purpose, so teacher may give a chance to practice such strategies as asking for clarification What?, using fillers Uh, I mean, Well, or using conversation
maintenance cues Uh, huh, Right, Yeah, Okay, Hm. In summary, the design of a set of speaking instructional materials should
consider the use of techniques that cover the spectrum of learners’ needs, from language based focus on accuracy to massage-based focus on interaction,
meaning, and fluency. The technique should be intrinsically motivating. It also should encourage the use of authentic language in meaningful context as well as
the development of speaking techniques. Integrating the natural link between speaking and listening since these two skills is beneficial. The technique should
give opportunities to students to initiate oral communication. And, finally make sure that the technique provide appropriate channel for feedback and correction.
c. Type of Classroom Activity
According to Ur 1996, there are four items defining a successful speaking activity:
the opportunity for learners to talk most of the time instead of a class centered on the teacher; the whole students’ participation; high motivation
due to the topic of discussion chosen by the teacher, and finally the acceptable level of language accuracy among the whole group 120.
David Nunan 2003 suggested sort of speaking activities as follows: a. Information Gap
This is an activity in which one person has information that the other lacks. They must use the target language to share that information. For instance, one
student tells the direction to go to his her house to a classmate.
b. Jigsaw Activity This is a bidirectional or multidirectional information gap. Each person in a
pair or group has the same information the other persons need. For example, one learner describes his family to another, while his partner draws a family tree
diagram and labels it with name and information about the speaker’s family. c. Role Plays
In this activity, students are given particular roles in the target language. For example, one student plays a hotel receptionist handling complaint from his
guest. The other plays the role of a hotel guest complaining the late wake-up call. Role plays give learners practice speaking the target language before they must do
so in a real environment. d. Simulation
Simulation is more elaborate than role-plays. In a simulation, props and documents provide somewhat realistic environment or language practice. For
instance, in a language lesson about the grocery store, students bring in “products” biscuits, fruits, vegetables, coffee to be sold and even play money for making
their purchases. e. Contact Assignment
This activity involves sending students out of the classroom with a stated purpose to talk to people in the target language. For example, students are asked
to interview tourists. Afterwards, the students report the result of the interview. In designing contact assignment, be sure the required information can not be gotten
by reading available information. The point is to get students to speak with people using the target language.
When we talk to someone, we usually do so for transferring information transactional speech and also social purpose interactional speech; thus,
speaking activities inside the classroom need to embody both interactional and transactional purposes.
3. Public Speaking
