7 Techniques should encourage the development of speaking strategies.
The concept of strategic competence is one that few beginning language students are aware of. They simply have not thought about developing their own
personal strategies for accomplishing oral communicative purposes Brown, 2001: 276.
e. Assessing Speaking Performance
The students’ oral performance covers some components of ability such as pronunciation, grammar, vocabulary, fluency, and language function. The
descriptions of five components as well as the range of the scores can be seen in the following scoring rubrics.
Table 1: The Scoring Rubrics
FLUENCY Speak in fast rate without a lot of hesitation
3 Speak in acceptable rate with rare hesitation
2 Speak in a slow rate with a lot of hesitation
1 GRAMMAR
Errors in grammar are quite rare, use complex structure 3
Errors in grammar quite rare, use simple structure 2
Errors in grammar frequent, use incorrect structure 1
PRONUNCIATION Errors in pronunciation are quite rare
3 Errors in pronunciation are frequent
2 Use incorrect pronunciation
1 VOCABULARY
Use rich and proper words 3
Use standard and proper words 2
Use limited and unacceptable words 1
LANGUAGE FUNCTION Function performed properly , correct target form
3 Function performed properly, partially correct
2 Function performed not properly, incorrect
1
2. Teaching Speaking in Junior High School
a. Characteristics of Junior High School Students
Brown 2001: 92 says that the teens are an age of transition, confusion, self-consciousness, growing, and changing bodies and minds. He also adds that
teens are in the position between childhood and adulthood so that the teacher needs to consider this factor when teaching them.
According to Harmer 2002: 38, teenagers if they are engaged, have a great capacity to learn, a great potential for creativity, and a passionate
commitment to things which interest them. Adolescents are in the phase when they are still looking for an individual identity, so it is necessary for the teachers
to think about their inner potentials, to give them more guidance, and to be motivated in learning process. Harmer added that some teenage students
particularly may be disruptive in the class. This can be caused by the needs of self esteem and peer approval that may provoke them for being disruptive.
Additionally it can also be caused by the boredom affected by many problems outside the class. Nevertheless this is determined by the position of the teachers.
The students will be happy if the teachers manage to control them and help them solving their problems with supportive and constructive ways rather than shouting
or scolding them.
b. Teaching speaking for Junior High School Students
In Indonesia, English is taught as a compulsory subject in Junior High School. Generally, the purpose of learning English for junior high school students
is to develop communication skills in spoken or written forms to attain a
functional literacy level. To reach this purpose, the language teaching focuses on the teaching of four skills i.e. listening, speaking, reading, and writing. In teaching
speaking to junior high school, the teacher should reflect on the standard of competence and basic competence of junior high schools grade VIII of speaking
skill like presented below.
Table 2: Standard of Competence and Basic Competence of Speaking Skills for Junior High School Students Grade VIII Semester 1
Standard of Competence Basic Competence
3. Mengungkap kan makna dalam percakapan
transaksional dan
interpersonal lisan
pendek sederhana untuk berinteraksi dengan
lingkungan sekitar To express meaning of short simple
transactional
and interpersonal
conversation, orally to interact with the closest environment.
3.1 Mengungkapkan makna dalam percakapan transaksional to get
things done dan interpersonal bersosialisasi sederhana dengan
menggunakan ragam bahasa lisan secara
akurat, lancar,
dan berterima
untuk berinteraksi
dengan lingkungan sekitar yang melibatkan tindak tutur:
meminta,memberi,menolak jasa
meminta, memberi,
menolak barang,
mengakui,mengingkari fakta, dan meminta dan memberi
pendapat To
express meaning
in transactional to get things done
and interpersonal to socialize dialogue
orally, accurately,
fluently, and appropriately to interact
with the
closest environment
involving the
expressions of: asking for, giving, rejecting help, asking for, giving
and rejecting items, admitting, denying facts, and asking for and
giving opinions.
3.2 Memahami
dan merespon
percakapan transaksional to get things done dan Interpersonal
bersosialisasi sederhana dengan menggunakan ragam bahasa lisan
4. Mengungkapkan makna dalam teks lisan fungsional dan monolog
pendek sederhana yang berbentuk descriptive
dan recount
untuk berinteraksi
dengan lingkungan
sekitar To express meaning of functional
oral text and short simple monologue in the form of descriptive and
recount texts to interact with the closest environment.
secara akurat,
lancar, dan
berterima untuk
berinteraksi dengan lingkungan sekitar yang
melibatkan tindak
tutur: mengundang,
menerima dan
menolak ajakan, menyetujuitidak menyetujui, memuji, dan memberi
selamat To
understand and
respond transactional to get things done
and interpersonal to socialize dialogue
orally, accurately,
fluently, and appropriately to interact
with the
closest environment
involving the
expressions of: inviting someone, accepting and rejecting an
invitation, agreeingdisagreeing,
complimenting and congratulating someone.
4.1. Mengungkapkan makna dalam bentuk teks lisan fungsional pendek
sederhana dengan menggunakan ragam bahasa lisan secara akurat,
lancar,
dan berterima
untuk berinteraksi
dengan lingkungan
sekitar To express meaning of short simple
functional oral
text, orally,
accurately, fluently,
and appropriately to interact with the
closest environment. 4.2. Mengungkapkan makna dalam
monolog pendek sederhana dengan menggunakan ragam bahasa lisan
secara akurat, lancar, dan berterima untuk
berinteraksi dengan
lingkungan sekitar
dalam teks
berbentuk descriptive dan recount To express meaning of short simple
monologue orally,
accurately, fluently, and appropriately in the
form of descriptive and recount texts.
