Objective of the Research Significanceof Research
Everybody makes mistakes; even native speakers make grammatically errors while they speak. However, frequent correction can discourage students’ self-
confidence. Ought the teacher to have better to correct the mistakes in the end of activities to avoid disturbance of the students’ fluency.
5 Capitalize on the natural link between speaking and listening. Both listening and speaking proficiency are closely intertwined. To help students achieve good
communicative competence, teacher should integrate these two skills. Skill in producing language is often beginning through comprehension.
6 Give students opportunities to initiate oral communication. Teacher should not let students spend most of their time to think and less time to practice. Asking
students to work in pairs or small groups is a good strategy to give them more opportunity to speak.
7 Encourage the development of speaking strategies. Teacher should have capability to give students a change to develop their speaking proficiency. Here
are the example of the strategies which can be used to develop speaking proficiency;
a asking for clarification What?. b asking someone to repeat something Uh, Excuse me?.
c using fillers Uh, I mean, Well. d using conversation maintenance cues Uh huh, Right, Yeah, Okay,
Hm. e etc..
Brown 2001: 271-274 also recommends six types of speaking performance that students are expected to carry out in classroom; they are:
1 Imitative. Imitating human tape recorder speech is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of
language form. 2 Intensive. After listening and imitating the tape recorder, students practice some
phonological or grammatical aspect of language. 3 Responsive. A good deal of student speech in the classroom is responsive.
Students give short response of their teacher’s or may be their friends’ questions or comments.
4 Transactional dialogue. The purpose of the transactional dialogue is to convey or exchange the specific information.
5 Interpersonal dialogue. The purpose of the interpersonal dialogue is to maintain social relationship.
6 Extensive monologue. These kinds of activities can only be conducted by students at intermediate to advanced level in which students give extended
monologues in the form of oral reports, summaries, or perhaps short speeches. From several opinions above, we can conclude that teaching speaking involves
not only knowledge about grammar, pronunciation and vocabularies but also function and rules. Teaching speaking must emphasize how to teach both the usage and the use
of language in real context fluently.