d. Teacher’s Role during Speaking Class
One of the teaching speaking factors is a teacher’s role during teaching and learning activities. It can be an important thing for developing speaking activities
since a teacher will act as a guide, facilitator and also be reviewer for the following activities that will be presented. There are many related theories about teacher’s role
in speaking lesson and will be explained further.
Nunan 1993:4 proposes, “Teachers should find out what their student think and feel about what they want to learn and how they want to learn”. The extent to
which communicative components in instructional practices are seen by learners as essential for classroom language learning should be taken into account in making
pedagogical decisions.
Teacher’s role is related ultimately to assumptions about language and language learning at the level of approach. That is, different approaches stipulate
different roles for the teacher. It is essential for the teacher to make speaking
activities more enjoyable with these three strategies Zoltan: 2001-73:
- breaking the monotonous of learning,
- making the tasks more interesting,
- increasing the involvement of the students
Moreover, Riddell 2003 argues teacher’s roles in a speaking lesson based on the learning cycles—before, during, and after the lesson. All activities included in the
speaking skill must be explained clearly by the teacher and make sure that there will be no confusion due to the unclear instruction. That is teacher’s duty in managing the
class to be conducive and prepared well. It should be a complete preparation such us
providing suitable media with the activities that will help the students to practice. The teacher must have a small reminder in every different class which has been done
before so that the next activities will be successful and prepared well by looking at the previous meeting and can control the class appropriately.
e. Speaking Activities
Speaking activities should match with the need and ability of the students to carry out meaningful learning. The teacher can determine level of proficiency of the
learner before selecting the activities. Harmer 2007:348 divides speaking activities categories into six: acting from a script, communication games, discussion, prepared
talks, questioners, simulation and role play. 1
Acting from a script The first activity is acting from a script which includes play script and acting
out dialog. In these activities, the teacher can ask the students to act out scenes from plays and or their course books. However, the teacher should notice that before the
students reach the final performances, shehe should give feedback on appropriate stress, intonation, and speed so that this acting out activity is both learning and a
language producing activity. 2
Communication games The second activity is communication games which are divided into
information gap games, and television and radio games. Information gap games can be done by giving each student different information so that they have to
communicate with the other students, either the games are set in pairs or in groups, in
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