SUMMARY #20

DEASTIKA BAYUNING SUDJASMARA

140247
8

SPEAKING
A. Elements of speaking
Not only fluent in pronouncing words, speaking skill is beyond that. Ability
to speak in different genres and be able to survive in typical functional
exchanges is also parts of elements of speaking.
1. Different speaking events
The ability is speaking is used in speaking in different events, when we
have to use a certain genre is also being concerned. Imagine if we are in
a law community but what we are talking about is chemistry matters,
people will think that we are in a wrong place or community.
2. Conversational strategies
In doing conversation, we should know when to speak when to listen to
someones speech, turn-taking, and also we should the knowledge as
stated before.
Here are some
conversational

rules

information
an

about

structure

conversational

(greeting,

how

to

strategies;
start

the

conversation, everything happens in the beginning, how to change

topic, etc), survival and repair strategies (it is used when things go
wrong, for example you forgot the name of something, then you may
say whatdyou-call-it? and problems alike) and the last is real talk
(reformulating speech and pilling-up of questions one after the other,
and most of the times the talk is well-formed and not ellipsis).
Yet, the most important thing is not be able to distinguish the several of
discourse markers or repair strategies but rather to be able speak
fluently in order to gain their speaking skill.
3. Functional language, adjacency pairs and fixed phrases
Teachers role in the class is to make student aware of fixed phrases (i.e.
can I call you back in a minute? or semi-fixed, i.e. shall I get you a?),
adjacency pair (i.e. when people say dyou famcy a cup of coffee? It
means that the one who is talking wanting a response from whom
he/she is talking to, i.e. yes, please or no, thanks) and functional
sequences since those things are needed in speaking.
B. Students and speaking
In speaking class, students are expected to speak as teachers intended to.
But sometimes students are too shy to speak and take part in the speaking
classroom activity. Here, teachers role will play crucial part in encouraging
students to speak.

SUMMARY #20
DEASTIKA BAYUNING SUDJASMARA

140247
8

1. Reluctant students
In facing reluctant students, there are several things that can help in
reducing students reluctance.
- Preparation can make the students ready to talk about what they are
already prepared for. This will reduce students reluctance in joining
the classroom activity. For example, before the class begin, teacher
should give student something to read so when they are asked; they
-

know what to say, from this, students reluctance will reduce.

The value of repetition will help students to acknowledge the things
that they are going to say. Students will not be afraid and feel
confident in speaking the things since they have already known what

to say from the first turn.

Big groups, small groups help a lot since what become serious matter
for students in speaking is the audience they are speaking to, so if
teacher ask they to make small group or big group, it means that the
students only have to speak in that group with less members than

the whole class.

Mandatory participation meaning that all students are intended to
take part in the classroom activity since they get the same
opportunities in classroom activity. For example, asking them to do
conversation and everyone should participate based on the rules

made to get them in order.

2. The roles of teacher
In speaking class, there are several roles of teacher that can help
students in understanding and encouraging taking part in the classroom
activity.
- Prompter is done when students get stuck and do not know what to
say and here teacher try to prompt the student so they can continue
-

their speaking.
Participant meaning that teacher also involve in the speaking activity
along with students, but to be noted, do not take over the class since

you are the one who has the knowledge of the materials.
Feedback provider always take place in every kind of classroom
activity since it function to give students feedback on what they have
done in the classroom and give them praise to encourage them to
take part in the next activity.

SUMMARY #20
DEASTIKA BAYUNING SUDJASMARA

140247
8

Yet, the most important role is that teacher should organize the
classroom activity so it will work as it is intended.
C. Classroom speaking activities
Speaking activities can be done in several types;
1. Acting from a script. In here, students are asked to do acting from a
chosen script. Assume they are the real actor of the play, so they can
put their full efforts in acting the play.
2. Communication games. There are several types of communication
games, i.e. information-gap games (for example resolving puzzle of
words or missing information from previous friend) and television and
radio games (in Indonesia it is like Indonesia pintar in eatbulaga, so a
person or a group should guess a words with rules, they only allow to
use yes/no question and the one who know the answer only allow to
answer yes/no).
3. Discussion. There are five types of discussion ranging from formal to
informal discussion. Buzz groups (asking students discussion toward a
text or an issue), instant comment (asking students opinion on
photographs or alike), formal debates (a usual debates, the classroom is
divided into two groups and each group labelled as pro or cons team,
stating their arguments to win the debates), unplanned discussion (this
may happened in the middle of the lesson, unplanned, this discussion
can make student productively speak if they are encouraged to), and
reaching consensus (a type of discussion which encourage student to
reach a decision or consensus).
4. Prepared talks. Teacher gives a task for student/s to choose a topic and
present it in front of the class in a form of presentation. Before they
present it in front of te class, teacher can ask them to prepare within a
group before they get ready to present it in front of the class.
5. Questionnaires. It is useful in making both asker and the one who being
asked speak since it is the questions already arranged.
6. Simulation and role-play are also effective ways in making students
speak. Not only speak, but they are also acting out as if they are in real
situation. Role-play and simulation prepare student in a real talk with
people outside the class, they are prepared to be ready to face the real
world.
D. Speaking lesson sequences

SUMMARY #20
DEASTIKA BAYUNING SUDJASMARA

140247
8

Guessing following words after students given a question about a thing can
be one of the teaching activities. Besides, teacher can ask student do
interview to their friends toward their opinion of a new films. Another
activity is by giving student a description of a city and they have to guess
the place of the city based on the map given. The next activity is
improvisation which can be done through Whose line is it? taken from
British TV channel, here the two students will be asked to act in front of the
class with a given text and the rest of the class should guess what is the
scene about and where probably the scene takes place. Information gap
also used in speaking activity (as mentioned before), by asking students to
find similarities and differences of a picture. Another activity focus on
decision-making through time capsule games, where they are asked to
make a decision on what should be put in the time capsule and tell it to
friends in the class. More challenging activity is debate, students are asked
to make arguments toward an issue and the class divided into two groups
and each group present different argument whether arguments in favour or
against. Next activity can be a role play, teacher let students to do a role
play of a certain situation and present it in front of the class. Similar with
role play, students in the next activity are asked to do simulation of
interview; this is a realization of real world in order to make ready to face it
in the future.
E. Make recordings
In this activity, teacher let students to make a recording as if they are a
new anchor, providing information about something or filming a scene of a
play as if the students are the real actor of the play. Make sure that
everyone is getting involved in the activity, pay attention to the process of
the recording and do not forget to assign every students to take role in the
recording whether they are as clapperboard operator, script consultant,
lighting, and costumes or the actor itself.