Moreover, storytelling also can be a speaking activity. Thornbury divided storytelling activities into three, which are:
a. Guess the lie
In this activity, students tell each other three short personal anecdotes, two of which are true, and one anecdote is wrong. Other
students are asked to guess which one the wrong statement and give necessary reasons.
b. Insert the word
In this activity, students are given a card with unusual word or expression. And then, they take turn telling each other an anecdote in
which they incorporate their secret item as unremarkably as possible. At the end of each telling, the others have to guess what the word or
expression was. c.
Chain story In this activity, students work in group. They take turns to tell a
story, each one taking over from and building on, the contribution of their class mates at a given signal from the teacher.
30
4. Role of Teacher in Speaking Class
a. Prompter
To make all students participate well during the speaking class, teachers should help them in expressing their idea. Sometimes, students forget about
certain vocabulary, or they may confuse of what they are going to say next. In these situations, the teachers may be able to offer some words to complete
students’ sentences or they can ask a question related of students’ idea in order to enhance their speaking. However it is better to leave them to struggle out of such
situation on their own. b.
Participant Teachers can be a participant during students practice to speak. They may
introduce new information to students or ask some questions related to the topic in
29
Harmer, op. cit., pp. 348 —352.
30
Thornbury, op. cit., p. 96.
order to improve students’ speaking. It is better for teacher to stand back of students, so they can watch and listen to what is going on. However, teachers have
to be careful that they do not participate too much. Dominating teachers’ voice in speaking class will make the students lose opportunities to speak.
c. Feedback provider
Teachers can deliver feedback to students in the middle or at the end of activity. When students are in the middle of a speaking task, teachers should give
sufficient feedback. It is because over feedback may take the communication out of the activity, while helpful feedback will make the students out of difficult
misunderstanding and hesitation. Then, feedback which is explained at the end of the task can be form of correction of grammar, addition information or opinion
about the content of the activity as well as the language used. Or they can allow students to assess what they have done.
31
5. Characteristics of a Successful Speaking Activity
There are some characteristics of successful speaking activities, the explanation as follows:
a. Learners talk a lot
All students can participate well. They can share their brilliant idea without hesitation, so that the speaking class full of students’ voices.
b. Participation is event
All students get chance to speak. Either talkative students or taciturn students can involve well in speaking class. The participation of every student is
an event in speaking class. c.
Motivation is high Students are enthusiastic to speak; they always have something new to say.
d. Language is of an acceptable level
Learners express their ideas that are relevant, easily comprehensible to each other and of an acceptable level of language accuracy.
32
31
Harmer, op. cit., 347 —348.
32
Ur, op. cit., pp. 120 —133.
