Teaching Speaking Skill Speaking
20 cher rather than any other language skills, the teacher will need to give the
students many opportunities to practice speaking skill p. 160. Some implications for teaching speaking are trying to create relaxed atmosphere in the classes,
exposing the learners to naturally pronounce speech, and interrogate pronunciation work into the lesson, and accustoming the learners to combine
listening and speaking in realities and natural action Davies, 2000, p. 82. Moreover, some principles of teaching speaking are as follows Balley,
1994, pp. 54-56. a Be aware of the differences between second language and foreign language
learning context Balley 1994 says that second language context is a context in which “the
target language is the language of communication in the society p.54.” Meanwhile, foreign language context is a context in which “the target language is
not the language of communication in the society.” a Give students practice with fluency and accuracy
Accuracy deals with the matching of students’ speech and what the native speakers say in the target language. Fluency is a condition in which students use
the language quickly and confidently. Moreover, there is a few of hesitations such as false starts and word searches.
a Provide opportunities for students to talk Teachers do not need to take up longer time to talk in class. Minimum time
of teachers’ speech will give more opportunity to the students in taking on the speaking roles normally filled by the teachers.
21 a Plan speaking tasks that involve negotiation for meaning
Negotiation for meaning is defined as a process for learning to understand the target language by using it to communicate to each other.
a Design classroom activities that involve guidance and practice in transactional and interactional speaking
Nunan 1991 states that interactions “can be placed on a continuum from relatively predictable to relatively unpredictable p. 42.” Interactional speech is
aimed for social purposes such as establishing and maintaining social relationships. In addition, Nunan 1991 states that “transactional encounters of a
fairly restricted kind will usually contain highly predictable pattern p. 42.” Transactional speech is aimed to get something done such as the exchange of
goods or services. In addition, some activities to teach English speaking skill such as simple
conversation are completed with increasing level of difficulty, self introduction about factual information about them, classroom language to communicate in
class and give class relation between English and their real life, role play and situational dialog using their sentences based on certain situation, and talk about
their favorite topic to increase their motivation and confidence Suyanto, 2007.