through speaking, they can ask other people what they need and they try to fulfill what other people ask them. And he adds that in all of communication or
conversation two people are exchanging information or they have communication need. It means that the reason for people to communicate with each other to tell
people things they do not know or to find things out from other people.
In summary, speaking ability is the ability of the students to communicate their ideas orally. In other words, the listener can receive the message and reacts
communicatively to the speaker by producing the sound and by using correct pronunciation, the listener will be able to understand or catch the ideas and the
meaning communicated by the speaker. And it can be concluded that people speak to others in order to ask for something
they do not know.
2.2 Type of Speaking
Brown 2001:251 classifies the type of oral language as the figure below: Monologue
Planned Unplanned
Dialogue
Interpersonal Transactional
In monologue, when a speaker uses spoken language, the hearer has to process long stretches of speech without interruption. The streams of speech go on
whether or not hearer comprehends. Examples of monologue are speeches, lectures, reading, news broadcast, etc. Monologue can be divided into planned and
unplanned. While in dialogues, there are two or more speakers involved. It can be subdivided into those that promote social relationship interpersonal and those for
which the purpose is to convey factual information transactional.
Brown also provides type of classroom speaking performance, they are: 1.
Imitative Practicing an intonation contour or try to pinpoint a certain vowel sound is an
example of imitative speaking. The imitation is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of
language form. 2.
Intensive Intensive speaking includes any speaking performance that is designed to
practice some phonological or grammatical aspect of language. It is goes one- step beyond imitative speaking.
3. Responsive
A good deal of student speech in the classroom is responsive short replies to teacher or students-initiated questions or comments. These replies are usually
sufficient and do not extend into dialogues. Such speech can be meaning full and authentic.
4. Transactional dialogue
Transactional dialogue is carried out for the purpose of conveying or exchanging specific information or idea is an extended from of responsive
language. Conversation, for example, that may have more of a negotiate nature to them
than does responsive speech.
5. Interpersonal dialogue
Interpersonal dialogue carries out more for maintaining social relationship than for the transmition of facts and information. The conversation are little
trickier for learners because they can involve some or all of the following factors: a casual register, colloquial language, emotionally charged language,
slag, ellipsis, sarcasm, and a convert ―agenda‖. 6.
Extensive monologue Extensive monologue is extended monologues in the form of oral reports,
summaries, or perhaps short speeches. In this, the register is more formal and deliberative. This monologue can be planned or impromptu.
From the types of speaking described above, the researcher chooses transactional dialogue since its purpose is to convey or to exchange information or idea that
may enable the students to discuss the information they have in which they cooperate one another.
2.3 Concept of Teaching Speaking
