24
positive way to make available to the students audio and video equipment so that the students can practise prior for formal speaking situations. In this research, the
teacher used audio equipment. In addition, the teacher also distributed some handouts related to the modelling. The teacher wanted to provide for the students
sufficient information and examples about formal speaking situations. In this case, the teacher wanted the students to be able to learn from the modelling using audio
equipment audio recording and later can practice it.
3 Post-speaking: A Time for Reflection and Setting Goals
In the post-speaking, the students can reflect upon performance and set goals for improvement. For the post-speaking activity, the students may reflect upon
their performances. The students may do a type of reflection. The students may learn from their own and others’ mistakes and succeeses. It may also be acquired
from the other students’ and teacher’s comments and inputs. After learning from himherself and other students from the reflection the
students may have a description of what being a good speaker involves. Therefore, the students can set goals for improvement.
c. Supporting and Managing the Speaking Process
The teacher has many roles in the speaking class. The following are the discussions of the roles of the teacher.
In the speaking class, the teacher should give the students the opportunities to gather information, questions, and interpretation. This is in accordance with the
research. In the research, the teacher uses modelling to give the students
25
opportunities to gather information from the modelling, to question, and also to interpret it. These are important for communicative competence.
In the speaking class, the teacher should also build on what students already know. The teacher together with the students has to probe the students’ intellects.
Then, the teacher has to find the way to make the students able to reveal the things
that they already know.
To explore the students’ ideas in speaking, the teacher has to ask questions that result in a diversity of thought and response, and to which there is not always
one right answer. Hence, the students may have a variety of ideas and opinions. Thereby, the students not only learn to express ideas and opinions, but they also
learn to think and respond to something. In the speaking class, the teacher’s tasks are also to elicit and encourage
purposeful speaking and tentative ‘thinking aloud’. The teacher has to find the way to encourage the students’ purposeful speaking and also to enable the
students to think aloud. Next, in the speaking class, the teacher also has to attend to the thought and
intent of students’ responses rather than the surface features of dialect and grammar. Here, the teacher has to respect and respond to the students’ thought. It
may be possible for the teacher to probe the students’ thought and discuss it. It is more important for the teacher to attend to the students’ thought. Hence, the
teacher can explore the students’ ideas and thoughts. The teacher has to involve the students in developing assessment instruments.
In this case, the teacher has to explore the students’ needs and wants. Therefore, it
26
is important to the teacher to involve the students in developing the assessment instruments.
The teacher also has to encourage peer assessment that focuses on strengths and areas for improvement. Hence, the teacher has to help the students with the
strengths and areas for improvement. The students may learn better from the peers. The peers can be the motivation for the students’ improvement. They can
gain the feedback from the peers for the improvement. The teacher has to value questions as much as answers. The teacher should not
underestimate the students who ask questions. Heshe has to respect and value the questions as much as answers.
It is also the teacher’s task to read regularly, to share enthusiasm for the oral tradition and tell stories to the students. It is aimed to give the model to the
students in speaking to tell stories. Therefore, the teacher also has to provide the opportunities for the students to tell stories.
In the speaking class, the teacher is also supposed to make informal speaking and the sharing of facts and opinions regularly. This is to give examples to the
students and encourage them to share the same facts and opinions in the speaking class.
Every student has hisher own assumptions, prejudices, and information about a certain fact. In the speaking class, the students often cannot express their
opinions. It is the teacher task to challenge the students’ own and others’ assumptions, prejudices, and information presented as facts.
In the speaking class, the teacher has to promote the students’ abilities to develop and participate in reasoned argument during discussions and debates. The
27
teacher may use psychological approach to the students to give them secure feelings so that they are not afraid to speak or make a mistake. It is to encourage
them to speak up and be involved in the discussions and debates with reasoned arguments.
Next, the teacher also has to develop the students’ sensitivities to others’ feelings, language, and responses. It is to develop the interpersonal and
intrapersonal ability. Hence, the students as speakers are also supposed to care and think about others’ feelings. As an example, there is speaking to show sympathy.
In a speaking class, the teacher may give the model of expressions which to show sympathy.
It is also important for the teacher to set personal goals for communicating appropriately and effectively. This means that the students have to set their
personal goals in order to be able to communicate appropriately and effectively. Moreover, the teacher has to know the needs of listeners and participants.
In the speaking class, it may be possible that the students come from different cultures. Here, the teacher has to respect the cultural traditions. In addition, heshe
has to allow and model waitthink after questions. Therefore, the teacher has to waitgive the students the time to think when heshe asks questions.
Being a teacher is not merely teaching the students, but heshe also has the tasks to encourage the students to learn and make progress. First, when the
students have made progress, the teacher is supposed to reward. It is to encourage them to make improvement. Furthermore, the teacher is supposed to value the
effort of improvement as well as competence.
28
The teacher also has to assess both the speaking processes and products. The evaluation of the students’ achievement should not merely be based on the
product but also from the processes. The teacher is supposed to always pay attention to the students in the daily activities in class so that heshe knows each
student’s progress.
d. Promoting Oral Skills in the Classroom
