The Teaching of Speaking in Big Classes

Speaking is the most important language skill. The language user's capability will be immediately understood and measured through the skill because this is the most visible proficiency. Difficulties of teaching speaking vary dependent upon the class size. Teaching speaking in big classes is more difficult than teaching of it in small classes. The main constraint is the time allotment. To answer the problem, speaking teachers should be creative to set the intensive classroom activities. If this is true, they need to identify students speaking skill to understand their alertness for the following language instructions. Besides that, they are also responsible to identify their basic need in the class whether this is only for question and answer, dialog, discussion, debate, or others. To anticipate the time constraints, the teachers engage to select the possible methods and strategies for presenting the interesting instructional materials. At the end, teachers should divide the time allotment adjust and proportionally for their students so they are able to self-express and share ideas in those interactive classroom situations.


Introduction
Speaking LV RQH RI WKH SURGXFWLYH VNLOOV LQ ODQJXDJH VWXG\ /HDUQHUV ¶ skill in speaking is directly understood or measured whether they are productive or not. Accordingly, they are called skillful if they always produce utterances through their vital organ of speech namely mouth. Conversely, if they just keep silent all the time whether in training, practice or in a speech community, they are called unskillful. Thus, opening mouth and sharing ideas are the keys of speaking. For the reason, speaking is also called oral skill because speakers use the spoken forms of language not the written words.
The former is significantly different from the latter.
Teaching speaking is different from teaching the other language skills. There are several factors, which should be paid by speaking teachers.

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evaluation of it should be addressed to the student-selves and not others.

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By the time, they will be directly seen as skillful or unskillful students after sharing ideas in front of the assessors or audiences.
The teaching of speaking will be more and more difficult when students and teachers join big classes with the very limited time allotment.
Teachers, particularly, should divide the time allotment to all individuals if they like them to get the same or equal time durations. In addition, they should be sure that the individuals have the same opportunity to take part in the process. Time division, however, is not the end of the problems because even though the students have gotten the average opportunity to do so but the time to do is still insufficient. How teachers share the sufficient time allotment if the class consists of 30 until 50 students. When the time allotment covers 90 minutes, and there are 30 pupils in the class, alias a student will have three minutes to speak. The problems of teaching speaking will be more complicated if the class begins very late because both teachers and students also attend the class late. This becomes more difficult when the students are unready to come in and join that class. They may come with empty mind and unready to speak. When the limited time allotment is added by such conditions, teachers should think of it skillfully.
Still, teachers have extra jobs when students are unmotivated to speak. They should energize them to open mouth and say anything. Moreover, this is not an easy job to do. Sometimes they should share rewards: fair, good, excellent, and so forth; even though their students only produce a few words. This is the only way to persuade the students to do so and to progress the class. However, this is not the end of the efforts when some students still keep silent. West (1966: 1) categorizes big classes as one of the unfavorable FLUFXPVWDQFHV +H VD\V E\ µ ¶XQIDYRUDEOH FLUFXPVWDQFHV ¶ ¶ PHDQV WKDW D FODVV comprises of over thirty, forty, fifty pupils or more, seated on benches not sitting at individual or dual desks. They are gathered in an unsuitably shaped room, ill graded, with a teacher who perhaps does not speak English very well or very fluently, working in a hot climate. Such a kind of the class is of course very stressful, moreover if that class is set forth the teaching of speaking. How to move the students when there are 30 or perhaps 50 students in the speaking class while the class must be mobiled because students need to share ideas in multi-directions. This is also very impossible to move benches and even though they are moved, the form of the class is still stable.
In addition, it will time and energy consuming when the class is used together with the other classmates and other subjects. Therefore, it is fair to say that such the class belongs to unfavorable circumstance.
Big classes, particularly, are still dominant in most Indonesian institutions. Occasionally, there are more than twenty students in Indonesian elementary classrooms and thirty until forty pupils or more in junior or senior high school institutions. Such a kind of class setting is considered because of several facts. The most common reasons that often appear are for example: the lack of human resources so the number of teachers is insufficient; the shortage of financial supports, and this is also for efficiency. Accordingly, to achieve the satisfactory results is challenging in such conditions. Whatever the reasons, however, teachers should make effective anticipations to the betterment process and result of speaking.
Since big classes still characterize the class form or setting in Indonesian school institutions, teachers should think skillfully to conduct the teaching of speaking effectively. There are several stages, which should be considered before conducting the teaching of speaking. Teachers should, for

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professionally organize the big classes in order to be effective. Then, they should select the appropriate methods to be used, and design the teaching learning processes. In addition, the last they should invite students to involve considering their success through individual or group assignment.

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In profesVLRQDO FODVV VHWWLQJ LGHQWLILFDWLRQ RI VWXGHQWV ¶ H[LVWLQJ VNLOOV is very useful for the language study. This is not only to understand the VWXGHQWV ¶ SUHYLRXV H[LVWLQJ VNLOOV EXW DOVR WR UHGHVLJQ RU UHFRQVLGHU WKH following course design. There are several advantages, which can be taken from the identification. The first result is it is necessary to design course materials and their level of difficulties. Besides, it is also useful to consider the methods used. In addition, the last but not the least, the identification will be influential to determine course objective, the teaching and learning activities, and the like.  Harris (1969) proposes several models of standardized test in language teaching. Among of the models are as follows:

Selection Test
Selection test is used to determine readiness for instructional programs. Some screening tests are used to separate those who are ready for academic or training program from those who are unready. The purpose of the selection test is to determine a single cutoff objective: examinees either µ ¶SDVV ¶ ¶ RU µ ¶IDLO ¶ ¶ Whe test. The degree of success or failure, however, is not important.
This prognostic test is influential to set forth the readiness of students.
It is better that the students also understand whether they are ready or unready to join teaching-learning processes. When they are unready, what are the problems and what they should know what they should do after the test?
By the result, teachers may persuade the students to prepare themselves. It is also possible if teachers initiate to invite them to sit together to solve their problems.

The Classification Test
This test is used to classify or place students in appropriate language classes. Sometimes, this kind of screening test tries to distinguish degrees of proficiency. The result of the test is used to assign examinees in specific sections or activities in language study based on their level. Thus, it is not used to make pass-fail distinctions because these are not the purpose of the WHVW :KDWHYHU WKH OHYHO RI WKH VWXGHQWV ¶ FRPSHWHQFH HLWKHU µ ¶ORZ ¶ ¶ RU µ ¶KLJK ¶ ¶ is not important. All students whatever their skills, will get certain consideration because training in language is offered to everyone.

Diagnostic Test
'LDJQRVWLF WHVW LV XVHG WR GLDJQRVH WKH LQGLYLGXDO ¶V VSHFLILF VWUHQJWKV and weaknesses. Diagnose WKH VWXGHQWV ¶ VWUHQJWKV DQG ZHDNQHVVHV FRQFHUQLQJ their skills are very crucial. This is the fact that students are not all around by which they are not to have the best excellencies in all language skills. It is only a few, who are all around and almost each of them is excellent in a certain skill and posses average abilities on the others. Through the test,

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understand what a certain skill dominates them and what the average skills they possess. In this case, the teachers are capable of sharpening each skill they possess in accordance with their level. David P. Harris (1969:3) says that diagnostic screening tests generally consist of several shorts but reliable subtests measuring different language skills and components of a single EURDG VNLOO %DVHG RQ WKH LQGLYLGXDO ¶V SHUIRUPDQFH RQ HDFK VXEWHVW WHDFKHUV are able to plot a performance profile that will show his relative strength in the various areas tested.

Aptitude Test
Aptitude teVW LV DGPLQLVWHUHG WR PHDVXUH VWXGHQWV ¶ DSWLWXGH IRU learning. In language study, it can be used to predict what kind of performance expected to be mastered by students. David P. Harris (1969) suggests that at the time of speaking, the examinees may have little or no knowledge of the language to be studied, and the test is employed to assess their potential. Thus it can be administered for those or common people who know nothing. In addition, when they have been joining language classes, it is useful to determine the following level of difficulties, materials, and VWXGHQWV ¶ JUDGHV

Achievement Test
Achievement test is conducted to measure the extent of student achievement of the instructional goals. This is used to asses the instructional objectives proposed before conducting teaching-learning processes. Teachers only need to compare the appropriateness between the proposed objectives and the achievement of the test. When the two necessities have been represented, teachers are immediately able to consider that the instructional activities are either successful or not. This is used to measure both individual and group progress about language instruction. It can be administered both in the process and at the end of the program.

General proficiency achievement test
This kind of test is used to evaluate the effectiveness of instruction. This is not used to asses the degree of success of individual but the instructional program itself. By the test teachers and for some extent researchers understand the effectiveness of teaching program. It is useful for the researchers because they will understand not only the teaching goals but also the teaching instruments as materials and techniques used to achieve them.
For simplicity, David P. Harris (1969) groups the forgoing six categories into three headings. The first is aptitude test (category 4 above); the second is general proficiency (categories 1,2, and 3); and the last is achievement test (categories 5 and 6). The first one serves to indicate an LQGLYLGXDO ¶V IDFLOLW\ IRr acquiring specific skills and learning. The general proficiency test indicates what an individual is able to do now as the result of his cumulative learning experiences, though it may also be used to serve as WKH EDVLV IRU SUHGLFWLQJ WKH VWXGHQWV ¶ IXWXUH attainment. Moreover, the last indicates the extent by which a student has mastered the specific skills or body of information acquired in a formal learning situation.
By the identification, speaking teachers are able to choose one of the test divisions useful for their students. It is the fact that not all measurement specialists use this three-way division of the tests. The main consideration that should be taken into account is what kind of a class the speaking teachers like very much to set. If they want to understand the readiness of the students to join class, they only need a selection test. Conversely, if they do not want WR NQRZ WKH UHDGLQHVV EXW WKH OHYHO RI VWXGHQWV ¶ DELOLW\ WKH\ VKRXOG administer proficiency test and not selection test. Perhaps they have had preassumption that all students have been ready to follow classroom instruction.
Thus, the consideration of conducting the other screening test divisions is the same as the previous consideration of the two earlier test administrations.
Unless, the administration of the test will be meaningless as well as time, energy and money consuming.

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will assist them to make instructional commands more effective and efficient in terms of learning target. By the considerations, they can specify, grade, and present the materials in continual and successful paces. Richards (1992) suggests that student need analysis can be conducted informally and personally through one-to-one sessions with students, by which teachers talk DERXW VHYHUDO LVVXHV DV WKH VWXGHQWV ¶ Serception of their learning styles, learning assets, and learning goals. The analysis, however, can be done formally through administering a needs assessment instruments.
The subjective needs are more personal because they are as the cognitive and affective needs of the learners in learning situations. These deal with affective and cognitive factors such as (1) personality, (2) confidence, (3)

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English, and (5) their individual cognitive style and learning strategies. Graves (1996)  consider what is to be taught and how to teach. For example, students who sit in English-speaking class need to achieve oral mastery. To achieve the goal, they must be directed to gradual and applicable practices; and should leave several language accuracies as pronunciation and grammatical structures. The achievement of pronunciation and grammatical accuracies, therefore, must be postponed until they are ready with the comprehensible inputs of pronunciation (Krashen and Terrell cited by Richards, 1992: 132) and grammatical structures. On the contrary, they must be promoted to enrich the language vocabularies because they are central in the oral use of language. As far as they speak meaningfully, they can be let as they are by the gradual betterment of their pronunciation and grammar.
Conversely, if students sit in grammar class and should join the grammar tests both for institutional or formal objectives they must engage to the serious study of grammar. Excuses are not permitted for grammatical mistakes because it is an axiom as the rules of math. Deductive and inductive approaches or the mix between the approaches should bring them to the final destination namely the accuracy of grammar mastery. In the study, they may ignore some study of language elements as vocabulary and pronunciation but should be familiar with spelling and orthographic symbols as well as a little ODQJXDJH PHDQLQJV 7KH QHFHVVLW\ WR GLVWLQJXLVK VWXGHQWV ¶ QHHGV LQ ODQJXDJH learning and the conduct of the needs analysis apply to the other language skills and their components to make the language learning more effective and efficient and achieve the respected goals.
Brown and Yule cited by Nunan (1989) suggest that teachers concern to oral skills should confront several questions: Besides considering the previous language components as pronunciation, teachers are responsible to identify student needs in the class.
Their needs must be the main determinants for designing teaching and learning objectives. Do they need to concern to transactional or interactional functions of language? Do they need a monologue or dialog? According to Brown and Yule (cited by Nunan, 1993: 27) the distinctions are necessary because transactional functions primarily concern with the transfer of information while interactional functions purpose to maintain the social relationship.
Then, Nunan (1993) affirms that another basic distinction that should be made when developing speaking class is distinguishing between monologue and dialog. The capability to extend an uninterrupted oral presentation is quite different from interacting with one or more other speakers for transactional and interactional purposes. Although all native speakers can and do use language interactionally, but not all of them have the capability to extemporize on a given subject to a group of audiences. Brown and Yule (Nunan, 1993:27) affirms that most language teaching deals with developing short skills, by which the learners is only asked to make one or two utterances at a time of interactional exchanges.

Classroom Management
The next imporWDQW MRE RI WHDFKHUV DIWHU LGHQWLI\LQJ WKH VWXGHQWV ¶ existing skills and their needs is creating classroom conditions by which the teaching-learning processes take place. This stage is necessary to create to promote such an interactive classroom activities. The creation of the interactive situations aims at achieving the successful class based upon the objectives proposed earlier before the speaking class starts. Teachers are responsible to do so and their skills to the creation and management are held in their hands. Scrivener (1994) suggests the skills of creating and managing a successful class will be the key to the whole success of a course. Therefore, they should pay attention to the job as to achieve the successful course.
According to Scrivener (1994)    This is particularly useful for the group work of discussion before they report the results of group discussion, for example, in plenary sessions.
Similarly, teachers are able to move anywhere to promote and stimulate students to be active in the discussion. The roles of teachers in this class setting can be intensified. They can move inside or outside, approach one group to motivate and leave the group for motivating the other ones. Besides for discussion it is possible for debates. The pros and the cons can face-toface agree or disagree and argue among others. They can share and articulate their ideas freely and academically. After chairing students, teachers are able to make decisions.
According to Scrivener (1994), decisions are about whether teachers should

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Teacher do or not to do these actions, when they should do them, how should do them, and who should do the actions. The divisional activities are the WHDFKHUV ¶ FKRLFHV RU RSWLRQV WR GR 7KH HVVHQWLDO EDVLF VNLOO IRU FODVVURRP management is therefore to be able to recognize options available to you, to make appropriate decisions among the options, and to turn them into effective and efficient actions. Your experience will grow as your awareness starts growing.
Options exist and are available in each point-to-point lessons.
Teachers posses the points to say or not say differently. They may begin, proceed, or stop the class activity because they have options. They also may take a rest for a few while for preparing questions and answers just for clarifications. The options go throughout their lessons with no constraints except the time allotment they posses. In another classroom activity they also posses the same options to say something or nothing. The options also cover their responsibility to manage classroom for their own job ± teaching. Therefore, they can choose any forms of class setting based on the teaching strategies applied. The form of the class should only be adjusted with what are the advantages and disadvantages of applying such class setting. Harmer (2001) calls that teachers have no limit to group or for some extent not to group students in their class activities. The task may be addressed for individual, pair, and group students. Therefore, the choice of the class setting must be dependent on the addressee development and achievement.
When teachers choose group work, there must be clear step to do as  1999:21).

The Selection of Methods and Strategies
Realizing that teaching speaking in big classes is difficult; teachers need to select method or methods to be used. The selection of the methods has dual purposes. The first is what methods that are suitable for being used in speaking class. This first purpose advocates the consideration of the second purpose of method selection. In this stage, the teachers should consider critically what kind of methods that is appropriate to be used for teaching speaking in such big class situations.
Concerning language-teaching methods, linguists and practitioners offer several models since the modern and scientific study of language started; some methods review the underlying theories of the nature of language, theories of learning, and practical stratagems to the teaching presentations. Some others offer the detail discussion of the theories of language learning and pace-to-pace presentation with a little attention to linguistics theories.
In terms of teaching speaking, teachers are free to consider the use of methods. Let me say that they are able to make use Direct Method, Oral Approach, Audiolingual Method, CLT, Total Physical Response, The Silent Way, Community Language Learning, The Natural Approach, or Suggestopedia. For big classes, however, they could not use them all because not all the methods and approaches are suitable for the big classes. For this, they may use CLT, CLL, The Natural Approach, or Suggestopedia.
Besides the two considerations, teachers need to oversee the other considerations attach to the teaching of speaking. These are important to consider seeing whether pronunciation and grammar are the paramount or just for facilities in speaking skills. How vocabularies are seen in the methods and how the design of students roles in such teaching is. Such considerations must be taken into account well because teachers should give greater portions to students to self-express ideas. For the purposes, they could not put all the methods at the same places. Therefore, they may choose CLT sometime, but CLL for the other occasion. Similarly, they may be better to choose Direct Method for early beginners and the like.
Considering methods are as important as considering teachinglearning strategies. To do with the stage teachers need to carefully see the level of students whether they are elementary, first secondary, secondary or university students. Then, they should reflect the learning activities models.
In this term, they need to redesign whether the class work is individual, pair, or group. By the considerations, they are able to choose the appropriate teaching-learning strategies.

Course presentation
Teachers should speak little but students should do a lot. Wider room for language expressions and bigger portions of language use should be set in the course presentation. Teachers need to give stimulations to students for the expressions so the class will be theirs. When the class work stops teachers must be ready to initiate and provide language clues for students. It is possible to have written exemplifications to be used by students if they loss WKHLU VWRFNV RI TXHVWLRQV %HFDXVH WHDFKHUV ¶ SRUWLRQ LQ VSHDNLQJ FODVV LV lesser, the time allotment should be divided proportionally. The proportion of WKH WHDFKHUV ¶ RSSRUWXQLW\ LQ RQH PHHWLQJ FDQ EH DV IROORZV 1. Opening including for calling the roll and approaching is about 10 minutes long.
3. The closing; including assigning students, motivating, and suggesting them for successful study, is about 15 minutes.
Such divisions are just in 2 x 50 minutes time allotment with 40 students in the class. The class activity can be intensified by grouping students into several divisions, take for instance 8 groups. Each group consists of five students and above is sometimes ineffective and inefficient because students tend to gossip or talk about something outside the topics.
Thus, each student has 15 minutes long to speak with their friends. To improve, teachers may apply counseling language learning so students must assist one another for language use. They are to not only sympathize with their friend problems but also empathize by self-improvements and corrections.
The possible procedures of teaching speaking can be as follows:

Whilst-teaching activities
In this stage, teachers ask students to start discussing the topics. To help students, they may provide speaking clues and share to the students. When they find out the students keep silent they may help to provide the language expressions they want to say. The next facilitation and control are needed if the class has gone on and end the class when the bell rings.

Post-teaching activities
At this last step, teachers extend additional clarifications for the class. This is more to share and self-argue of the topics discussed rather than to justify.
Besides, they motivate students to keep study and practice by showing the importance of speaking skills. At the end, they may assign students to group work and report the result of their discussions in the next class discussions.
The work of the class previously offered may polarize depends on the WHDFKHUV ¶ VW\OHV 7KH\ DUH DEOH WR JLYH H[WHQVLRQDO LPSURYHPHQW DQG development of the stages if they lack of individual taste. Likewise, they may also simplify or modify for simplicity. The matter is the presentation of the VSHDNLQJ FODVV VKRXOG DFFRPPRGDWH VWXGHQWV ¶ QHFHVVLW\ IRU VHOI-actualize.

Conclusion
Teaching speaking in difficult circumstance is more problematic than that of speaking in warmer-FRQGXFLYH FODVV VLWXDWLRQV 7HDFKHUV ¶ responsibility, as a matter of fact, is harder because the class design starts from the very beginning. They are not only to choose the best topics to be discussed but also to reflect how the topics are presented in the class actions.
Reflecting the presentation of instructional materials becomes the central issue to make the speaking class works efficiently and affectively. The problem will be different if the class only consists of a few students. The coming problem is easier than the former.
There are several responsibilities of teachers for conducting creative VSHDNLQJ FODVV 7KH ILUVW WHDFKHUV QHHG WR WDNH DFFRXQW WKH VWXGHQWV ¶ H[LVWLQJ skills. The possessed skills are used to predict the materials and teaching ± learning activities. After diagnosing the existing skills, they must engage to analyze their need. This functions to specify the objectives achieved. Then, the teachers should ask the class interactions to intensify student-selves actualization in oral expressions. The better the class is designed, the better the speaking class will be and the better the result of the class. To create the interactive speaking class, the teachers also need to select methods and learning strategies because each method has specific emphasis and each strategy offers specific model for language presentation. At the end, they should design the simple speaking class by which the bigger portions of time should be given to students and the least time allotment can be used for

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Those efforts are designed to create interactive speaking class to yield the satisfactory results. Equipping students with this skill is important because speaking becomes the short measurement target and parameter of ODQJXDJH SURILFLHQF\ 6WXGHQWV ¶ DELOLW\ LQ WKH ODQJXDJH XVH ZLOO EH XQGHUVWRRG soon after the co-listeners listen to the proposed ideas extended. Because speaking skill is the most visible language parameter, efforts should be done to achieve the goal. The previous discussions can be the starting points for improving speaking skills in the big and difficult circumstances.