fluency is used, with the focus shifting to fluency as students advance.
From the explanation above, the writer deduces that accuracy without fluency is not useful in the same way that fluency without
accuracy is also not useful. A good mixture, biased towards the needs of the learners, is ideal way to do.
c Provide opportunities for students to talk by using group work or
pair work, and limiting teacher talk. Pair and group work are the most effective way of increasing
learners’ talking time. The only other way of giving learners an opportunity to speak in class would be for the teacher to address
each learner in turn.
8
These activities can be used to increase amount of time that learners get to speak in the target language
during lessons. Unfortunately, based on research which stated in Nunan’s
book, teachers do approximately 50 to 80 percent of the talking in classrooms. It is important for language teachers to be aware of
how much they are talking in class so they don’t take up all the time the students could be talking.
d Plan speaking tasks that involve negotiation for meaning.
The negotiation of meaning refers to the interactional work that speaker do to clarify misunderstanding. It involves checking
to see if learners have understood what someone has said, clarifying their understanding, and confirming that someone has
understood their meaning. In teaching speaking skill the teachers are demanded to create
activities and situations which encourage the students to speak
8
David Nunan, Teaching English to Speakers of Other Language: An Introduction. New York: Routledge, 2015, p. 55
freely, without being afraid and shy. The teacher must plan his teaching well before he starts the teaching and learning of
speaking. Teacher needs to have techniques which are relevant to the students’ interest to achieve the objectives of the teaching and
learning of speaking.
4. The Purpose of Teaching Speaking
As speaking is the ability of expressing ideas in form of speech, it clearly explained the purpose of speaking. Nevertheless, specifically in
teaching speaking, characteristics of successful speaking are as the following:
9
a Learners talk a lot. In the period of teaching and learning speaking activities, it
should be obvious that learners take the opportunity to talk as much as possible. Simply in reality, teacher still take the time of
speaking activities. b Participation is even.
The activities of speaking should be equal between the minority talkative learners and the majority learners. Thus, all
learners get the same chance to contribute in speaking activities. c Motivation is high.
In speaking activities, there should be a thing that can be motivation for learners to contribute the activities. For instance,
the teacher should provide the activity with an interested topic. d Language is of an acceptable level.
All participants in speaking activities have to make utterances in acceptable level which means learners who talk should express
themselves by using relevant utterance and easily understood by others.
9
Ur, op. cit., p. 20
From the explanation above, it can be concluded that the purpose of teaching speaking is to make the learners are able to express their ideas in
acceptable utterance and easily comprehend by other learners. The teacher has to establish a friendly classroom atmosphere with the students to speak
freely.
5. Assessments of Speaking
Assessing speaking is challenging because there are so many factors that influence teacher’s impression on how well someone can speak a
language. Five components are generally recognized in analysis of speech process those are grammar, vocabulary, comprehension, fluency, and
pronunciation. Here the bands score of oral proficiency scoring categories in
speaking skill.
10
It can be seen on the tables below:
Table 2.1 Oral Proficiency Scoring Categories Grammar
Score Proficiency Description
1
Errors in grammar are frequent, but speaker can be understood by a native speaker used to dealing with
foreigners attempting to speak language.
2
Can usually handle elementary constructions quite accurately but does not have thorough or confident control
of the grammar.
3
Control of grammar is good, able to speak the language with sufficient structural accuracy to participate effectively in
most formal and informal conversation on practical, social, and professional topics.
4 Able to use the language accurately on all levels normally
10
H. Dauglas Brown, Language Assessment-Principle and Classroom Practice. New York: Person Education,Inc. 2004, p. 172-173
