2. Teaching Speaking a. Principles in Teaching Speaking
Nunan 2003:54-56 proposed that there are five principles of teaching speaking, those principle are 1 being aware of the differences between
second language and foreign language learning context, 2 giving students practice with both fluency and accuracy, 3 providing opportunities for
students to talk by using group work or pair work, and limiting teacher talk, 4 planning speaking task that involved negotiation for meaning, 5
designing classroom activities that involve guidance and practice in both
transactional and interactional in speaking.
The first principle explains how the foreign language and second language are different in nature, a foreign language context is one where the
target language is not the language of communication, and a second language context is one where the target language is the language of communication in
the society. Particularly in learning speaking skill, learning foreign language is more challenging than learning second language. While learning foreign
language, learners have few opportunities to use the target language outside classroom. Besides, learning second language is easier because the target
language is the language of communication in society.
The second principle gives practice with both fluency and accuracy. Accuracy is the extent to which students’ speech matches what people
actually say when they use the target language. Fluency is the extent to which speakers use the language quickly and confidently, with few hesitation or
unnatural pauses, false starts, word searches, etc. To give the students practice to fluency and accuracy in language lesson, at the beginning and intermediate
levels, students must be given opportunities to develop both their fluency and accuracy. Providing the students fluency-building practice can make the
students develop their fluency by themselves. The teacher should follow the classroom speaking activities and not constantly interrupt them to correct the
students’ oral error. At the end of the lesson, the teacher should give feedback and make the students realize that making mistakes is a natural part of
learning a new language.
Providing opportunities for students to talk by using group work or pair work, and limiting teacher talk is the third principle. This principle proposes
the talking time for the teacher. It is important for language teachers to be aware of how much they are talking in class, so they don’t take up all the time
the students could be taking. This principle also offer pair work and group work activities to increase the amount of time learners get to speak in the
target language during lessons.
The fourth principle is focus on students’ speaking task. This principle proposes to involve negotiating for meaning in planning and designing
speaking task. Negotiating meaning is trying to understand by asking for clarification, repetition, or explanation during conversation. Next, the fifth
principle is concerns with the purpose of speaking activities, whether it is interactional speech or transactional speech. Interactional speech is
communicating with someone for social purposes and it includes both
establishing and maintaining social relationships. Transactional speech involves communicating to get something done, including the exchange of
good andor service.
As stated by Nunan 1991: 42 most spoken interaction can be placed on a continuum dorm relatively predictable to relatively unpredictable. In
contrast, Nunan states that transactional encounters of a fairly restricted kind will usually contain highly predictable patterns. According to Nunan,
interactional speech is much more fluid and unpredictable than transactional speech. Speaking activities inside the classroom need to embody both
interactional and transactional purposes, since language learners will have to speak the target language in both transactional and interactional setting.
b. The Roles of Teacher in Teaching Speaking
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