Assessing Speaking Performance The Nature of Speaking

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.

c. Characteristics of successful speaking activity

According to Ur 1999: 120, it is said that the characteristics of a successful speaking activity are as follows: Firstly, learners talk a lot. As much as possible of the period of time allotted to the activity is in fact occupied by learners talk. This may seem obvious, but often most time is taken up with teacher talk or pauses. Secondly, participation is even. Classroom discussion is not determined by a minority of talkative participants; all get chance to speak, and contributions are fairly evenly distributed. Thirdly, motivation is high. Learners are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective. The last, language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language.

3. Group Work

a. The Definition of Group Work

Bright and McGregor in Soraya 2010: 17 stated that a group work is a classroom situation where students are working within smaller units or groups. Through interacting with each other in groups, students can be given the opportunity to oral exchange. The aim is to get the students involved in oral interaction: asking and answering questions, agreeing and disagreeing certain points of the tasks. Indeed, it is through this kind of tasks that researchers believe many aspects of both linguistic and communicative competence are developed. Killen 2009: 159 stated that group work occurs when two or more students are working together. In group work, students work together without