questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process. The results obtained from
questionnaires can then form the basis for written work, discussions, or prepared talks.
6 Simulation and Role play Simulation and role play can be used to encourage general oral fluency, or
to train students for specific situations. Students can act out simulation as them or take on the role of completely different character and express thoughts and
feelings as they doing in the real world. Those activities can be used by teachers to teach speaking. Teachers can
choose an activity that related to the topic and objective of the lesson. Besides, they must consider the situation, condition of the students and materials that
will be taught. For example, they use simulation and role play activities when they teach expressions. Teachers can ask them to write some dialogues and
after that they have to act them out in front of the class. It may be used by the teachers in using acting from script. In discussion, teachers can use some
pictures or maybe videos in a certain situation. These activities can be used as the way to measure how far students can speak, say and express their feeling in
English. The researcher could choose which activities were appropriate for the students
and prepared the suitable materials to be taught. In this research, the researcher chose communication games and discussions.
2. Teaching Speaking in Junior High School
Teaching English to young learners or teenagers can be considered as the most challenging task by some experts since the students do not have much knowledge of
target language Brown, 2001:91. They have limited vocabulary, grammar, pronunciation and expressions to carry out meaningful conversation.
The English teaching in junior high school in Indonesia is aimed at developing students’ communicative competence covering the four language skills; listening,
speaking, reading and writing SKKD, 2006. Students are expected to speak and communicate in English in daily life, both in the written and spoken form. But, in
order to achieve the goal, the teaching of four language skills should be in the right proportion. The teacher should improve both students’ receptive and productive skill
equally. Speaking is one of the four language skills that students should acquire. In the
curriculum, the basic competence of speaking is the use of language variation accurately, fluently, and appropriately in daily conversations. Students have to be
able to convey meanings and intentions in English both inside and outside the classroom.
Based on the school-based curriculum, the teaching of speaking covers some learning objectives. In speaking, the students are expected to be able to:
a. mention and spell the words that have been learnt b. pronounce the words correctly
c. carry out a simple and short conversation fluently, accurately and appropriately.
A. Micro and Macro-skills of Speaking
These are micro and micro-skills of speaking stated by Brown 2004:142-143 1. Micro-skills
a. Produce differences among English phonemes and allophonic variants. b. Produce chunks of language of different lengths.
c. Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure and intonation contours.
d. Produce reduced forms of words and phrases. e. Use an adequate number of lexical units words to accomplish
pragmatic purposes. f. Produce fluent speech at different rates of delivery.
g. Monitor one’s own oral production and use various strategic devices- pauses, fillers, self-corrections, backtracking-to enhance the clarity of
the message. h. Use grammatical word clauses nouns, verbs, etc, systems e.g., tense,
agreement, pluralization, word order, patterns, rules and elliptical forms.
i. Produce speech in natural constituent: in appropriate phrases, pause groups, breath groups and sentence constituents.
j. Express a particular meaning in different grammatical forms.
k. Use cohesive devices in spoken discourse. 2. Macro-skills
a. Appropriately accomplish communicative functions according to situations, participants and goals.
b. Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor-keeping and-yielding, interrupting
and other sociolinguistic features in face-to-face conversations. c. Convey links and connections between events and communicate such
relations as focal and peripheral ideas, events and feelings, new information, generalization and exemplification.
d. Convey facial features, kinesics, body language and other nonverbal cues along with verbal language.
e. Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning
of words, appealing for help and accurately assessing how well your interlocutor is understanding you.
The materials chosen is based on the Standard of Competence and Basic Competence of English learning at SMP and MTs grade VIII 2006 which are set as
the following:
Table 1 : Standard of Competence and Basic Competence
Standard of Competence Basic Competence
Micro Skills
To express the meaning of short simple functional spoken
text and monologue in the forms of recount and narrative
to interact with surrounding environment.
To express the meaning of short and simple
monologues by using spoken language accurately,
properly and acceptable to interact with the
surrounding environment in the forms of recount and
narrative texts. - Produce English stress
patterns, words in stressed and unstressed positions,
rhythmic structure and intonation contours.
- Use cohesive devices in spoken discourse.
- Produce speech in natural constituent: in appropriate
phrases, pause groups, breath groups and sentence
constituents. - Use grammatical word
clauses nouns, verbs, etc, systems e.g., tense,
agreement, pluralization, word order, patterns, rules
and elliptical forms.
The indicator of success of the research will be seen based on the oral proficiency scoring categories proposed by Brown 2001: 173.
