The Characteristics of the TeachingLearning Process The Feelings of the Students

22 22 skills needed to organize various genres according to the socio-cultural context p. 52. In term of teaching speaking, in order to make the students have the speaking competence, the teachers must organize learning activities for learners to practice the speaking skill. Therefore, they should be guided by any particular model for teaching speaking. Goh and Burns 2012 point out that they should aim to help learners develop their speaking skill competence by encouraging them to use a wide range of core speaking skill; pronunciation, speech function, interaction management, and discourse organization p. 151-152. Next, the students should develop fluency in expression of meaning. The teachers should also encourage the students to use grammar flexibly to produce a wide range of utterances that can express meaning precisely. Then the students should be able to use appropriate vocabulary and accurate language forms relevant to their speaking needs so that they can understand and use social and linguistic conventions of speech for various contexts. Moreover, the teachers should develop the learners’ speaking skills by encouraging them to employ appropriate oral communication and discourse strategies, increase their awareness of genre and genre structures, and increase their meta-cognitive awareness about second language speaking. In order to maintain those points, teachers’ role is crucial. Teachers need to facilitate practice and learning, and also provide input and feedback. Goh and Burns 2012 mention the teaching-speaking cycle in order to help teachers organize the learning activities p. 52. Every stage in the teaching cycle supports 23 23 the broad developmental objectives for the speaking while some stages can support more than one objective and the teachers can decide which objective is emphasized in a particular cycle by selecting or planning different learning activities.

a. Stage 1: Focus on Learners’ Attention on Speaking

In this stage, the teacher encourages learners’ meta-cognitive awareness about learning to speak in a second language. The focus of these awareness- raising activities is one or more of three recognized types of meta-cognitive knowledge: person knowledge, task knowledge, and strategic knowledge. Meta- cognitive activities can be done by encouraging the learners to plan for overall speaking development. In this case, they are given types of prompts to encourage them to think about the demands of learning to speak in the second language and how they can prepare themselves for it. This is best done at the beginning. Meta-cognitive can also be done by preparing the learners to approach a specific speaking task. In this case, the prompts used focus on the speaking task that has been planned for the teaching cycle. By responding to the prompts, learners prepare themselves by familiarizing themselves with the outcomes of the task and by considering strategies they need to complete it. The prompts can also be used to activate their knowledge about the demands of the task. The teacher must activate their prior knowledge for a speaking task in order to facilitate conceptualization and formulation in speech production.