Speaking
Performance
The mastery of speaking skills in English is a
priority for many second-language or foreign-language learners. Consequently,
learners often evaluate their success in language learning on how much they
feel they have improved in their speaking skill. Thus, it emerges many varieties of approaches
to learn speaking, ranging from direct approaches focusing on specific features
of oral interaction to indirect approaches that create conditions for oral
interaction.
According to Jack C. Richards (2008:19) he uses
three-part expanded functions of speaking to design the suitable materials for
the students. There are talk as interaction, talk as transaction, and talk as
performance. Each of these activities is different in terms of form and
function and needs different teaching approaches.
1. Talk
as interaction
Talk as interaction refers to the conversation that
we usually do. It describes interaction that serves a primarily social
function. The focus is more on the speakers and how they wish to present
themselves to each other than on the message.
2. Talk
as transaction
Talk as transaction refers to situations where the
focus is on the message or what is said or done. The primary focus is on the
message of making oneself understood clearly and accurately, rather than the
participants and how they interact socially with each other.
3. Talk
as performance
The third type of talk is talk as performance which
refers to public talk that transmits information before an audience. It can be
such as classroom presentations, public announcements, and speeches.
Based on those functions of speaking, teacher needs
to have appropriate approach to teach speaking to the students in terms of what
function is the goal of the learning process. After the teacher decides the
appropriate approach, then indicators are needed to measure the students’
progress.
According
to Van Duzer (1999: 1) students’ speaking skill and their speech habit have an
impact on the success of any exchange. Students, as the speaker, have to be
able to anticipate and then produce the expected patterns of specific discourse
situations. They must also manage other elements such as rephrasing, providing
feedback, turn-taking, or redirecting. The speaker must know the usual pattern
that such interaction follows and accesses the knowledge as the exchange
progresses. They must also choose the correct vocabulary to describe things on
that topic, rephrase or emphasize words to clarify the description, and use
appropriate facial expressions. Other things which are included into indicators
of good speaking skill:
1. Producing
sounds, stress patterns, rhythmic structures, and intonations of the language.
2. Using
grammar and structure accurately.
3. Selecting
vocabulary which is understandable and appropriate for the audience, the topic
being discussed, and the setting in which the speech act occurs.
4. Applying
strategies to enhance comprehensibility, such as emphasizing keywords and
rephrasing.
5. Using
gestures or body language.
6. Paying
attention to the success of the interaction and adjusting components of speech
such as vocabulary, rate of speech, and complexity of grammar and structure to
maximize listener comprehension and involvement.
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