speak in connected speech.
23
Then, encouraging the acquisition of communication skill and promoting real communication in and out of the classroom also become
the goal of speaking component in language class.
24
Furthermore, according to Thornbury, there are two functions of speaking, which are Transactional and Interpersonal.
a. Transactional function expresses information and facilitates the
exchange of goods and services. For example phoning to book table at restaurant.
b. Interpersonal function establishes and maintains good relation between
people. For example conversation between friends that take place at the restaurant.
25
Brown and Yule stated that transaction refers to situations where the focus is on what is said or done. The message and making oneself understood clearly
and accurately is the central focus, rather than the participants and how they interact socially with each other. While, interpersonal or interactional refers to
conversation and describes interaction that serves a primarily social function. For example when people meet, they exchange greetings, engage in small talk,
recount recent experiences and many more.
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3. Speaking Activities
Some experts explained so many kinds of speaking activities. Heidi and Anne pointed out four speaking activities. Namely: Drill or linguistically
structured activities, Performance activities speech, observation activities and Participation activities or guided discussion.
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Then, Penny Ur also added so many speaking activities. The explanation as follows:
a. Describing pictures
23
Jeremy Harmer, The Practice of English Language Teaching, New York: Longman, 2007, Forth Edition, p. 343.
24
Celce-Murcia, op. cit., p. 126.
25
Scott Thornbury, How to Teach Speaking, New York: Longman, 2005, p. 13.
26
Richards, op. cit., pp. 21 —29.
27
Celce-Murcia, op. cit., pp. 127 —128.
In practice of describing pictures, teachers give a piece of paper that consists of so many people activities. Students in a group are asked to say
as many sentences as they can describe. b.
Pictures differences In pictures differences activities, students are in pairs, each member
of the pair has different pictures. Without showing each other their pictures, they have to find out what the differences are between them so
that each of them can take turn to tell about the pictures. c.
Things in Common In this activity, students are asked to sit in pairs. And then, they talk
to one another in order to find out as many things as they can that they have in common.
d. Solving a problem.
In this activity, teachers tell a problem and the students are asked to solve this problem.
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Moreover, Harmer also created other speaking activities, as follows: a.
Acting from a script In this activity, students are asked to act based on scripts or
dialogues that have prepared. The text can be prepared either by teacher or students.
b. Prepared talk
Prepared talks can be form of presentation, speech, and many more.
c. Questionnaires
In this activity, student asks other students as many questions as possible and it is conducted take in turn.
d. Simulation and Role Play
In this activity, students simulate a real life encounter Such as business meeting, an interview in a hotel, a shop or, a cafeteria. They
do these activities like in the real world.
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28
Ur, op. cit., pp. 125 —127.
Moreover, storytelling also can be a speaking activity. Thornbury divided storytelling activities into three, which are:
a. Guess the lie
In this activity, students tell each other three short personal anecdotes, two of which are true, and one anecdote is wrong. Other
students are asked to guess which one the wrong statement and give necessary reasons.
b. Insert the word
In this activity, students are given a card with unusual word or expression. And then, they take turn telling each other an anecdote in
which they incorporate their secret item as unremarkably as possible. At the end of each telling, the others have to guess what the word or
expression was. c.
Chain story In this activity, students work in group. They take turns to tell a
story, each one taking over from and building on, the contribution of their class mates at a given signal from the teacher.
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4. Role of Teacher in Speaking Class
