d. Teaching Speaking for Junior High School
According to Peraturan Menteri Pendidikan Nasional 23 of 2006, the curriculum that is used in the school is KTSP Kurikulum Tingkat Satuan
Pendidikan. The goal of the teaching English in the scope of speaking is the students are able to express the meaning in transactional and interpersonal
formally and informally in the form of recount, narrative, procedure, descriptive, and report in the daily life context. The expected speaking
competence of Grade VIII students of junior high school in the second semester is displayed in the table below.
Table 1: The Standard of Competence and Basic Competence of Grade VIII Students of Junior High School
Standard of Competence Basic competence
9. Expressing the meaning in simple
transactional and
interpersonal conversations to interact
with the
closest environment.
9.2 Expressing the
meaning in
transactional to get things done and
interpersonal social
conversations using a variety of simple
spoken languages
accurately, fluently,
and acceptably to interact with the
closest environment involving expressions of asking and giving
opinion,
responding to
a statement,
paying attention,
starting, expanding, and ending a telephone conversation.
12. Expressing the meaning in short functional texts and
simple monologue texts in the form of recount and
narrative in daily life context. 12.2 Expressing the meaning in simple
monologue texts using a variety of spoken languages accurately,
fluently, and appropriately in the form of recount and narrative text
From the table above, it can be seen that Grade VIII students of junior high school in the second semester need to acquire some skills in order to tell
the story and express some short functional texts verbally. Therefore, the teacher should give them more exposure and more chances in practicing their
oral speech. Thus, it is expected that they are able to master those speaking well. Moreover, they are able to implement it in their daily life.
To help the students learn effectively so the standard of competence and the basic competence can be achieved, the researcher used the Role
Playing technique. The technique helped them to be more familiar with the certain expressions or word regarding to the topic, they also had the chance to
practice the language with their friends.
d. PPP and Alternative to PPP
The method used is a three-phase sequence known as P-P-P. P-P-P stands from Presentation, Practice, and Production Richards, 2006:8. In the
presentation phase, the teacher introduces new expressions that are often presented by means of a conversation or short text. The teacher then explains
the new expressions and checks the comprehension of the students. They will have opportunity to practice using new expressions in the practice phase. In
this phase, the practice is a guided practice through drill or substitution exercise. The production phase is a phase where the students will use new
structure in their own content or information, in order to develop fluency with the new pattern.
Kategori