2 Intensive The production of short stretches of oral language designed to
demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships such as prosodic elements -
intonation, stress, rhythm, juncture.
3 Responsive In the interaction and the test comprehension, but at the somewhat
limited level of very short conversations, standard greetings and small talk, simple requests and comments.
4 Interactive The difference between responsive and interactive speaking is in
the length and complexity of the interaction, which sometimes includes multiple exchanges andor multiple participants.
5 Extensive monologue Extensive
oral production
tasks include
speeches, oral
presentations, and story-telling, during which the opportunity for oral interaction from listeners is either highly limited perhaps to
nonverbal responses or ruled out altogether.
Brown, 2004:141
2.2.4.4 General Concept of Spoken Monologue Descriptive Text
It has been stated in the School-based Curriculum KTSP that teaching and learning process of English in Junior High School provides the students with
specific strategies to improve their use of Language. The activities assist students to improve their ability to communicate effectively, inquire, share information,
express idea, and make sense of life. The goal of the English teaching at junior high school is to give students a working knowledge of English. They have to
attain the four language skills. The students who have four skills and the English components are regarded to be able to use this language at the recognition level as
well as at the production level. Hopefully, they can listen to and read English written materials, besides they are able to speak English fluently and write it as
well.
A spoken monologue descriptive text is a kind of extensive oral production tasks which the opportunity for oral interaction from listeners is either highly
limited perhaps to nonverbal responses or ruled out altogether. Descriptive text is one of genres, which must be learnt by students of junior high school according
to School-based Curriculum KTSP. School-based Curriculum KTSP mentions, expressing meaning in simple short monologue by using a variety of harsh
language accurately, fluently, and thanks to interact with the environment in the type of descriptive text and recount. It was mentioned that the eighth-grade
students are demanded to be able to express monologue texts in descriptive and recount type to interact with others. Based on Gerot and Wignell 1994: 192-219
explain: There are thirteen text types such as: spoof, recounts, reports,
analytical exposition, news item, anecdote, narrative, procedure, description, hortatory exposition, explanation, discussion, and
reviews.
Gerot and Wign ell 1994: 208 explain, “the aim of descriptive text is to
describe a particular person, place or thing” The term genre is used to refer the particular text types, not to traditional varieties of literature. It is a type or kind of
text, defined in terms of its social purposes; also the level of context dealing with social purposes. Therefore, Gerrot and Wignel 1994: 208 state,
“the social function of descriptive is to describe a particular person, place or thing”.
According to Gerot and Wignell 1994: 208, the generic structures of descriptive are identification: identifies phenomenon to be described and description:
describes the parts, qualities, characters. The significant lexico grammatical features of descriptive text according to Gerrot and Wignell 1994: 204 are:
1 Focus on specific participants 2 Use of attributive and identifying process
3 Frequent use of classifiers in nominal groups 4 Use of simple present tense
2.2.5 Concept of Teaching Speaking as a Second or Foreign Language
