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communicate meanings by showing extra-expression of emotion and intensity when they speak. As the foreign learners in learning English as the target
language, it is better for the students to use these supra segmental features create effective communications.
c. Lexis and grammar The teacher should provide inputs such as a variety of phrases for different
functions which involve students in the speaking context. As the result, they can produce at various stages of an interaction.
d. Negotiation Language This element of speaking creates an effective speaking which benefits from the
negotiators of the language used to obtain clarification and to show the structure of what the speakers are saying.
Through the elements or features of speaking, the students’ performance in speaking can be assessed based on indicators that represent each element as
stated in the standard of competence and the basic competencies in learning English as the foreign language.
8. Classroom Speaking Activities
There are many kinds of communicative activities that can be implemented in the teaching and learning process of speaking. The teacher should
select those activities based on the students’ needs and ability to carry out
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effective teaching and learning process of speaking. In accordance to this, Harmer, 2001:271-274 states the classroom activities as follows:
a. Acting from script By implementing acting from script, students are asked to act out scenes
that have been already available in their course book or dialogue that they have written themselves. Acting out from scripts is both a language learning and a
language producing activity. b. Communicating games
A game is one of activities that can help students relaxed in learning English. This technique is particularly proper for the students in certain levels in
mastering the language. The games are designed to provoke communication between students, because the students has to talk to a partner to solve a puzzle,
draw a picture, puts the things in right order, and differences between picture. c. Discussion
To encourage the students to speak is providing activities which force the students in expressing the ideas through the topic which is familiar with student’s
world. For instance, the topics can be daily activities and the situation of their class. This effort is done to avoid the problem that the students are reluctant to
give opinion in front of their friends particularly when the students are not mastering vocabularies.
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d. Problem solving This technique uses material to be discussed by the students in pairs or
groups. Through this activity, the students are hoped to share their problem, opinion and feeling. In this case the teacher roles as the bridge to communicate
among the students. Then, the students give a question and answer to each other. In addition, this communication will help the students practicing and expressing
their ideas in spoken language. e. Role Play
Using simulations or role plays is a popular way of the aspect of speaking activities. This is where students pretend that they are in a different situation;
either acting as themselves or playing the role of someone who is quite different. For example, we could ask the students to be guests at some parties and go there
as different characters. Also, they could, as themselves, pretend to be at an airport trying to check luggage, or either as themselves or another character take part in a
television program. In all these cases the students can use the target language in order to participate in speaking through role play. Some students find it very
comfortable to use language in a simulated environment, playing the role of someone else. It allows them to experiment freely to be another people in learning
English. Those discussed activities can be used by teacher to teach speaking.
Teachers can choose one of those activities that is related to the topic and
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objective of the lesson. Every activity has some disadvantages. If teachers want to use an activity, they have to consider the situation, condition of their students and
the materials that will be taught. For example, when teachers want to teach about expression, they can use simulation or role play. But, not all of the students have
confidence to be in front of the class. So, the teacher should find out how to make the students interest to perform in front of the class. Teachers can use discussion
or group work in teaching and learning process. It does not need student to be in front of the class, but they can share with their friends about the lesson. It can
simulate their opinion by speaking without being shy. It depends on how the teacher considers the situation and makes a decision.
9. Teaching Speaking to Junior High School
The teaching English in the junior high school is aimed to develop the ability of the students to communicate in English which includes the four
language skills of listening, speaking, reading, and writing. The mastery of the language skills are used to support the ability both in the written and oral forms.
To achieve the goals of teaching English to junior high school students, the four language skills should be taught equally. It means that the teacher
provides the balanced proportion of attention toward each skill. Based on what has stated by Depdikbud 2006: 6, the students should be able to use the
language skills as:
