In designing speaking activities, teacher should use techniques that cover the learners‘ needs from language-based focus on accuracy to
message-based focus on interaction, meaning, and fluency. Also, teacher should integrate listening because it is assimilated with speaking. In
implementing teaching speaking in the classroom, teacher should give motivation to students and encourage them to use authentic language. At the
same time, teacher should give appropriate feedback and correction for their mistakes. Giving students opportunities to engage in a conversation and
helping develop their personal strategies for accomplishing oral communicative purposes should be done by teacher as well.
h. Teacher‟s Roles during the Speaking Lesson
There are three teacher‘s roles during the speaking lesson as Harmer 2007: 347-348 states. The first role is a prompter. The teacher helps the
students when they lose their fluency by offering discrete suggestions. If this can be done supportively, without disrupting the discussion or forcing
the students out of role, it will stop the sense of frustration that some students feel when they come to a dead end of language or ideas. Although
prompting is necessary, the teacher should give it sensitively and sympathetically like when shehe gives a correction Harmer, 2001. The
second role is as a participant. The teacher acts as a participant when shehe participates in discussions or role-plays and also when shehe is in dialog
with the class. However, the t eacher‘s participation should not be
dominating. It is better for the teacher to stand up in the back to watch and
listen when the students are practicing the tasks so that the students will appreciate the teacher‘s participation more in the appropriate level Harmer,
2001. The last role is as a feedback provider. The teacher‘s feedback on the students‘ speaking depends on the teacher‘s tact and situation. The teacher
can give feedback on the content of the activity and the language used directly after the students complete an activity or later at the end of a
meeting. On the other hand, there are some
teacher‘s roles in a speaking lesson based on the learning cycles
—before, during, and after the lesson. Before the speaking lesson, the teacher should know the aims of the activity.
Besides, the teacher should choose activities that are suitable for the students‘ levels and interests, and that are appropriate in terms of the lesson
aims. Moreover, the teacher should plan the instructions and class management and anticipate any possible problems the teacher and students
might have. Meanwhile, before the lesson, the lesson, the teacher should give very clear instructions with an example of the activity if possible. The
task should be clear and the students need to know exactly what the teacher wants them to talk about. Then, the next role is as the monitor of the activity
which is done during the speaking lesson. The teacher should monitor the activity to ensure that every student has understood and does not have any
problems. Also, it is to ensure that one or two students in a group do not dominate the activity and that a group does not finish the work far too
quickly. However, the teacher is not monitoring in order to join in, and
shehe is not monitoring to interrupt with error correction. Then, after the speaking lesson, the teacher should give feedback. Shehe can select certain
students to give some feedback to share some of what shehe has talked about.
It is clear that teacher‘s role in a speaking class is mainly to facilitate the activities, to participate in the activity without dominating it as well as to
monitor in the classroom, and to give feedback or correction for mistakes in the end of the activity.
i. Teaching Speaking in Junior High School
