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makes their performance second or third time round can be better Harmer, 2011:346.
The teachers also need to be involved in the speaking activities to encourage the students learn and develop their speaking skill. There are different roles played
by the teacher during speaking activities as a prompter, participant, and feedback provider. When the students get lost and cannot think of what to say next or lose
the fluency the teachers expect to them, they can leave the students to struggle out of such situations on their own. The teachers can also help them by offering
discrete suggestion to stop their sense of frustration. This is what is called by prompter. As a participant, the teachers should be good animators when asking the
students to produce language. As a feedback provider, the teachers should make deep consideration about when is the right time to give feedback to their students.
It is because over-correction may inhibit them and put them in communicativeness while helpful and gentle correction may get students out of difficult
misunderstandings and hesitations Harmer, 2011.
3.1 Types of Speaking Performance and Speaking Activities
The knowledge of types of speaking is necessarily needed by the teacher in providing the appropriate speaking activities or speaking materials in the
classroom. It is needed related to the different purpose for the students learning speaking skill. According to Brown 2001, there are five types of speaking
including imitative, intensive, responsive, interactive, and extensive. In the first type of speaking, imitative, the learners imitate word or phrase or
possibly a sentence. It is purposed to focus on some particular elements or
15 language form, not to have a meaningful interaction. One of the examples of
imitative speaking performance is drilling. In intensive speaking performance, the learners product short stretches of
oral language to demonstrate the competence such as grammatical, phrasal, lexical, or phonological relationship. Meanwhile, in the responsive type of
speaking, short replies are the example. By short replies, it is not necessary to extend dialogues because short replies are only formed in the simpler ones as
standard greetings, simple request or simple comments. In interactive speaking performance, it consists of transactional and
interpersonal dialogues. The transactional dialogue is carried out to convey or exchange information which is an extended form of responsive language. When in
responsive type of speaking the learners do not need to extend dialogues, in transactional type of speaking they need to extend dialogues or conversation.
Another form in interactive type of speaking is interpersonal dialogue. Compared to the purpose of transactional language, interpersonal dialogue tends to maintain
social relationship better than exchange information. Some elements as register, colloquial language, slang, ellipsis, etc. may involve in a dialogue in this extended
form. In the extensive type of speaking performance, there can be in the form of reports, summaries, and speeches which can be planned or impromptu.
Related to speaking performance, when the teacher has recognized the types of speaking performance which can be used in the classroom activities, they also
need to choose the right way to promote the students‟ speaking skill. Promoting students‟ speaking skill is needed to support their performance in each type of
speaking. Some activities promoting speaking are suggested by Thornbury 2005
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including discussion and debate, drama, role play, simulation, presentation, classroom conversation and casual chat, outside-class speaking, storytelling, joke,
and anecdote. In choosing the right activities to promote speaking skill, the teacher needs to consider the students‟ language proficiency level to make them
effectively applied. The examples of activities appropriate to the higher level students are discussion and debate. By discussion, the students talk spontaneously
which provokes them to exchange information. By drama, role play, and simulation, the students can activate their imagination. Drama also benefits for
pronunciation and general language use Harmer, 2011:349. In simulation and role play, the students can simulate a real life encounter as if they were doing so in
the real world. They can be used to encourage general oral fluency or to train students for specific situations, especially where they are studying English for
specific purpose ESP Harmer, 2011:352. Role play also supports the students to be creative and to put themselves in another person‟s place for a while.
Two of the speaking activities mentioned previously are classroom conversation and casual chat. Those activities are almost practiced by the students
in the learning process inside the classroom . Both can promote students‟ speaking
skill. In casual chat, the students must talk spontaneously, with unplanned communication and it tends to be natural. However, not many students can
perform this activity so they can perform a planned conversation called a classroom conversation which can encourage them to speak English. A classroom
conversation is usually practiced among the students and the teacher in a formal condition. The students have longer time to think about what they are going to say
17 compared to a casual chat which is usually practiced with their close friends and
needs short time to prepare what they should talk about. There are numbers of outside-class speaking activities including tape
diaries, video conferencing, and human-computer interaction. Meanwhile, in speaking activity type including storytelling, jokes and anecdote, the students are
offered to perform activities which involve them to speak without partner. In addition, jokes and anecdotes are funny rehearsal of speaking.
The students are also provided activity supporting their speaking skill through the use of technology as video. They can record their performance in the
form of role-play as the assignment. Banares in Oktaputri 2010:14 states the benefits of recording the students‟ performance as they have more speaking
practices, they pay more attention to pronunciation, they will increase their motivation, and they are able to recognize whether their speaking product is good
or not. It is supported by Healey in Oktaputri 2012:15 who states that spotting the students‟ own weaknesses through videotape is much easier. It is related to the
function of students‟ learning evaluation. Th
ose activities are able in supporting and promoting the students‟ speaking skill. However, the teacher needs to consider the students‟ language proficiency
level and students‟ interest in choosing the right activities to them. A good consideration is necessary to promote each skill in speaking effectively.
3.2 Micro and Macro Skills in Speaking
