Types of Classroom Speaking Performance

Types of Classroom Speaking Performance

Brown   (2001:   266-268)   identifies   six  categories apply to the kinds of oral production that  students are expected to carry out in classroom. They are:

1)      Imitative,

 imitative  speaking  is  a  kinds  of  practicing an intonation or trying to pinpoint a certain  vowel sound. It is carried out not for the purpose of  meaningful  interaction,  but  for  focusing  on  some particular element of language form. This activity is  usually performed in form of drilling;

2)      Intensive,

intensive speaking goes one step beyond imitative to include  any  speaking  performance  that  is  designed for practicing some grammatical aspect of language. It  can  be  in  the  form  of  self-initiated  or  pair  wor activity;

3)      Responsive,

responsive speaking is meant  by  being  able  to  give  replies  to  the  questions  or  comments  in  meaningful  in  authentic  one;

4)      Transactional, in this case transactional is mere done in the dialogue. It is aimed at conveying or exchanging  specific information, an extended form of responsive  language;

5)      Interpersonal,

like in the transactional,   interpersonal  speaking  here  is  also  carried  out  in  a dialogue.  It  is  purposed  for  maintaining  social relationships  than  for  the transmission  of  facts  and  information. These conversations are little trickier for learners because they can involve some factors such   as, slang, ellipsis, sarcasm, a casual register, etc. This  often makes  the learners find it difficult to understand  the  language,  or  even  misunderstood; 

6)      Extensive,

 extensive speaking here mostly in the form of  monologue,  in  the  practice,  the  advanced  levels  are called on to give extended monologue in the form of oral reports, summaries, or perhaps short speeches.

Each category above can be implemented based on the students’ level and students’ ability. Here are the summary purpose of each element: imitative for focusing on some particular element of language form, intensive to practice some phonological or grammatical aspect of language, responsive can stimulate students’ in speaking, transactional to invite students to engage in a conversation, interpersonal to learn how such features as the relationship in the conversation, and extensive  is to practice in the form of oral reports, summaries, or perhaps in short speeches.

Reference:

Brown, H. Douglas. 2001. Teaching by Principles: an Interactive Approach to Language Pedagogy. New York: Addison Wesley Longman Inc.

By: Ummy Khoirunisya' Masyhudianti On 9:12 PM

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Teaching Speaking

Teaching Speaking

Since English is included as a compulsory subject in senior high schools in Indonesia, the learners have the same need. The need is passing the examinations to   move     to  the  next   level  and   graduate    from    the  school,    and   the  general requirement is the students are able to speak and hold conversations.

         From   a   communicative   purpose,   speaking   is closely   related   to   listening.The  interaction   between   these   two  skills   is  shown   in   the conversation. Brown (2001: 275-276) states that  there  are  seven   principles   for designing speaking techniques.

a.       Use techniques that cover the spectrum of learner needs, from language based

b.      focus on accuracy to message-based on interaction, meaning, and fluency.

c.       Provide intrinsically motivating techniques.

d.      Encourage the use of authentic language in meaningful contexts.

e.       Provide appropriate feedback and correction.

f.       Capitalize on the natural link between speaking and listening.

g.      Give students opportunities to initiate oral communication.

h.      Encourage the development of speaking strategies.

                Beside that, there are some important  points that should be considered inteaching speaking. The first thing to be considered is who the learner is and  why they are.   The   clear   objective   is   the   next.   In   the   end   of   the lesson, students at least are able to do something using oral English. The third is since the final objective of learning speaking is communication, all materials that are  given to the  students such as   vocabulary,   grammatical   structures,   and   other language items, are expected to be applied by students in the daily life. Teacher’s role    in  the   speaking   learning   is     creating   activities     in  which     the   students    can practice and apply what they have learnt orally. In other words, this is the turn of the students to practice communication.

References:

Brown, H. Douglas. 2001. Teaching by Principles: an Interactive Approach to Language Pedagogy. New York: Addison Wesley Longman Inc.

By: Ummy Khoirunisya' Masyhudianti On 9:03 PM

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