14 Personalization is the process of making activities matches the students’
own circumstances, interests, and goals. Omagio 1982 as cited in Bailey 2005: 97 states that “teachers who personalized language lessons were
judged to be effective, by both their supervisor and their students.” Personalizing exercise can be as simple as using students’ names, academic
majors, cities, or jobs in speaking activities. Or teachers can ask the students to build role plays around situations suggested by the students. In addition,
Bailey 2005:97 adds that “personalizing language lessons is partly a matter of careful planning and partly of responding creatively to students’ questions
and comments during activities.”
c. Types of Classroom Speaking Performance
Types of classroom speaking performance means what the students do in speaking technique. According to Brown 2001: 271, there are six types of
classroom speaking performance as follows. 1. Imitative
A very limited portion of classroom speaking time may legitimately be spent by generating “human tape recorder “speech. In example, learners practice
an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing
on some particular element of language form. 2. Intensive
Intensive speaking is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can
15 even form part of some pair work activity, where learners are going over certain
forms of language. 3. Responsive
A good deal of students’ speech in the classroom is responsive: short replies to teacher or student-initiated questions or comments.
4. Transactional Dialogue Transactional language is carried out for the purpose of conveying or
exchanging specific information, is an extended form of responsive language 5. Interpersonal Dialogue
Interpersonal language is carried out for the purpose of maintaining social relationships than for the transmission of facts and information.
6. Extensive Monologue Students at intermediate to advanced levels are called on to give extended
monologues in the form of oral reports, summaries, or perhaps short speeches. Furthermore, oral reports may be more appropriate for intermediate and advanced
levels of proficiency. The previous statement is in line with O’Malley and Pioerce 1996: 87 who’s argued that oral reports may be more appropriate for
intermediate and advanced levels of proficiency. Students at beginning levels of proficiency can make oral reports using realia or describing objects, posters,
displays, or other support materials “.
16
d. Speaking Tasks
According to Bailey 2005: 98, there are some key tasks and exercise types for teaching speaking for intermediate learners. Bailey considers seven exercise
types as follows. 1 Role plays
The purpose of role play is to create a context in which students must practice using communication strategies. Moreover, the activity lets the
students do in a safe atmosphere with a supportive person who does not speak or pretends not to speak the student’s first language.
2 Picture-based activities Picture based activity is a construction of story activity. It can be done
individually or in pairs or groups. Students can work in a small group since the students can scaffold one another’s learning and build on each other’s
ideas. According to Bailey 2005:104, picture based activities give students speaking opportunities and help students activate expressive vocabulary.
3 Logic puzzles and jigsaw activities Puzzle can be used as it is for group work, or it can be turned into a jigsaw
activity in which two students are given different but complementary sets of information, which they must then share in English in order to solve the
puzzle.
17
4 Information gap The idea of the information gap as an organizing concept for a speaking
activity is that one person has information that another lacks. The students must use English to share that information in order to accomplish a task.
Another researcher, Swain 1995 mentioned one of the benefits of students interacting in English is that when they speak or or write in a new language.
Students have to focus on grammatical accuracy and on their pronunciation in order to be understood. It appears that in trying to speak, students have many
opportunities to notice the gap between their outputs their own speech writing in the target language and that of native or more proficient users of English.
e. Speaking Fluency
