The last language feature is the use of negotiation language. Usually speakers use negotiation language to seek for clarification. The use of
negotiation language is important for students because they need to ask for clarification when they are listening to someone else. The use of negotiation
language is also used to show the structure of what speakers are saying. In this case, students need to use certain phrases if they want to be understood
by the others.
c. Basic types of classroom speaking performance
Based on Brown 2004:141-142, there are five types of speaking. Those are imitative, intensive, responsive, interactive, and extensive or
monologue. The range depends on the complexity of learning to speak in the target language.
The imitative speaking performance deals with imitating words andor sentences. This kind of performances focuses on how well the students
pronounce words and gives no focus on how students understand and express ideas in conversations. Brown 2001: 271 states that when learners
perform an intonation contour or try to identify a particular vowel sound, the aim is not for the purpose of the meaningful interaction but for
concerning on some particular elements of language forms. The second type of speaking performances is called intensive
performance. Intensive performances focus on building up students’ mastery
in grammatical andor phonological aspect of language.
The third type of speaking performances is called responsive performance. This type of speaking performance involves students to take
part in a very short conversation or an interaction such as standard greeting, small talk, simple requests, comments, and many other similar interactions
that can make students to be more active in classroom talk. The fourth type of speaking performances that has a higher
complexion than the previous types mentioned before is interactive speaking. Even though this kind of speaking performances is similar to
responsive speaking that also invites students to actively involve in the interactions andor conversations, there is a difference between them. The
difference between responsive and interactive speaking is in the length and complexity of interaction, which sometimes includes multiple
exchanges andor multiple participants. The last type of speaking performances, which is the most complex
one, is extensive performance. This speaking performance tasks include speeches, oral presentation, and story-telling, during which the opportunity
for oral interaction from listeners is either highly limited or ruled out together. In these tasks, the register is more formal and deliberative. In
addition, these speaking performances can be either planned or impromptu. In conclusion, I can say that the students of grade X Nursing class of
SMK Muhammadiyah 3 Klaten Tengah were focusing on intensive and interactive performances. It was because through role play, I want the
students to be aware of their grammar and to be more active in speaking
English correctly.
d. The difficulties in speaking
