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are not grouping for ideas. Because the speeches have been planned but they have not been memorized, speaking will seem spontaneous and
natural. If audience reaction is not what speakers have anticipated, they may re-explain a point or adopt their speech as necessary.
5. The Concept of Teaching Speaking
A good speaking skill will be achieved through a good speaking activity created in the teaching of speaking. To achieve a good speaking activity in the
teaching of speaking, teachers should know the types of classroom speaking performance, roles of teacher, problems in speaking activity, problem solutions in
speaking activity, and the criteria of a successful speaking activity. The following are the detail explanation:
a. The Types of Classroom Speaking Performance
Brown 1994: 266-268 states that there are six types of classroom speaking performance:
1. Imitative In imitative types, learners spend their time to initiate speech, for example,
they are practicing an intonation contour, trying to pinpoint a certain vowel sound, etc. Intonation of these kinds is carried out not the purpose of
meaningful interaction, but for focusing on some particular element of language form. A type which can be concluded in these types and can be
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classified in the communicative language classroom is drilling. Drills offer students an opportunity to listen and to repeat certain string of language that
may pose some linguistic difficulty – either phonological or grammatical. Here are some guidelines for successful drills:
1. Keep them short a few minutes of class hour only
2. Keep tem simple preferably just one point at a time
3. Keep them “snappy”
4. Make sure students know why they are doing the drill
5. Limit them to phonology and grammar points
6. Make sure they ultimately lead to communicative goals
7. Don’t overuse tem
2. Intensive Intensive type is designed to practice some phonological or grammatical aspect
of language. Intensive speaking can be self-initiated or it can be even form part of some pair work activity.
3. Responsive Responsive is short replies to teacher or students initiated questions or
comments which are usually sufficient and do not extend in dialogue.
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4. Transactional dialogue Transactional is extended form of responsive language. Transactional dialogue
is not just limited to give the short respond but it can convey or exchange specific information.
5. Interpersonal dialogue Interpersonal dialogue is designed for the purpose of maintaining social
relationship than for the transmission of fact or information. This conversation involves some or all the following factors:
1. A causal register 2. Colloquial language
3. Emotionally charge language 4. Slang
5. Ellipsis 6. Sarcasm
b. Teacher Roles
