The third way in teaching speaking is that the teacher asks the students to build up their ideas before having a general discussion. The students are asked to write their
ideas before starting speak in front of the classroom. This way can help them to develop their ideas before starting speak in front of the classroom.
Finally, in teaching speaking, teacher should give opportunity for all students to talk. Furthermore, teacher should use good technique which can make all students in
the classroom participate actively, share what they think, and speak as much as they can.
2.3.2 Types of Classroom Teaching Performance
According to Brown 2001: 271, there are six types of speaking performance which students are expected to carry out in the classroom. The six types of speaking
performance in the classroom are presented as follows:
1. Imitative
In this type of performance, students are asked to repeat or imitate the teacher ’s
speech or tape recorder. The teacher ’s speech is only focused on some elements of
languages, such as pronunciation, grammatical, and intonation. Brown 2001: 171 states
“A very limited portion of a classroom speaking time may legitimate be spent generating human tape recorder speech, where for example, learners practice an
intonation contour or try to pinpoint a certain vowel sound. ” One of the techniques
used in imitative are drills. Drills offer students opportunity to listen and orally repeat certain aspects of language. For the elementary and first intermediate level students,
the activity of imitative speaking performance is needed. In these levels, the students
are introduced to some aspects of spoken language and then they have to remember or imitative it.
2. Intensive
In this types of performance, students deal with their linguistic difficulties such as phonological and grammatical aspects of language. In intensive speaking
performance, learners focus on phonological and grammatical aspects. In intensive speaking, a teacher may give the learners some pair work activities. Then, he asks the
learners to practice some dialogues which contain some grammatical patterns and expressions. Brown 2001: 273 states that
“intensive speaking goes one step beyond imitative include any speaking performance that is designed to practice some
phonological or grammatical aspect of language. Intensive speaking can be self- initiated or it can even from part of some pair work activity, where learners are
“going over” certain forms of language”.
3. Responsive
In this type of performance, students may give short replies to teacher or even students have an initiative for asking questions or comments. There was a limited interaction between a
learner and the teacher, or between learners. Brown 2001: 273 states “a good deal student
speech in the classroom is responsive: short replies to teacher or student-initiated questions or comments
”. Students’ responses are usually do not extend into dialogues. Moreover, such a speech can be meaningful and authentic. The students reply based on what his or her have
thought or based on the real condition.
4. Transactional dialogue
In this type of performance, students are involved in conveying or exchanging specific information with their partners. Different from the responsive speaking, in the transactional
speaking the interaction between learners is not limited. They can respond each other. Moreover, they control their conversation by themselves. Brown 2001: 273 stated that
transactional language is an extended form of responsive language. It may more negotiate nature than merely responsive speech.
5. Interpersonal dialogue
In this type of performance, students are actively participating in the authentic give-and-take of communicative interchange. Brown 2001: 274 states
“interpersonal dialogue is carried out more for the purpose of maintaining social relationships than for the transmission of facts
and information ”. As a result, a good interaction in an interpersonal dialogue is more
important than the delivery of the information itself. 6.
Extensive monologue This performance is to develop students
’ global oral ability of producing spoken language which is more formal and deliberate. According to Brown 2001: 274,
“students at intermediate to advanced levels are called on to give extended monologues in the form of oral
reports, summaries, or perhaps short speeches ”. This type of spoken language is the most
difficult for the learners, since they not only deliver the message or information to the audience but also think about the structure and the appropriate way to deliver the message in
order to make the speech understandable. It is difficult for the audience to receive all the information from the speaker when hisher speech is confusing.
2.3.3 The Indicators of Speaking Competence
