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 Richards
(2008:19) he use 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 ismore 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 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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