ability in using an adequate number of lexical units words to accomplish pragmatic purposes
Besides, the micro-skills of speaking also cover the ability in producing fluent speech at different rates of delivery, monitoring one
’s own oral production and use various strategic devices, producing speech in
natural constituents, expressing a particular meaning in different grammatical forms, and using cohesive devices in spoken discourse.
Meanwhile, from those microskills of speaking stated by Brown, there are some skills that I implemented in teaching the students of SMK
Muhammadiyah 3 Klaten Tengah. The microskills are: 1.
Using grammatical word classes nouns, verbs, etc., systems e.g. tense, agreement, pluralization, word order, patterns, rules, and elliptical
forms. 2.
Producing speech in natural constituents: in appropriate phrases, pause groups, breathe groups, and sentence constituents.
f. Input
Input is very important for students because it can give them the knowledge needed when they are learning to speak English. The general
term of input might include a variety of student and teacher characteristics, such as intelligence, sex, personality, general learning or teacher style,
previous experience, motivation, attitudes, and so on. Brown 2007: 293 states that input is simply the process of comprehending language listening
and reading. Also, Krashen 1982 defines that optimal input should be comprehensible, be interesting and or relevant, not be grammatically
sequenced, and be in sufficient quantity. It is because if the leaner can be
exposed to input having to these features, it is considered acquisition is more
likely to occur.
Moreover, it is a well-known fact that audio-visual materials are a great help in stimulating and facilitating the learning of a foreign language.
According to Wright 1976:1 many media and many styles of visual presentation are useful to the language learner as long as they are used at the
right time, in the right place. In language learning and teaching process, learner use his eyes as well as his ears; but his eyes are basic in learning.
River 1981:399 claims that it clearly contributes to the understanding of another culture by providing vicarious contact with speakers of the language,
through both audio and visual means.
Finally, it is very clear that input is very needed by the students to be able to speak English. Without any input received, it is impossible for the
students to do role play. They will not know how to produce and speak the correct English utterances for their role play. So, in providing the students
with the good, appropriate, and clear examples of role play, the researcher
decided to use video as the input. g.
Video
One of the most appreciated materials applied to language learning and teaching is video. According to Cakir 2006, video provides authentic
language input for the students. It shows them how people behave in the culture whose language they are learning by bringing into the classroom a
wide range of communicative situations and also helps to promote comprehension. Video makes meaning clearer by illustrating relationships in
a way that is not possible with words, which proves a well-known saying that a picture is worth thousand words.
Moreover, Harmer 2001: 282 claims that video can give students realistic models to imitate for role-play; can increase awareness of other
cultures by allowing the students to look at situation far beyond their classroom, creation and motivation. Also, there are three basics type of video
which can readily be used in class: off-air programmes, real world videos, and language learning videos.
1. Off-air programmes
Off-air programmes are programmes that are recorded from a television channel. When using this kind of video as an input for
our students, we have to the make sure that the programmes are engaging for our students, have a sensible length, and easy to
understand. All television programmes also have copyright restrictions which vary from country to county, so it is very
important to know what that law is and realise that breaking it can have serious consequences.
2. Real-world videos
There is no reason why we and our students should not use separately published videotape material such as features films,
exercise’s manual or comedy that there are no copyright
restrictions for doing this. However, once again, we need to make our choice based on the length, how engaging and comprehensible
the extract is likely to be. 3.
Language learning videos Many publishers now produce video to accompany coursebooks.
The main advantage of specially made video is that they have been designed with students at a particular level in mind. They are
comprehensible, designed to appea l the students’ topic interest, and
multi-use. Furthermore, in teaching the students of grade X Nursing class of
SMK Muhammadiyah 3 Klaten Tengah, I used the real-world videos. The videos that I used entitled at the doctor and the doctor and the patient. The first
video was about a nurse that making an appointment for a patient who was going to see the doctor. Then, the second video was about a doctor who was
threating his patient in a hospital. However, even though video is a good input for students in learning
English, there are some disadvantages of video that should be taken into account. The main disadvantages are cost, inconvenience, maintenance and
some cases, fear of technology. Additionally, the sound and vision, quality of the copies or home-produced materials may not be ideal. So, the teacher
should be well-trained on using and exploiting the video. The teacher can also be a controller, an assessor, an organizer, a prompter and a participant as well.
2. Teaching Speaking
