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1. 9TH
G
R
O
U
P:
“GENRE BASED
LITERACY FOR
SPEAKING”
By:
Idhatyn Masshabrina
Bagus Prasetya
Suelis

2. The Speaking Process

3. Pre-speaking: Planning and
Organizing
Students' experiences, observations,
and interactions inside and outside
of the classroom have an impact
upon what they say and how they
say it. Pre-speaking activities involve
thought and reflection, and provide
opportunities for students to plan
and organize for speaking.

4. The Purposes for
Pre-Speaking
To choose a speaking
topic.
To determine
purpose.
To determine audience.
To determine
format.

5. Speaking: Going Public
Speaking activelyengages studentsin interactions with
peers and other audiences. Students whohave been
provided withsupportive, collaborative environmentsand
opportunities to prepare for theirinformal and formal
speaking experiences are more likelyto havethe confidence
neededto "go public"withtheir ideas and information.

6. In order to communicate and interact with
others, students need to engage in a variety of formal
and informal speaking situations, depending upon their
purpose for speaking. Some purposes for speaking
include the following:
 To express personal feelings, ideas, or viewpoints
 To tell a story
 To entertain or amuse
 To describe
 To inform or explain
 To request
 To inquire or question
 To clarify thinking
 To explore and experiment with a variety of ideas and formats
 To converse and discuss.

7. Post-speaking: A Time for Reflection and
Setting Goals
Following speaking experiences, both formal and informal, it is
important to have students reflect upon their performance. Their
reflection, whether it is oral or written, should include the teacher,
who can help them set personal goals for improving their speaking
abilities. This type of reflective assessment and goal setting
encourages critical thought.

8. To reflect upon
performance
To set goals for
Improvement
The purposes
for post-
speaking
activities:

9. Goal and techniques for teaching
speaking
The goal of teaching speaking skills is
communicative efficiency. Learners should be
able to make themselves understood, using their
current proficiency to the fullest. They should
try to avoid confusion in the message due to
faulty pronunciation, grammar, or vocabulary,
and to observe the social and cultural rules that
apply in each communication situation.

10. Language input comes in the form of teacher
talk, listening activities, reading passage, and the
language heard and read outside of class. It gives
learners the material they need to begin
producing language themselves.
Structured output is design to make learners
comfortable producing specific language items
recently introduced, sometimes in combinations
with previously learned item.

11. In communicative output the learners main
purpose is to complete a task, such as obtaining
information, developing a travel plan, or creating
a video. To complete the task, they may use the
language that the instructor has just presented,
but they also may draw on any other vocabulary,
grammar and communication strategies that they
know.

12. Genre based approach in
speaking
To conduct the classroom activity in the
process of teaching speaking, one method that
can be used is Genre Based Approach. The
activities of Genre Based Approach consist of 4
stages. Each stage has its own purpose and
activity.

13. 1. Building knowledge of the field (BKOF)
2. modeling of the text (MOT)
3. Join construction of text (JCOT)
4. Independent Construction of text( ICOT)

14. In speaking activities will develop the
communication competence

15. Information Gap
Activities
Jigsaw Activities

16. Practice student’s ability in the some
situation and real life.