From the factors above, it suggests that to teach speaking skills, teachers should start with the smallest units of language e.g. individual sounds and then
move to the larger units mastery of words and sentences to put in a discourse with specific situation. Besides, it must be noticed that in speaking, based on the
factors above, people are not only producing sounds but also achieving some goals that require the speaker and listener actively engage in a good conversation
to exchange and negotiate purposes for the conversation. It can be concluded that communication is an interaction between two or
more people in order to exchange information, ideas, feelings, and understanding by resulting responses. Communication is also an interaction between speaker and
listener that involves the process of interpreting and negotiate meaning through spoken language. By using spoken language people are able to talk and interact
actively with others in a life situation or in a real conversation.
2. Teaching Speaking in Junior High School
Brown 2001: 91 states that teenagers are high school-age children whose age ranging between twelve and eighteen years old. Teenagers are amazing age
groups who are really enthusiastic to learn something new and challenging. They are more learning through interaction and activity rather than by listening. They
have full of energy so that they need some physical activities and movement not only keep sitting down during the lesson. Responding to these characteristics,
teachers can vary instructional methods to allow teenagers more physical activities and movement.
Teenagers also tend to be sociable. For this reason, teachers need to provide the group activities or some topics for them to be discussed with friends
to share their own ideas and opinions. In general, this age is characterized by a transition from concrete thinking to abstract thinking. Teenagers are developing
the ability to analyze their own and others ‟ thinking. They are making the
transition from thinking logically about real life experiences to reflect about their concepts and ideas. In this case, a good teacher should support this teenagers‟
characteristic by asking them to make choices and follow their own interest. Brown 2001: 92 also states that teenagers are ultra sensitive because they
are at “an age of transition, confusion, self-consciousness, growing, changing bodies and minds”. In this stage, teenagers can think abstractly and pay attention
longer than children as a result of their intellectual maturation. They are building their self-esteem so that they can perceive their changing physical and emotional
within their mental capabilities. Thus, the teacher has to act gently in interacting with them in order to maintain their high self-esteem.
To respond to these characteristics and needs of teenagers, teachers should support them by giving an activity that includes sensory motor and physical
experiences, social interaction, and movement. Giving many kinds of communicative activities in the English classroom will in
crease teenagers‟ attention, heighten memory of knowledge given, and support their social
interaction with people surrounding them. In reference to the School-Based Curriculum KTSP proposed by the
ministry of National Education in 2006, the objectives of the English teaching at
the junior high school level enable the students to communicate in daily life context.
The curriculum is developed by formulating the standard of competence and basic competence from the centre of educational ministry to suit the needs of
the education programs with the needs and potential of the region. Then the teacher develops each of those based on the school potential, learners‟
background, social and cultural background, and the like. Meanwhile, in standard of competence and basic competence of curriculum 2006, state that the learning of
English should be developed equally both oral and written forms. Hence, the teacher has to select all the material by referring to the
objective of the curriculum and up to date issues in society or authentic materials provided in the society. The table below presents the standard of competence and
basic competence for grade VIII of Junior High School at the second semester. Table 1. The Standard of Competence and Basic Competence of Speaking for
Grade VIII of Junior High School at the Second Semester
Standard of Competence Basic Competence
Speaking 9. To express meaning in short
simple transactional
and interpersonal conversation orally
to interact with the society and surrounding.
9.1 To express meaning in short simple transactional to get things done and
interpersonal to socialize conversation by using oral language various accurately,
fluently, and appropriately to interact with surrounding, including: asking, giving, and
refusing service, asking, giving, and refusing things,
accepting and
denying the
information, asking, giving and denying opinion, and offering, accepting and denying
something. 9.2. to express meaning in short simple
transactional to get things done and interpersonal to socialize conversation by
using various oral language accurately,
