by-step and generalized set of classroom specifications for accomplishing linguistic objectives. Then, technique is any of a wide variety of activities,
exercises, or tasks used in the classroom to achieve teaching and learning objectives.
There are many methods and techniques which can be used for teaching speaking to the students in the classroom. As the researcher stated before, the
methods and techniques are very useful in teaching speaking in order to get students’ attention and participation in the classroom. Therefore, the methods and
techniques used in teaching speaking should encourage students to use the target language in a certain context and develop their speaking strategies. Related to this,
Brown 2001:275 proposes some principles for designing speaking techniques which can be useful for teaching speaking in the classroom. They are as follows:
1 using techniques that cover the spectrum of learner needs, from
language-based focus on accuracy to message-based focus on interaction, meaning, and fluency,
2 providing intrinsically motivating techniques,
3 encouraging the use of authentic language in meaningful context,
4 providing appropriate feedback and correction,
5 capitalizing on the natural link between speaking and listening,
6 giving students opportunities to initiate oral communication, and
7 encouraging the development of speaking strategies.
Moreover, Kayi 2006 presents some basis of teaching speaking in the EFL setting. In the teaching and learning process of speaking, the learners should be
able to: 1
use the word and sentence stress, intonation patterns and the rythm of the target language
2 select appropriate words and sentences based on particular social setting,
audience, and situation 3
organize their thought in meaningful and logical sequence 4
use the language quickly, confidently, and fluently to express their ideas. Another important thing for the English teacher in teaching speaking skills
to their students is to create real-life context and provide appropriate materials and models when students learn how to speak English in the classroom.
In addition, Harmer 1998:87 mentions three basic reasons why it is good to give students speaking tasks. Those three basic reasons are:
1 It is very important to give students opportunities to freely practice
speaking in the classroom so that they can use English in their daily life conversation.
2 Speaking tasks provide feedback for both the students and the teacher.
3 Good speaking tasks should be highly motivating so that students can be
engaged in the teaching and learning process.
e. Teaching Speaking in Senior High School
Senior high school students are students in transition time. They are no longer as children but they are not mature yet. In this time, they want to have an
enjoyable and supportive learning. Teaching English in senior high schools in Indonesia has an aim to develop
students’ communicative competence which covers the four language skills: listening, speaking, reading, and also writing. Students are expected to speak and
communicate using English in their everyday life, both in written or spoken. That is why, to achieve the goal, the teacher has to teach the four skills of English
proportionally. They have to focus not only on receptive skills but also on productive skills.
Speaking is one of the four skills of English which is important to be taught to the students especially for senior high school students. The students do not only
use the ability of speaking in their school but they also use it in their daily life in order to be able to communicate in this globalization era. In the curriculum, the
basic competence of speaking is the use of language variation accurately, fluently, and appropriately in daily conversations. Therefore, students have to be able to
convey the meanings and intentions in English both inside and outside the classroom.
Based on school-based curriculum, teaching speaking for second grade students of senior high school covers some learning objectives. The learning
objectives of speaking want the students to be able to:
a express the meaning in simple transactional and interpersonal
conversations fluently, accurately, and appropriately in order to interact with others in everyday life.
b express the meaning in monologue text using the language fluently,
accurately, and appropriately c
express the meaning in short functional spoken texts fluently, accurately, and appropriately.
f. Classroom Speaking Activity
In speaking, interaction is the most important aspect. It is because speaking is two-way learning where the students not only learn how to speak in front of
other people, but they also learn how to listen to other people in order to make the activity of speaking running well. It is as what Brown 2001:269 states that
theories of communicative competence emphasize the importance of interaction as human beings use language in various context to negotiate meaning or to get out
of one’s person head into head of another person. It is what he defined as collaborative exchange of thoughts, feelings, or ideas between two or more
people, resulting in interrelationship on each other. Classroom speaking activities should be interactive, communicative, and
also give the students sufficient chances to use the target language effectively. Besides that, the teacher should provide varied speaking classroom activities in
order to give the opportunities for the students to practice in oral communication. According to Thornbury 2001:79, communicative tasks or activities fulfill
two important roles in language learning needs. They are preparing students for
real-life language use and encouraging the atomization of language knowledge. He also stated that communicative activities or tasks are characterized by some
aspects, such as: 1
The motivation of the activity is to achieve some outcome, using the language.
2 The activity takes place in real time.
3 Achieving the outcome requires the participants to interact e.g., to listen
as well as to speak. 4
Because of the spontaneous and jointly constructed nature of the interaction, the outcome is not fully predictable.
5 There is no restriction on the language used.
In designing various and communicative activities of speaking, the teacher should design the activities which can give the opportunities to the students to
practice speaking as much as possible. Richards and Renandya 2002 suggested that effective and interactive activities should be meaningful, manipulative, and
communicative for the students. There are six types of classroom speaking performance according to Brown
2001:271. Those are: 1
Imitative In this type of classroom speaking performance, students are drilled to
focus on some particular elements of language forms in a controlled activity instead of carrying out meaningful conversations.
