5 Colloquial language
Language learner sometimes are not well acquainted with the words, idioms, and phrases of colloquial language.
6 Rate of delivery
In teaching spoken English, a teacher is needed in order to get the students an acceptable speed along with other attributes of fluency.
7 Stress, rhythm, and intonation
The stress, rhythm, and intonation of spoken English carries important messages, therefore students need to know where to use the perfect stress, rhythm
and intonation. 8
Interaction According to Brown 2007, learning to produce waves of language in a
vacuum – without interlocutors – would rob speaking skill of its richest component:
the creativity of conversional negotiation. Those are the eight difficulties which might be experienced by the eighth
grade students of English club of SMP Pangudi Luhur 1 Yogyakarta. Brown 2007 believes that the eight difficulties are mostly happened in language learners
especially in speaking skill. Teachers who are teaching English speaking should consider on those difficulties to help the students improving their speaking skill.
c. Principles of Teaching Speaking Skill
According to Brown 2007, there are seven principles in teaching speaking skill, namely:
1 Focus on both fluency and accuracy depending on your objectives
Teachers need to bear in mind a spectrum of learner needs, from language- based focus on accuracy to message-based focus on interaction, meaning, and
fluency. 2
Provide intrinsically motivating techniques According to Brown 2007, the purpose of the second principle is to appeal
to students’ ultimate goals and interests, to their need for knowledge, for status, for achieving competence and autonomy, and for “being all that they can be”. Teachers
should also help the students to see how the activity will benefit them. 3
Encourage the use of authentic language in meaningful contexts It takes energy and creativity to devise authentic contexts and meaningful
interaction, thus teachers need to have a storehouse of the resource material. 4
Provide appropriate feedback and correction Students are totally dependent on the teacher for useful linguistic feedback
in most EFL situations. Brown 2007 states that it is important that teachers take advantage of their knowledge of English to inject the kinds of corrective feedback
that are appropriate for the moment. 5
Capitalize on the natural link between speaking and listening Teachers should not lose out on opportunities to integrate speaking and
listening skills. It is because many interactive techniques involve these two skills. Moreover, when teachers are focusing on speaking goals, listening goals may
naturally coincide and these two skills can reinforce each other. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6 Give students opportunities to initiate oral communications
According to Brown 2007, a good deal of typical classroom interaction is characterized by teacher’s initiation of language. In most situations in a classroom,
students have been conditioned only to “speak when spoken to”. Part of oral communication competence is the ability to initiate conversations, to nominate
topics, to ask questions, to control conversations, and to change the subject Brown, 2007.
7 Encourage the development of speaking categories
There are nine strategies to help the students accomplishing oral communicative purposes, namely:
Asking for clarification
What?
Asking for someone to repeat something?
Huh? Excuse me?
Using fillers
Uh, I mean, Well
in order to gain time to process
Using conversation maintenance cues
Uh-huh, Right, Yeah, Okay, Hm
Getting someone’s attention
Hey, Say, So
Using paraphrases for structures one can’t produce
Appealing for assistance from the interlocutor
Using formulaic expressions
Using mime and nonverbal expressions to convey meaning
Those are the nine strategies of the last principles of teaching speaking skill by Brown. By doing so, Brown believed that the strategies would help the students
in improving their speaking skill. According to Moon 2005, the ideal situation for PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
children learning a second language is to live in the country where the language is spoken, to be surrounded by it and to acquire it naturally through using it every day.
2. Jazz Chant
