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clear image; 3 learning the meaning of words; 4 making a strong memory connection between the forms and meanings of the words; 5 using the words.
c. Fluency According to Nunan 2003 cited in Kayi 2006 fluency is the ability to
use the language quickly and confidently with few unnatural pauses. In order to be able to speak fluently, the students need a lot of practices. It can be
started by practicing and drilling set phrases and repeating models Pinter, 2006: 55. Pinter also assumes that fluent speakers have to learn appropriate
words to say in certain situations, and way to manage conversation and interuption.
d. Comprehension According to Brown 2001 comprehension is the students ability to
understand the question, statements, and conversation. Speakers are considered to have good comprehension if they are able to understand any
topic of conversation at normal rate of speech. e. Grammar
Grammar is the set of language rules that the speakers use to create phrases and sentences that convey meaning. Brown 2001 states that someone who
has good grammar is viewed as the person who is able to use the language with sufficient structural accuracy in both formal and informal conversation.
e. Types of classroom speaking performance
In order to help the students to improve their speaking skill, teacher should provide classroom speaking performance to help them practice their speaking.
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According to Brown 2001: 271-274 there are six types of classroom speaking performance:
1 Imitative
This type of classroom speaking performance refers to the practice of intonation or attempt to pinpoint a certain vowel sound. It is carried out not
for the purpose of meaningful interaction, but for focusing on some particular elements of language form. This activity is usually performed in form of
drilling by imitating words, phrases or sectences. 2
Intensive Intensive speaking goes one step beyond imitative include any speaking
performance that is designed to practice some phonological or grammatical aspects of language. Intensive speaking can be self-initiated or it can even
form part of some pair work activity such as reading aloud a paragraph or reading aloud a dialogue with partner in turn.
3 Responsive
It includes interaction in very short conversation, standard greeting and small talk, simple request and comments, and giving brief instructions and
directions. It also refers to the capability in giving replies to the questions or comments. These replies are usually sufficient and meaningful.
4 Transactional dialogue
Transactional language carried out for the purpose of conveying and exchanging specific information, as the example is conversation in pairs.
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5 Interpersonal dialogue
It is also carried out in a dialogue that is purposed for maintaining social relationships than for the transmission of fact and information. The
examples are interview, role play, discussions, conversations, and games. 6
Extensive monologue It refers to the extended monologues in the form of oral reports,
summaries or perhaps short speeches. The types of classroom speaking performance proposed by Brown above can
help the teachers in the process of teaching and learning speaking especially in designing the students’ speaking activities and measuring their speaking skill.
f. Teaching speaking in junior high school
