3 Good Stays on task most of the time
and communicates effectively;
generally responds appropriately and keeps trying
to develops the interaction
2 Fair Tries to communicate, but
sometimes does not respond appropriately or clearly
1 Poor Purpose isn’t clear; needs a lot
of help in communicating; usually does not respond
appropriately or clearly
The assessment above focused on five aspects of speaking. They were pronunciation and intonation, vocabulary and expression, fluency, grammar
and interactive skill. Each aspect assessment score ranged from 1 to 4. Score 1 was the lowest while score 4 was the highest in each aspect. Accordingly,
the minimum score was 4 while the maximum one was 20.
3. The Teaching and Learning Process of Speaking in Junior High School
Harmer 2001 proposed some characteristics of adolescents in language learning. Those are 1 adolescents search for individual identity,
2 adolescent need their peer approvals rather than the attention of teacher, 3 adolescent do not mention problems they bring into the class from outside
school, 4 adolescents are attractive if they are engaged, have a great capacity to learn, a great potential for creativity, and a passionate
commitment.
Moreover, in teaching speaking to adolescents the teachers need to attract the students’ attention, since adolescents are easily getting bored and
give less attention to the teacher rather than their friends. Besides, the students are also disruptive in classroom activities caused by their need for
self-esteem and peer approval adolescents.
Considering all characteristics of adolescents, the language teachers should propose some strategies to confront the problems in teaching and
learning process of speaking in Junior High School. Teachers should understand the roles of teaching speaking to provide comfortable atmosphere,
appropriate media and effective activities to meet the goal of teaching
speaking.
Furthermore, Nunan in Kayi 2006 proposes that teaching speaking is to teach the students to 1 produce the English speech sounds and sound
patterns, 2 use word and sentence stress, intonation patterns and the rhythm of the second language, 3 select appropriate words and sentences according
to the proper social setting, audience, situation and subject matter, 4 organize their thought in a meaningful and logical sequence, 5 use language
as means of expressing values and judgments, 6 use the language quickly and confidently with few unnatural pauses, which are called as fluency. To
make the students successfully achieve those six goals, the teacher should give attention to some consideration in teaching speaking, such as the
conversational discourse, pronunciation, accuracy and fluency, affective
factors and interactional effect are the considerations in teaching speaking
Brown, 2001.
Furthermore, there are solutions to cover students’ speaking problem proposed by Harmer 2001. He says that the teachers have to 1 provoke
students’ engagement with material which is relevant and involving, 2 encourage the students to respond to situations with their own thoughts and
experiences, rather than just by doing such abstract learning activities, 3 give the students some tasks which they are able to do, rather than taking risk
by humiliating them, 4 provoke intellectual activity by helping the students to be aware of contrasting ideas and concepts which they can resolve for
themselves with the teachers’ guidance.
The English teacher should consider the role of teaching speaking to reach the goal of teaching speaking. Furthermore, the English teacher needs
to provide a comfortable atmosphere of teaching and learning process of speaking. It is also highly recommended for the English teacher to use
appropriate media and proposes interesting activities. The English teacher also should give feedback to engage and motivate the students.
4. Media for Teaching Speaking a. The definition of Media
