8 Interaction: It is still difficult to find the creativity of conversational negotiation
for students. From the characteristics of spoken language above, it can be said that those
characteristics haven’t been achieved by the students. They can be problems for the students since they were not getting use to English in their daily life.
d. Types of Classroom Speaking Activities
According to Harmer 2007:348-353, there are a number of widely-used categories of speaking activity. Some of those activities can possibly be implemented
in the speaking when using audio-visual aids. Those activities are: 1
Acting out dialogues Teachers need to give students time to rehearse their dialogues before they are
asked to perform them. Students will gain much more from the whole experience if teachers can give them time to work on their dialogues.
2 Simulation and role-play
Many students get great benefit from simulation and role-play. Students simulate a real-life encounter such as business meeting, an interview or a conversation in an
aero plane cabin, a hotel foyer, a shop or a cafeteria as if they were doing so in the real world. Simulation and role-play can be used to encourage general oral fluency or
to train students for specific situations, especially where they are studying English for specific purposes ESP.
From the types of classroom speaking activities, role-play is the most possible activity that can be implemented in the class related to this research. The students will
get the examples from the audio visual aids then they can practice it through role- play.
e. Teaching Speaking in Junior High School
1 Curriculum 2013
According to the Regulation of the Ministry of Education and Culture of Republic of Indonesia number 81A year of 2013, curriculum 2013 is the curriculum
used in the school. The implementation of primary and secondary education as stated in the regulation of the government number 17 year of 2010 aims to build a
foundation for the development of potential for students to become human: a faith and fear of God Almighty, noble, and sublime personality;
b knowledgeable, skilled, critical, creative, and innovative; c healthy, independent, and confident; and
d tolerant, sensitive social, democratic, and accountable. There are some schools that already have implemented this curriculum. SMP N 2
Sanden is one of them. Here are the core competences and the basic competences in curriculum 2013.
Table 2.1: The Core Competences and the Basic Competences of Curriculum 2013
Core Competences Basic Competences
1. Respect and appreciate the teachings of
their religion. 1.1 Be grateful for the opportunity to learn
English as an international language communication which is embodied in
the spirit of learning.
2. Respect and appreciate the honest
behavior, discipline, responsibility, caring tolerance, mutual cooperation, polite,
confident, in interacting effectively with the natural social environment within the
reach of the association and its existence. 2.1 Demonstrate the well mannered behavior,
care, and confidence for implementing an interpersonal communication with
teachers and friends. 2.2 Demonstrate the honest behavior,
discipline, confidence, and responsibility for implementing a
transactional communication with teachers and friends.
3. Understand and apply knowledge factual,
conceptual, and procedural based on his curiosity about science, technology, arts,
culture and related to phenomena and incidence of eye looks.
3.2 Applying text structure and linguistic elements to carry out social functions of
stating and asking about the ability and willingness to perform an action,
according to the context of its use.
3.3 Applying text structure and linguistic elements to carry out social functions of
giving instruction, inviting, prohibiting, and asking for permission, according to
the context of its use.
4. Trying, cultivating, and presenting, in the realm of concrete using, parse, compose,
modify, and create and the realm of the abstract writing, reading, counting,
drawing, and arranging according to what they have learned in school and
other sources in the same viewpoints theories.
4.2 Develop oral and written texts to express and ask about the ability and willingness
to perform an action, taking into account the social function, the structure of the
text and linguistic elements in context.
4.3 Develop oral and written texts to express ask and give response about the
expressions of giving instruction, inviting, prohibiting, and asking for
permission taking into account the social function, the structure of the text
and the correct linguistic elements in context.
