berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan
tindak tutur: meminta, memberi persetujuan, merespon pernyataan,
memberi perhatian terhadap pembicara, mengawali,
memperpanjang, dan menutup percakapan, serta mengawali,
memperpanjang, dan menutup percakapan telepon
c. Presentation, Practice, and Production PPP
Harmer 2001: 80 says that in this procedure the teacher introduces a situation which contextualizes the language to be taught. The language is then
presented. The students now practice the language using accurate reproduction techniques such as choral repetition where the students repeat a word, phrase, or
sentence all together w ith the teacher ‘conducting’, individual repetition where
individual students repeat a word, phrase, or sentence at the teacher’s urging, and
cue-response drills where the teacher gives a cue such a cinema, nominates a student by name or by looking or pointing, and the student makes the desired response, e.g.
Would you like to come to the cinema?. Later the students, using the new language, make sentences of their own, and this is referred to as production. The following
elementary-level example demonstrates this procedure proposed by Harmer 2011: 80-81:
1 Presentation: the teacher shows the students a picture and asks them whether the
people in it are at work or on holiday to elicit the fact that are on holiday.
2 Practice: the teacher gets the students to repeat the sentence in chorus. She may
then nominate certain students to repeat the sentence individually, and she corrects any mistakes she hears. Now she goes back and models sentences from
the picture, getting choral and individual repetition where she thinks this is necessary. Usually the teacher puts the students in pairs to practice the sentences
a bit more before listening to a few examples just to check that the learning has been effective.
3 Production: the end point of the PPP cycle is production, which some trainers
have called ‘immediate creativity’. Here the students are asked to use the new language in this case the present continuous in sentences of their own.
d. Principles in Teaching Speaking as a Second Language
Speaking English is not easy for almost all Indonesian students. There are many things to consider. These principles form the core of an approach to language
teaching as Brown 2000: 55-70 says. Cognitive Principles
1 Automaticity
No one can dispute the widely observed success with which children learn foreign languages, especially when they are living in the cultural and linguistic milieu
of the language. We commonly attribute children’s success to their widely observed tendency to acquire language subconsciously, that is, without overtly analysing the
forms of language themselves. Through an inductive process of exposure to language input and opportunity to experiment with output, they appear to learn language
without “thinking” about them. This childlike, subconscious processing is similar to what Barry McLaughlin called automatic processing with peripheral attention to
language forms. The principle of automaticity may be stated that efficient second language
learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms.
Overanalysing language, thinking too much about its forms, and consciously lingering on rules of language all tend to impede this graduation to automaticity.
2 Meaningful learning
Closely related to the principle of automaticity are cognitive theories of learning, which convincingly argue the strength of meaningful as opposed to rote
learning Ausubel: 1963. Meaningful lea rning “subsumes” new information into
existing structures and memory systems, and the resulting associative links create stronger retention.
The principle of meaningful learning is quite simply stated that meaningful learning will lead toward better long-term retention than rote-learning.
3 The anticipation of reward
Human beings are universally driven to act, or “behave,” by the anticipation of some sort of reward
– tangible or intangible, short term or long term – that will ensue as a result of the behaviour.
In the classroom, students also need reward when they do good things or achieve something. This has to be done to trigger their motivation in the classroom.
