something. Burton 1982: 98 stated that without a large vocabulary, it is impossible to use English precisely and vividly. It means that vocabulary is one of
the aspects which have to be learnt if someone wants to speak in English.
4. Stages of Teaching Speaking
Since comprehending speaking skills is important, in teaching and learning activity, teachers should consider the stages of teaching speaking. Terry 2008
suggests three stages of teaching speaking. Those three stages are, pre- communicative stage, practice stage, and communicative interaction or production
stage. In pre-communicative stage, Terry suggests some useful activities to do such as Introduce the communicative function, highlight the fixed expressions,
point out the target structure, provide students with the necessary vocabulary, and provide students with the language of interaction. During the practice stage, there
are several activities that teachers should do such as, correct students if necessary prompt students if necessary do it lexically, ban monolingual dictionaries, aim
for intelligibility. The last stage is communicative interaction, in this stage the activity that should be carried out are encourage language negotiation, take note of
any aspects that may hinder communication pronunciation, vocabulary, grammar, respect students ‘wait’ time.
Almost similar with Terry, Richards 2008: 29-30 also suggests several stages in teaching speaking. However, different from Terry 2008, Richards
ibid divides the teaching speaking into three groups, those are teaching speaking as Interaction, teaching speaking as transaction, and teaching speaking as
performance. In teaching speaking as interaction, Richards states that talk as
interaction is perhaps the most difficult skill to teach since interactional talk is a very complex and subtle phenomenon that takes place under the control of
unspoken rules. In teaching as interaction, there are three aspects that teachers should deal with such as giving students situation, giving students chance to
practice, and giving feedback. Different from teaching speaking as interaction, teaching speaking as
transaction seems to be easier since current communicative materials are a rich resource of group activities, information-gap activities, and role plays that can
provide a source for practicing how to use talk for sharing and obtaining information, as well as for carrying out real-world transactions. There are three
stages in this kind of teaching speaking, those are, preparing, modeling and eliciting, and practicing and reviewing. Preparing: Reviewing vocabulary, real-
world knowledge related to the content, and context of the role play e.g., returning a faulty item to a store. Modeling and eliciting: Demonstrating the
stages that are typically involved in the transaction, eliciting suggestions for how each stage can be carried out, and teaching the functional language needed for
each stage. Practicing and reviewing: Assigning students’ roles and practicing a role play using cue cards or realia to provide language and other support.
Teaching speaking as performance is the third type of teaching speaking. According to Jones 1996:17 Teaching peaking as performance requires a
different teaching strategy. He then states: Initially, talk as performance needs to be prepared for and scaffolded in
much the same way as written text, and many of the teaching strategies used to make understandings of written text accessible can be applied to
the formal uses of spoken language.
