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Types of Classroom Speaking Performance

Based on the explanation above, I can conclude that teaching speaking has some problems in the teaching and learning process and there some elements that necessary for successful of the teaching and learning in class and the successful of learning process has criterion itself.

2.2.3.2 Types of Classroom Speaking Performance

Types of classroom speaking performance according to Brown 2001: 271, “there are six categories apply to the kinds of oral production that students are expected to carry out in the classroom.” Those are: a Imitative At one end of a continuum of types of speaking performance is the ability to simply parrot back imitate a word or phrase or possibly a sentence. b Intensive A second type of speaking frequently employed in assessment context is the production of short stretches of oral language designed to demonstrate competence in a narrow band grammatical, phrasal, lexical, or phonological relationship such as prosodic element-intonation, stress, rhythm, juncture c Responsive Responsive assessment task include interaction and test comprehension but at the somewhat limited level of very short conversation, standard greetings and small talk, simple request and comments, and the like. d Interactive The difference between responsive and interactive speaking is in the length and complexity of the interaction, which sometimes includes multiple exchange andor multiple participants. e Extensive monologue Extensive oral production tasks include speeches, oral presentations, and story-telling, during which the opportunity for oral interaction from listener is either highly limited perhaps to nonverbal response or ruled out altogether. In accordance with the types of classroom speaking performance, I used extensive monologue in the teaching and learning process. Brown 2001: 251 stated that, “in monologue, one speaker uses a spoken language without any interruption. For examples: speeches, lectures, readings, news, broadcasts, and the like planned, as opposed to unplanned, monologue differ considerably in their discourse structures. Planned monologues such as speech and other prewritten material usually manifest little redundancy and are therefore relatively difficult to comprehend. Unplanned monologue impromptu lectures and long “stories” in conversation, for example exhibit more redundancy, which makes for ease in comprehension, but the presence of more performance variables and other hesitation can either help or hinder comprehension.”

2.2.4 Show Presenting Skill

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