formed sentences, which are integrated into highly structured paragraphs. On the other hand, spoken language
consists of short, often fragmentary utterances, in a range of pronunciations. It is skill that generally has to be learned and practiced.
There are some types of questions that should be considered by teachers who are concerned with teaching the spoken language. The questions are as
follows : 1
What is the appropriate form of spoken language to teach? 2
From the point of view of structure taught, is it all right to teach the spoken language as if it was exactly like the written language, hit with a
view “spoken expressions” thrown in? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3 Is it appropriate to teach the same structures to all foreign language
students, no matter what their age is or their intentions in learning the spoken language?
4 Are those structures that are described in standard grammars the structures
which our students should be expected to produce when they speak English?
5 How is it possible to give students any sort of meaningful practice in
producing spoken English? Brown and Yule, 1983:3. In short, they suggest that in teaching spoken language, teachers should be
concerned with developing skill. By developing the skill, the students will be able to achieve more in teaching and learning activities.
b. Principles of Teaching Speaking
There are five principles of teaching speaking according to Bailey 1994:p54-56. The descriptions are as follows:
1 Be aware of differences between second language and foreign language
context.
Speaking is learned in two broad contexts: foreign language and second language situation. A foreign language FL context is one where the target
language is not the language of communication in the society. In other words, EFL means English as studied by people who live in place where English is not
the first language of the people who live in the country, such as Italy, Saudi Arabia, Korea and Indonesia. Learning speaking skill is very challenging for
students in FL context, because they have very few opportunities to use the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
target language outside the classroom. A second language SL context is one where the target language is the language of communication in the society. By
ESL we mean English as studied by people who speak other languages as their first language- such as Spanish, Arabic, or Chinese, but live in places where
English is the first language such as in Australia, UK, New Zeland and US. Second language learners include refugees, international students, and
immigrants.
2 Give students practice with both fluency and accuracy
Accuracy is the extent to which students’ speech matches what people actually say when they use the target language. Fluency is the extent to which
speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc. In language lesson, especially
at the beginning and intermediate levels, learners must be given opportunities to develop their fluency and accuracy.
3 Provide opportunities for students to talk by using group work or pair
work, and limiting teacher talk.
Pair work and group work activities can be used to increase the amount of time that learners get to speak in the target language during lessons. One
further interesting point is that when the teacher is removed from conversation, the learners take on diverse speaking roles that are normally filled by the
teacher. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4 Plan speaking tasks that involve negotiation for meaning.
It involves checking to see if you’re understood what someone has said, clarifying your understanding, and confirming that someone has understood
your meaning by asking for clarification, repetition, or explanations during conversations, learners get the people they are speaking with to address them
with language at a level they can learn from and understand.
5 Design classroom activities that involved guidance and practice in both
transactional and interactional speaking.
Interactional speech is communicating with someone for social purposes. It includes both establishing and maintaining social relationships. Transactional
speech involves communicating to get something done, including the exchange of goods andor services.
c. Speaking Activities
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