14 such as fluency, accuracy, interaction and coherence. First, fluency is the ability to
express comprehensible language smoothly. Fluent speakers will speak without any hesitation and many pauses in their communication. They will express the
information com municatively, „effectively and naturally. Second, accuracy, refers
to the speakers‟ ability to produce correct sentences including grammar, vocabulary and pronunciation. Third, interaction refers to the situation between
the speakers and listeners. Interaction plays a big role in speaking. In influences the atmosphere of the conversation created by both speaker and listener. It will
create new topics to be discussed that can encourage the speaker and listener to communicate to one another. Fifth, coherence refers to the appropriateness of the
discourse in the conversation. In this case, coherence is closely related to how the speakers use appropriate cohesive devices.
d. Types of Classroom Speaking Performance
There are six categories of oral production that the learners are expected to perform in the classroom stated by Brown 2000, they are imitative, intensive,
responsive, transactional, interpersonal, and extensive. Imitation in this context refers to practicing an interaction contour or try to pinpoint a certain vowel sound.
This activity is not purposed for the meaningful interaction but it is focused on some particular element of language form. Drilling is the part of this
communicative language classroom which offers limited practice through repetition of certain strings of language with some linguistics difficulties either
phonological or grammatical. The successful drilling activity are often short, simple, snappy, communicative, and limited in phonology and grammar point.
15 Intensive speaking is designed to practice some phonological or
grammatical aspect of language. It can be done by doing the activity both individually or in groups where learners are practicing certain forms of language.
It is described as short replies to teacher or student-initiated questions or comments. This responses are usually sufficient and do not extend into dialogue.
It is usually authentic and meaningful. The transactional language is aimed to convey or exchange specific
information or it is called as the extended form of responsive language. In this case, conversation may have more of negotiative nature that responsive speech.
The interpersonal dialogue is aimed to maintain social relationship than to transmit facts and information. These kind of conversations can involve a casual
register, colloquial language, emotionally charged language, slang, ellipsis, sarcasm or a covert agenda. The extensive speech refers to the planned extended
monologues usually in the form of oral reports, summaries or short speeches. These monologues are often planned and formal.
e. Teaching Speaking
