25 Besides, the teachers also need to play a number of different roles, including
during the speaking activities. Below are three particular roles of the teacher proposed by Harmer 2007: 275-276.
1. Prompter.
This role could be applied by the teacher when the students „get lost’, cannot think of what to say next, or in some other way lose the fluency
expected from them. The teacher could help the students by offering discrete suggestions.
2. Participants.
The teacher acts as a participant when she or he participates in the discussions, role plays, or dialog with the class. However, teacher needs
to be careful not to participate too much and dominate the speaking and drawing all the attention to themselves.
3. Feedback Provider.
The teacher’s feedback on the students’ speaking depends upon the teacher’s tact and the appropriacy of the feedback given in
particular situations. The feedback could cover the content of the activity as well as the language used.
d. P-P-P
The method used is a three-phase sequence, known as the P-P-P cycle. P- P-P stands for Presentation, Practice, and Production Richards, 2006: 8. In
presentation phase, the new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks the
students’ comprehension of it. In practice phase, the students practice using the new structure in a controlled context through drills or substitution exercise.
26 Meanwhile, in production phase, the students practice using the new structure in
different contexts, often using their own content or information, in order to develop fluency with the new pattern.
However, the P-P-P lesson format and the assumptions on which it is based have been criticized. For example, Skehan 1996, p.18 comments that the
underlying theory of P-P-P approach has now been discredited. The belief that a precise focus on a particular form leads to learning and automatization that
learners will learn what is taught in the order in which it is taught no longer carries much credibility in linguistics or psychology.
In response to the criticism, Johnson 1982 and Byme 1986 in Harmer 2001 state that the teacher can decide the procedure of P-P-P at any phases so
it is more flexible. The teacher may start at production phase to know the problem that the students face. The teacher also may re-explain and red-discuss
the languages that they find it difficult. To begin with a presentation, the teacher may show a picture that is related to the topic of the lesson. Then, they answer
questions related to the topic. After that, they may have drills on the language that is used. Later, in the production phase, they can use the language in their
own sentences.
e. Assessing Speaking
Assessing speaking skill is not an easy thing to do. Speaking is a productive skill that can be directly and empirically observed, those observation
varied by the accuracy and effectiveness of a test- taker’s listening skill, in this
27 case, the test taker is the teacher. The score of the students may differ from one
teacher to the other. One solution to overcome this problem, the teacher needs to assign several scores for each response, and each score representing one of
several traits such as pronunciation, fluency, vocabulary use, grammar, comprehensibility, and so on Brown, 2004: 140.
According to Tuan 2012: 1, there are two main methods in assessing oral speech. They are holistic scoring and analytical scoring. Analytical scoring
means of assessment by breaking down the objective of final product into criteria parts, and each part is scored independently. The procedure of this
method involves the separation of the various features of a discourse Park, 2004 in Tuan, 2012:1. Holistic scoring uses a single global numeric rating to assess
students’ performance. Holistic scoring has advantage of being faster and lower cost, however it provides less information about the weakness and the strength
of the students. By contrast, analytic scoring takes a lot of time to rate speaking performance since the teacher is required to make more than one decision for
every speaking performance, however this method provide more useful diagnostic information about students’ speaking ability.
As stated on Cambridge Certificate in English Language Speaking Skills CELS, there are four categories need to be considered, they are vocabulary,
discourse management, pronunciation, and interactive communication. Dealing with grammar and vocabulary, students need to use appropriate syntactic forms
and vocabulary to meet the task requirements at each level. The students’ ability to express ideas and opinions coherently and convey clear information deals
