Types of Classroom Speaking Performance

22

c. Types of Classroom Speaking Performance

There are many speaking activities that can be applied by the teacher to improve students’ motivation and to improve their speaking skills. Brown 2001: 271-274 proposes some types of oral production that students are expected to carry out in the classroom. The first type is imitative speaking. Imitative speaking is related to human ability to simply parrot back a word or phrase or possibly a sentence. The process of imitation is enabling the students to focus on some particular elements of language form like phonetic level, lexical, and grammatical properties of language. Kind of activities that can be applied by teacher is drilling. Drills offer students an opportunity to listen and repeat certain strings of language in a controlled activity. This activity gives the students more opportunities to practice how to pronounce words or phrases correctly. The second type is intensive speaking. Intensive speaking actually is the next step after the imitative speaking process. In this type of oral production, the students are expected to produce short sentences and demonstrate speaking competence in grammatical, phrasal, lexical, semantic, and phonological relationships. Furthermore, intensive speaking can be initiated in pair work activity to give the students opportunity to practice. The third type is responsive speaking. Responsive speaking happens when the teacher can give short replies and the students initiated questions or comments. It is usually limited level of very short conversations, standard 23 greetings and small talk, simple requests and comments. This kind of speech can be meaningful and authentic. The fourth type is transactional dialogue. This type has the purpose of exchanging specific information or conveying a message. It is an extended form of responsive language. This process includes multiple exchange and or multiple participants. The teacher can carry out this type of speaking performance with using group work. The fifth type is interpersonal dialogue. In interpersonal exchanges, it carried out more of the purpose of maintaining social relationships than for transmission of information. Oral production can become more complex with the need to speak in a casual register and use colloquial language, ellipsis, slang, humor, and other sociolinguistic aspects. Sixth type is extensive monologue. The language that used in this type is more formal and deliberative. The teacher can use some tasks include of speeches, oral presentations, summaries, and story-telling for the students at intermediate or advanced level. In summary, the teacher can apply some relevant activities to stimulate and improve the motivation of the students to speak English well. The activities also are expected to give more opportunities to students to practice using the language. Besides, another important thing is how the activities in classroom can achieve the objective of the lesson. 24

d. Characteristics of Teaching Speaking Effectively