provide the most enjoyable and productive speaking but the success of the activity depends on the way the teacher asks the students to do the task.
The fourth activity is called prepared talks in which the students are asked to make a presentation on a topic of their own choices. Such talks are
not designed for informal spontaneous conversation, but it is more writing- like activity. Therefore, the teacher should give time for the students to
prepare the talks and to rehearse their presentations. The fifth activity is questionnaires. Here, the questionnaires are the
same as surveys. This activity is useful because it is pre-planned so that both questioner and respondent have something to say to each other.
The last activities are simulation and role-play. When the students are doing simulations and role-plays, they need to know the situations and
they need to be given sufficient information about the activities. These activities can be used to encourage general oral fluency and to train students
for specific situations. According to experts, there are some kinds of classroom speaking
activities as mentioned above. The activities can be applied in the classroom and adjusted according to the levels of the students. They can be used and or
manipulated by teachers in order to create a more challenging and enjoyable speaking class. For examples, the controlled, guided, and free activities can
be manipulated with activities such as dialogs or prepared talks.
g. Principles for Designing Speaking Technique
Brown 2001 notes seven principles for designing speaking techniques. The first principle is that the teacher should use techniques that
cover the spectrum of learner needs from language-based focus on accuracy to message-based focus on interaction, meaning, and fluency. The second
principle is that the teacher should provide motivating techniques which can encourage the students‘ motivation to learn English intrinsically. Third, the
teacher should encourage the students to use the authentic language during the speaking activities so that the activities will be meaningful for them.
Fourth, when the students make some mistakes during the activities the teacher should give appropriate feedback and correction so that they will
not make the same mistakes in the following activities. Fifth, the teacher should integrate listening activities during the speaking activities because
speaking and listening are assimilated. Sixth, the teacher should also give the students some opportunities to initiate oral communication by asking
questions or engaging them in a conversation. The last, the teacher should encourage the students‘ speaking strategy development of speaking
strategies because usually the students are not aware of developing their own personal strategies for accomplishing oral communicative purposes.
The strategies include asking for clarification, asking someone to repeat something, using fillers in order to gain time to process, using conversation
maintenance cue s, getting someone‘s attention, using paraphrases for
structures that someone cannot produce, using formulaic expressions, such as ‗How much does it cost?‘, and using mime and nonverbal expressions to
convey meaning.
In designing speaking activities, teacher should use techniques that cover the learners‘ needs from language-based focus on accuracy to
message-based focus on interaction, meaning, and fluency. Also, teacher should integrate listening because it is assimilated with speaking. In
implementing teaching speaking in the classroom, teacher should give motivation to students and encourage them to use authentic language. At the
same time, teacher should give appropriate feedback and correction for their mistakes. Giving students opportunities to engage in a conversation and
helping develop their personal strategies for accomplishing oral communicative purposes should be done by teacher as well.
h. Teacher‟s Roles during the Speaking Lesson
