c. Problems in Learning Speaking
There are so many problems related to speaking, especially speaking the foreign language. People have to consider about many things. Vocabulary, grammar,
intonation, pronunciation and the meaning sense of what they are talking about. Brown 2000:270 states that there are some characteristics of spoken
language that can make the speaker easily to convey the meaning, but in contrast, they also can make the speaker difficult to speak.
1 Clustering: Learners can organize their output both cognitively and physically in
breath groups through clustering. It will be difficult for the junior high school students since they still confuse about the vocabulary used.
2 Redundancy: The speaker has to make meaning clearer through the redundancy
of language. 3
Reduced forms: Contractions, elisions, reduced vowels, etc., all form special problems in teaching speaking.
4 Performance variables: One of the most salient differences between native and
nonnative speakers of a language is in their hesitation phenomena. 5
Colloquial language: Students are not well acquainted with the words, idioms, and phrases of colloquial language.
6 Rate of delivery: Learners are difficult to achieve an acceptable speed along with
other attributes of fluency. 7
Stress, rhythm, and intonation: The stress-timed rhythm of spoken English and its intonation patterns convey important messages.
8 Interaction: It is still difficult to find the creativity of conversational negotiation
for students. From the characteristics of spoken language above, it can be said that those
characteristics haven’t been achieved by the students. They can be problems for the students since they were not getting use to English in their daily life.
d. Types of Classroom Speaking Activities
According to Harmer 2007:348-353, there are a number of widely-used categories of speaking activity. Some of those activities can possibly be implemented
in the speaking when using audio-visual aids. Those activities are: 1
Acting out dialogues Teachers need to give students time to rehearse their dialogues before they are
asked to perform them. Students will gain much more from the whole experience if teachers can give them time to work on their dialogues.
2 Simulation and role-play
Many students get great benefit from simulation and role-play. Students simulate a real-life encounter such as business meeting, an interview or a conversation in an
aero plane cabin, a hotel foyer, a shop or a cafeteria as if they were doing so in the real world. Simulation and role-play can be used to encourage general oral fluency or
to train students for specific situations, especially where they are studying English for specific purposes ESP.
From the types of classroom speaking activities, role-play is the most possible activity that can be implemented in the class related to this research. The students will
Kategori