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Teaching speaking is represented in several activities. Brown 2001: 271-274 argues that there are six types of speaking activities. They are:
1. Imitative
This method employs learners as the tape recorders. So after the learners hear what the model says, they have to repeat it several times.
This means drilling takes important role in the success of this step.
2. Intensive
This method is aimed to practice some phonological or grammatical aspect of language.
3. Responsive
In responsive, the learners are demanded to answer in a simple way what the teacher asks to them. The questions should be also simple
questions.
4. Transactional dialogue
Transactional is the extended form of responsive. It is aimed to convey or exchange specific information.
5. Interpersonal dialogue
Interpersonal has almost a similar form if we compare it with transactional in terms of the length. What makes interpersonal different
from transactional is that in interpersonal, the speakers communicate in order to maintain social relationships than to transmit facts and
information.
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6. Extensive monologue
Extensive is the highest step to learn to speak. In this method, learners are demanded to have a speech by their own without having
intensive vice-versa communication which contains a global topic. Based on the kinds of activities can be implemented to teach speaking, I
summarize that language learners should start to practicing new language from the easiest activities through imitative and intensive practice which
exposure them to language expression of which the function is to deliver different message. Then they should go up one step in which the activities
make them get used to respond certain language expressions with their meaning they bring. If learners have mastered the process which happens in
responsive activities, they should go up to the transactional conversation which demands them to express and respond the content of communication.
Finishing the process of transactional activities, they should come to the interpersonal activities that are aimed not only to exchange and respond
message but also to maintain the sense of belonging in society. Finally, learners should come to the extensive activities in which the learners can train
their selves with extending their ability to speak without any direct respond from the listeners.
H. Learners’ Characteristics
Since the research would be conducted in senior high school, the subjects of the research would be senior high school students. They are still
teenager. The characteristics of teenager are generally disruptive, high- spirited, and low-self-understanding. They are the creatures who are still
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trying to find their identity. The language teaching strategy to meet their need and want should be the one that can manage their characteristics and guide it
to the sake of their learning as Harmer 2002: 39 states that one the key issues in adolescence, especially perhaps in the west, is the search for
individual identity, and that this search provides the key challenge for this age group.
I. Cooperative Learning
Cooperative learning is a method that focuses on the content of learning process, i. e. the cooperation to do something and the unity of purpose for
solving problem, task, or project. Cooperative learning is a teaching strategy in which small teams, each with students of different levels of ability, use a
variety of learning activities to improve their understanding of a subject. Furthermore, cooperative learning contains principles and techniques for
helping students work together more effectively Jacobs, Power, Loh, 2002, p. 1 in Jacobs. Each member of a team is responsible not only for
learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all
group members successfully understand and complete it. Cooperative learning is a method where teachers place students in
small teamsgroups with students of different learning levels. The objective is for the higher-level students to help lower-level students improve their
understanding of concepts being taught. Each member is responsible for learning, as well as helping teammates learn, too. Students are to keep
practicing concepts until the entire team understands and completes the
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assignment given. However, cooperative learning is more than just putting students in groups and giving them something to do. Cooperative learning
principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members. Jacobs
and Hall in Richard and Renandy, 2002:52.
1. Elements of Cooperative Learning
Kagan 1994 in edtech.kennesaw.edu states that there are five elements of cooperative learning. They are:
a. Positive Interdependence
Through cooperative learning, the students are trying the best to participate in the success of the group itself. This means that no member
keeps silent during the group discussion. Each member has equal right to deliver hisher contribution.
1 Each group members efforts are required and indispensable for
group success 2
Each group member has a unique contribution to make to the joint effort because of his or her resources andor role and task
responsibilities
b. Face-to-Face Interaction
When students engage in a group discussion, they meet their group mates by their selves and have interaction among them in order to run the
discussion itself. The communication is in direct way and should be spontaneous.
1 Orally explaining how to solve problems
