Furthermore, teachers can also help students to adapt their speech and informal talks based on the audience, the communicated information, and the
circumstances of the occasion, or in other words, contexts of the talks. Choosing the topics of the conversation is also important. The teacher
’s role here is needed. As students of the junior high school may be shy to suggest certain
topics based on the curriculum, teachers may provide some options of the topics so that students can choose the topics. Wallace et al. 2004: 10 explain that
students may enjoy talking about their personal experiences. Therefore, the topics of the conversation are the daily communication topics, such as family included
in the curriculum. Students may be not really aware of the use of politeness in conversations
based on the situations. Therefore, it is useful for students to know how to speak and differentiate the situations such as how to speak to teachers and how to speak
to classmates. In a conversation, there are at least two participants. Students commonly have
some anxiety in performing conversation in a large group so that it is better to ask students to work in pair to practice the conversation. By practicing repeatedly, it
will reduce the students’ anxiety to perform in larger group as they are well prepared for better performance.
5. Teaching and Learning Process of Speaking
Richards 2006: 8 explains that PPP Presentation – Practice – Produce
cycle is often used in language teaching with some modifications. PPP is a simple
and easy approach for teachers to follow. This cycle moving from controlled activities towards less controlled activities greater freedom.
This cycle begins with presenting or illustrating the new teaching points in which the students are asked to comprehend. Ellis cited in Evan 1999: 1 The
purpose of the presentation stage is to help students acquire new linguistic knowledge or to reconstruct knowledge that has been wrongly represented. This
cycle is followed by practicing the new teaching points in the controlled context. The practice stage is divided into controlled and freer activities. Students are
expected to learn the structure of the target language. The third cycle is the free practice for students to test how to use the new teaching points as a real or
simulated communication. Moreover, Richards 2006: 16 explains that in Communicative Language
Teaching CLT, there are three different kinds of practice namely mechanical, meaningful, and communicative. Mechanical practice means that the students are
given controlled practice activities. In this controlled practice, students are not required to understand the language while they are carrying out the language.
Inverse to what it is said in mechanical practice, meaningful practice means that the students are given activities where the students are required to
understanding the language by making a meaningful choice while they are carrying out the language. However, there is still a controlled language provided
in meaningful practice. Meanwhile, in the communicative practice, the students are asked to practice the language like in a real communication in which the
students communicate the real information and the controlled language is not provided anymore.
Teachers usually follow the teaching and learning process steps which are the opening activity, exploration, elaboration, confirmation; and closing activity
the steps in School Based Curriculum teaching. In the opening activity, the teacher opens the class and gives a clue question related to the topic the students
are going to discuss. In the exploration step, the teacher gives the students opportunity to find some information related to the topic, whether they work in
individually or in a group. In the elaboration step, the teacher asks the students to explain the result of findings from the exploration step in oral andor written
forms. Although in any steps, the teacher and students can make a discussion, most of the discussions happen here.
In the final step of the main activity, the confirmation step allows the teacher and students to have a reflection of what they have learned from the first
to the last activities and figure out what is missing from their discussion. If they have not understood the discussions, their questions are answered here. In the
closing activity, they make the conclusion of the lesson. From those steps above, speaking is normally placed in every steps of the
main activity. As the learning process in School Based Curriculum is integrated skills which is not only one skill is taught here, the speaking learning is usually
accompanied by other skills. For example, speaking skill is usually accompanied by listening andor writing skill; or by all skills of English.
