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Brown 1994: 254 defines distinction between accuracy and fluency. Accurate means clear articulate, grammatically and phonologically correct. While,
fluent means following naturally. He also says that fluency may be on initial goal in language teaching but accuracy is gained to some extent by allowing learners to
focus on the elements of phonology, grammar, and discourse in their spoken output.
B. The Concept of Teaching Speaking 1 Speaking Activities
Below are some explanations about activities including kinds of speaking and the types of speaking activities. Each term will be explained as follows:
a. Kinds of speaking According to Blumental 1963: 49 there are two kinds of speaking. The
first is impromptu speaking and the second one is extemporaneous speaking. The kinds of speaking are explained in the following term:
a Impromptu Speaking It is a speaking which is done on the spur of the moment with no
opportunity for preparation. Whatever the occasion, teacher will want to meet it with confidence and some degree of sophistication. It is
valuable experience, since teacher realizes that none is any better prepared then himself. He will feel very little of the tension that
sometimes precedes formal speaking situation. Impromptu speaking is also natural and enjoyable. It will help him gain pause in speaking,
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furthermore, it will help him to plan and phrase his ideas as he speaks, a valuable skill in all speaking situation.
b Extemporaneous Speaking It is speaking which is to be known before hand about the subject
on which the learner may be called to speak. It is one which the teacher selects or given a topic which he investigates thoroughly. Usually he
thinks carefully about his subject, takes notes and organized his material. The speech is to be planned but to be memorized, so the
speaking will seem to be spontaneous and natural.
b. Types of Speaking Effective teacher teaches students speaking activities that they can use to
help themselves expand their knowledge of language and their confidence using it. There are many activities that can be used. Harmer 1998: 88 gives
some examples of speaking activities. There are as follows: a Information gaps
One type of speaking activity is called ‘information gaps’ where two speakers have different parts of information in making up a whole.
There is a gap between them because they have different information. One popular information gap activity is called ‘Describe ad Draw’.
In this activity one student has s picture which he or she must not show to his or her partner. The partner has to draw the picture without
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looking at the original, so the one with the picture will give instructions and descriptions, and the other will ask questions.
b Discussion Most of the teachers hope that they will be able to organize the
discussion session in their classroom. One thing to remember is that people need time to assemble their thought before any discussion. The
ability to give spontaneous and articulate opinions is challenging in our own language.
There are many discussion possibilities. The important thing is that students need to be ‘engaged’ with the topic. Then they might do some
‘study’ and more quickly to ‘active’ stages which include the discussion itself. Almost certainty, here will be feedback after the
discussion is over. c Role Play
Role play activities are those where the students are asked to imagine that they are in different situations and act accordingly. He
teacher may tell the students to role play being guest as a party, travel agents, answering customer questions or participations in a public
meeting about a road-building project. The class can be divided into several groups and each group is given a role card.
In conducting the role play, the teacher should set a time limit for activities. While the activity is going on, the teacher goes around the
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group for prompting where necessary and making notes on example of good and bad English use.
d Games Students play and want to play. Students learn through playing. In
playing together, students interact with others. In interacting, they develop language skills. Games provide context for play, reason for
playing and routines for playing. Game which can be used teacher in teaching learning process is
like matching games, board game and card game. Matching games are based on a different principle, but also involve a transfer of
information. These games involve matching corresponding pairs of cards or pictures, and may be played as a whole class activity or small
groups. Card game is like description about animals. In this case the teacher gives some picture card then the students tries to describe the
animals based on the picture card. This game can be used in group or pair work.
2 The role of Teacher in Teaching Speaking
Byrne 1997: 2 states that the role as language teacher in the classroom is to create the best conditions for learning. In order to implement this role, the teachers
have specific roles at the different stage. They have specific roles at different stage, as follows:
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a. The Presentation Stage: the Teacher as Informant At the presentation stage, the teacher’s main task is to serve as a kind of
informant. The teacher knows the language; selects the new material to be learned; and presents the material in such a way that the meaning of the new
language is as clear and memorable as possible. The students listen and try to understand the material. At this stage, the students are probably saying very
little, except when the teacher invites to join in. b. The Practice Stage: the Teacher as Conductor and Monitor
At the practice stage, it is the students’ turn to do most of the talking. The main task of the teacher is to devise and provide the maximum amount of the
practice. At this stage, the teachers do the minimum amount of talking. The teachers are like the skillful conductor of an orchestra, giving each of the
performers a chance o participates and monitoring their performance to see that it is satisfactory.
c. The Production Stage: the Teacher as Manager and Guide No real learning that should be assumed to have taken place until the
students are able to use the language for themselves, and unless opportunities are available for them to do this outside the classroom. Provision must be
made as part of the lesson.
3 Characteristics of a Successful Speaking Activity
Ur 1996: 120 proposes some characteristics of speaking activity. There are as follows:
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a. Learners talk a lot The learners can talk as much as possible. In fact, the period of time
allotted to the activity is occupied by learners’ talk. b. Participation is even
Classroom discussion is not dominated by a minority talk active participants, it means that all members get chance to speak and distribute
the contributions fairly. c. Motivation is high
Learners are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to
achieve a task objective. d. Language is an acceptable level
Learners express themselves in utterances that are relevant, easily comprehensible to each other, and acceptable level of language accuracy.
4 Teaching speaking at SMP
Based on the Standar Ketuntasan Belajar Minimal SKBM of the eighth grade students of SMP in 20102011 academic year, teaching speaking covers some
points which includes: the standard competence, the main competence, and the indicators. Each of them is described as follows:
a. Standard of Competence According to standard competence, the eighth grade students of
SMP are expected to be able to communicate using the spoken or written
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language in the form of interactional and monolog especially in the descriptive and recount.
b. Main Competence In learning speaking competence, the students are expected o be
able do the main competences which included: express the meaning in the dialogue transactional and interpersonal spoken text to interact with
surrounding especially in the descriptive and recount competence in learning speaking
c. Indicators There are some indicators to show the students’ competence in
learning speaking. Firstly, the students are expected to be able to do the activities dealing with transactional dialog, such as: asking, giving, refused
something, accepting, refusing fact, and giving opinion. Secondly, the students are expected to be able to express dealing with transactional
dialog, such as: inviting, accepting, and refusing something, praising and congratulating.
C. The Concept of Card Game 1 Review on Card Games
