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2 Interacting with others
The effective speaking also involves a good deal of listening, an undertsanding of how the other participants are feeling and knowledge of how linguistically to take
turns or allow others to do so. 3
On the spot information processing It is quite apart from our response to others’ feelings, we need to be able to
process the information they teel us the moment we get it.
1.11 Teaching Speaking in Senior High School
2.5.1 Principles for Teaching Speaking
There are numerous principles for teaching speaking especially inside the classroom. Bailey 2003: 54-56 points five principles for teaching speaking as
follows: 1
Be aware of the differences between second and foreign language contexts. Teaching speaking for foreign language learning and second language contexts are
not the same. They have their own characteristics. In foreign language, the target language is not spoken in the daily activities. Therefore, their chances to use the
target language outside the classroom are very limited. On the other hand, in second language context, the target language is
spoken in the daily life. It means that learners have much more opportunities to apply the target language outside of the classroom. Besides, the learners’ speaking
skills are notable, but after those skills progress to a certain proficiency level, they develop it no more. Their speech seems to stop developing at a point where it still
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contains noticeable, patterned errors, such as: errors in grammar, vocabulary, pronunciation or any combination of problems which affect the learners’ ability to
speak in the target language. 2
Give learners practice with both fluency and accuracy. Regarding the importance of fluency and accuracy in speaking the target
language, teachers should give the learners’ opportunities to develop their fluency and accuracy. Teachers should not always interrupt the learners to correct their
orral errors. In contrast, they should provide activities to build their fluency and
accuracy, and realize that making mistakes in learning a new language is natural. 3
Provide opportunities for learners to talk by using group or pair work and limiting teacher talk.
In previous teaching method, the teachers seem to talk too much in the classroom. They hold almost in a whole of the teaching learning process. As a result, the
learners had limited time to talk. Thus, it will be difficult for learners to develop their speaking ability. Therefore, tearchers’ talk should be limited.
Then, the use of group or pair work to make the students get involved during the lesson is one of some good ways.
4 Plan speaking task that involves negotiation for meaning.
Negotiation for meaning is the process of interaction which involves both trying to understand and making ourselves believed. It covers checking to see whether
we have understood what someone has just said, clarifying our understanding and confirming that someone has understood our meaning. By doing these, the
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learners can learn and understand the language which is appropriate to their level from people they are speaking with.
5 Doing classroom activities that involve guidance and practice in both
transactional and interpersonal speaking. Transactional speech is used in communication to get something done, including
the exchange of our goods andor services. Meanwhile, interactional speech is used to communicate with someone for social purposes. Thus, the transactional
and interactional speech are very important in communication. In addition, the teachers need to provide some interesting activities which can trigger their
speaking in the classroom.
2.5.2 Teacher’s Role
