13 Use appropriate registers, implicature, pragmatic conventions, and other linguistic
features in face to face conversations. 14
Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization,
and exemplification. 15
Use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meanings.
16 Develop and use a battery of speaking strategies, such as emphasizing key words,
rephrasing providing a context for interpreting the meaning of words, appealing for help, accurately assessing how well your interlocutor understand you.
So, the speaking ability is dealing with not only the capability in producing correct grammar or fluently in communicating but also the circumstances that the
speaker and hearer have. To gain meaningful communication, it is needed both the speaking competence and performance.
c. Principles for Designing Speaking Techniques
There are seven ways in designing speaking techniques from Brown 2000:275 which can be adapted for the teacher in determining the speaking
activities in classroom.
1 Use techniques that cover the spectrum of learner needs, from language-based
focus on accuracy to message-based focus on interaction, meaning, and fluency. It means that, both material and activities that will be done in classroom must be
meaningful for the learner so that they can really understand what they are talking.
2 Provide intrinsically motivating techniques. Telling the students how the activities
can give benefit for them and encourage them to get involve or getting interest with certain activity that we deliver are merely important.
3 Encourage to use of authentic language in meaningful contexts. The teacher can
keep authentic language contexts in classroom to help the students even with meaningful drills in order to get sense of authenticity.
4 Provide appropriate feedback and correction. It can be said that correction and
feedback always come up in the learning process. The teacher has to know the appropriate ways and time to give both in self correction, group correction or
class correction. 5
Capitalize on the natural link between speaking and listening. We can integrate receptive and productive oral skill to help the students getting a context in whole
part. Listening can be done as an input factor before doing speaking activities. 6
Give students opportunities to initiate oral communication. Allowing students to have an opportunities in speak up in the speaking session is the teacher’s duty in
designing the techniques. Oral communication needs practice than theory oriented so that the teacher can manage the activities which give a lot of opportunities for
the students to initiate a conversation. 7
Encourage the development of speaking strategies. In other word, it can be simply said that the teacher should emphasize opportunities for the learner to improve
their speaking strategies by practicing conversation gambit in some occasion during the speaking teaching and learning process.
Composing English classroom must be paying attention to the learners and learning need. The English teacher cannot simply deliver the material based on one
point of view. The students also need self actualization from the opportunity to speak up during the speaking lesson so that the teacher should manage meaningful task
which give lot of chance to the students in practicing oral skill.
d. Teacher’s Role during Speaking Class
One of the teaching speaking factors is a teacher’s role during teaching and learning activities. It can be an important thing for developing speaking activities
since a teacher will act as a guide, facilitator and also be reviewer for the following activities that will be presented. There are many related theories about teacher’s role
in speaking lesson and will be explained further.
Nunan 1993:4 proposes, “Teachers should find out what their student think and feel about what they want to learn and how they want to learn”. The extent to
which communicative components in instructional practices are seen by learners as essential for classroom language learning should be taken into account in making
pedagogical decisions.
Teacher’s role is related ultimately to assumptions about language and language learning at the level of approach. That is, different approaches stipulate
different roles for the teacher. It is essential for the teacher to make speaking
activities more enjoyable with these three strategies Zoltan: 2001-73:
- breaking the monotonous of learning,
- making the tasks more interesting,
- increasing the involvement of the students
Moreover, Riddell 2003 argues teacher’s roles in a speaking lesson based on the learning cycles—before, during, and after the lesson. All activities included in the
speaking skill must be explained clearly by the teacher and make sure that there will be no confusion due to the unclear instruction. That is teacher’s duty in managing the
class to be conducive and prepared well. It should be a complete preparation such us
