CONTINUED FROM CHAPTER 2 II

2.6   General Outline of a Speaking Lesson

Speaking lesson can follow the usual pattern of preparation, presentation, practice, evaluation, and extension. The teacher can use the preparation step to establish a context for the speaking skill to be targeted (asking for clarification, stressing key words, using reduced forms of words). In presentation, the teacher can provide a learner with the preproduction model that furthers learner comprehension and helps them become more attentive observes of language uses. Practice involves learner in reproducing the targeted structure, usually in a controlled or highly supported manner. Evaluation involves directing attention to the skill being examined and asking learners to monitor and asses their own progress. Finally, extension consists of activities that ask learners to use the strategy or skill in a different context or authentic communicative situations, or to integrate use of the new skill or strategy with previously acquired ones (Brown, 1994; Burns & Joyce 1997; Carter & MC McCarthy, 1995).

According to skiller above. This section helps the learner has motivation for interaction. Therefore, the teacher must give starting signal, ice-breaking to melt the stiff situation by giving light, jokes, lead-in activity to introduce situation or setting in which the lesson based on situation, contexts in real communication.

Example of a speaking Lesson:

Choosing Appropriate Topics for Small Talk

1.      1.  Preparation, show the learners a picture of two or three people conversing in a famous casual setting. (The setting will be determined by a prior needs assessment). Ask them to brainstorm what the people might be discussing (i.e., what topics, vocabulary, typical phrases). 

2.      2.  Presentation. Present several video clips of small talk in casual situations. Have learners complete a worksheet day describe or list the topics discussed, the context speech is accruing, and any phrases seem to typify small talk. Goes up with discussion of the kinds of topics are appropriate for small talk, the factors in the specific situations the affect topic selection (e.g., relationships of participants, physical setting), and typical phrases used in small talk. Chat this information.

3.     3.   Practice. Give learners specific information about the participants and setting of scenario where small talk will be taken. In pairs, have them list topics that might be discussed by the participants and simple phrases they might use. The learners then engage in improvised dialogues based on these simple phrases.

4.      4.  Evaluation. Give pairs a teacher-prepared dialogue based on their scenario from students.  Ask them to compare their improvised dialogues with the prepared dialogue, analyzing the similarities, differences, and reason for them.

5.       5. Extension.   Have learner go individually or in small group into various context in community (work, school, mosque, bust stop) and record the conversations they hear. Ask them to report their findings behind the grade, and have it discuss these find.

2.7   In-Class Speaking Task

Although dialogues and conversations are the most obvious and most often used speaking activities in language classroom, a teacher can select activities from a variety of tasks. Brown (1994) lists six possible task categories:

Imitative –

         Drills in which the learner simply repeats a phrase or structure (e.g., “Excuse me. “or Can you help me?”) For clarity and accuracy;

Intensive –

        Drills or re-repetitions focusing on specific phonological points, such as minimal pairs or repetition of a series of imperative sentences;

Responsive –

        Short replies to teacher of learner questions or comments, such as a series of answers to yes/no questions;

Transactional –

        Dialogue conducted for the purpose of information exchange, such as information – gathering interviews, role plays, or debates;

Interpersonal –

        Dialogue to establish or maintain social relationships, such as personal interviews, role plays; and

Extensive –

        Extended monologues such as short speeches, oral reports, or oral summaries.    

These tasks are not sequential. Each can be used independently or they can be integrated with one another, depending on learners’ needs. For example, if learners are not using appropriate sentence intonations when participating in a transactional activity that focuses on the skill of politely interrupting to make a point, the teacher might decide to follow up a with a brief imitative lesson targeting this future.

        When a presenting tasks, teacher should tell learners about the language function to be produced in the task and the real context (s) in which it usually occurs. They should provide opportunities for interactive practice and build upon previous. Interaction as necessary (Burn & Joyce, 1997). Teacher should also be careful not to overload a speaking lesson with other new material such as numerous vocabulary or grammatical structures. This can distract learners from the primary speaking goals of the lesson.

2.8   Assessing Speaking 

Speaking assessments can take many forms from oral section of standardized test to authentic assessments such as progress checklist, analysis of taped speech samples, or anecdotal records of speech in classroom interaction. Meanwhile, assessment interactions should reflect instruction and be incorporated from the beginning stages of lesson planning (O’Malley & Pierce, 1996). For example, if a lesson focuses on producing and organizing signals for turn – taking in a group discussion, the assessment tool might be a checklist to be completed by the teacher or learners in the course of the learners’ participation in the discussion. Finally, criteria should be clearly defined and understandable to both the teacher and the learners.

        Speaking is a key to communication. By the considering what good speakers do, what speaking tasks can be used in class, and what specific needs learners report, teachers can help learners improve their speaking and overall oral competency.