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6 Simulation and Role play
Simulation and role play can be used to encourage oral fluency. Teachers can choose an activity that related to the topic and objective of the lesson. Besides, they
must consider the situation, condition of the students and materials that will be taught. For example, they use simulation and role play activities when the teacher
teaches expressions. In discussion, teachers can use some pictures or maybe videos in a certain situation. These activities can be used as the way to measure how far
students can speak, say and express their feeling in English.
f. Types of Speaking Performance
There are six types of classroom speaking performance as described by Brown 2004: 271.
1 Imitative
In this type, for example, learner practices an intonation contour or tries to find a certain vowel sound. This kind of 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 move out one step beyond imitative to include any
speaking performance that is designed to practice some phonological or grammatical aspect of language. It can be self-initiated or as part of pair work activity.
3 Responsive
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A good deal of student speech in the classroom is responsive: short replies to teacher or student-initiated questions or comments. Those replies are usually adequate
and do not extend into dialogues. 4
Transactional dialogue It means that the dialogue carries out for the purpose of conveying or
exchanging specific information. 5
Interpersonal dialogue The aim of interpersonal dialogue is to maintain social relationships than for
the transmission of facts and information. 6
Extensive monologue The students at intermediate to advanced level are suitable to practice
extended monologues in the form of oral reports, summaries, or short speeches. Those monologues can be planned or impromptu.
g. Teaching Speaking in Senior High Schools
English has been learnt in any level of education in Indonesia, so has in senior high school. Based on the PP No 192005 about the National standard of Education,
English is considered as a compulsory subject to be learnt in senior high school. Moreover, English is also included as one of the subject in National examination for
senior high school. Thus, English is very important subject to be learnt, not only to prepare the senior high school students to pass the National examination but also to
go to higher level of education.
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1 The characteristics of senior high school students
Mostly high school students’ age is ranging from 15 to 17 years old. As teenagers, some of them think that school is not a priority. The majority of the
students in high schools are not worried about learning. They are more concerned about their physical image, popularity and personal life.
In this age, they seem to have low responsibility. Most of high school students visualize high school as the last opportunity to be immature before heading to
college. They are also more impulsive than reflective learners; young people tend
to just learn the information and do not seem too eager to find an explanation to everything. They seem to catch the information in a faster way, but at the same time
the information is not always learned correctly. By those conditions, teachers should work hard to find the best way to make
them learn and concern to their study. However, Spratt et al. 2005: 53 states the characteristics of senior high
school students as follows. a
The students are able to keep still for longer period b
The students focus to the lesson for longer periods c
The students learn in more abstract ways d
The students usually able to control and plan their own behavior e
The students did not so willing to make mistakes or take risks f
The students are aware of themselves andor their actions.
