c. In speaking, students have opportunities to activate the various
elements of language they have saved in their brains, the more automatic their use of these elements become strong. As a result,
students gradually become autonomous language users. This means that they will be able to use words and phrases fluently without very
much conscious thought.
19
The researcher has analyzed how speaking activities provide activities provide opportunities for both teacher and students feedback and motivate
students because of their engaging qualities. Above all, they help students to be able to produce language automatically in their conversation.
3. The Goal of Teaching Speaking
The main purpose for teaching speaking is students can speak freely in respond, asking in their conversation. Many goals can be reached for teaching
speaking. Harmer said “The goal of teaching speaking skills is communicative
efficiency ”.
20
It means learners should be able to make themselves understood, using their current proficiency maximally. They should try to avoid confusion in
the message due to faulty of pronunciation, grammar, vocabulary, and to observe the social and cultural rules that apply in each communication situation. Students
often value speaking more than the other skills of reading, writing and listening is not always as big of an issue, but what often happens is students feel more anxiety
related to their oral production. Speaking is interrelated with the other skills, its development results in the development of the others. One of the primary benefits
of increased communicative competency is the resulting job, education and travel opportunities; it is always an asset to be able to communicate with other people.
19
Jeremy Harmer, How to Teach English, Harlow: Pearson Education Limited, 2007, p.123.
20
Hayriye Kayi, Op.Cit.
4. Types of Classroom Speaking Performance
Brown offered six similar categories which apply to the kinds of oral production that students are expected to carry out in the classroom:
a. Imitative A very limited portion of classroom speaking time may legitimately be
spent generating “human tape recorder” speech, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel
sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of
language form.
b. Intensive Intensive speaking goes one step beyond imitative to include any
speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self initiated
or it can even form part of some pair activity, where learners are “going over” certain forms of language.
c. Responsive A good deal of student speech in the classroom is responsive; short
replies to teacher or student-initiated questions or comments. d. Transactional dialogue
Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive
language.
e. Interpersonal dialogue Interpersonal dialogue carried out more for the purpose of maintaining
social relationships than for the transmission of facts and information.
f. Extensive monologue Finally, students at intermediate to advanced levels are called on to give
extended monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These
monologues can be planned or impromptu.
21
Each category above can be implemented based on the students’ level and students’ ability. Here are the summary purpose of each element: imitative for
21
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, New York: Pearson Education, 2001, pp. 271-274.
