Contents: Introduction Chapter I theoretical foundations of teaching speaking to pupils of junior form

2.2. The most common communicative activities that can promote learners to speak.
Pair Taping
Pair taping is one of is the one of the activities which can be applied in the classroom. Pair taping itself can be defined in several ways. According to Schneider (1997).
Pair taping is a fluency practice in which students record themselves speaking freely in pairs. It becomes an effective method for increasing the motivation and achievement of students by recording themselves while speaking in pairs. According to Kluge and Matthew (2000) pair taping is the same as partner taping that need students to record conversations outside the class every week. It emphasized students to develop greater fluency, gain hours of extra practice, maintain a concrete record of their progress, and get sense of their responsibility for their learning. In other words, pair taping is a technique of recording conversations in pairs.
Clennel (1994) supports that pair taping increases students’ fluency in speaking English and the students can make improvisation and using creative words. In pair taping, however, students play with students; using conversation strategies, they are able to return serves and control the tempo of the conversation. In this way, they build up confidence to play with those on the next level. In addition, requiring students to make tapes creates a real need for the strategies, and allow teachers to monitor their use. These self-generated and self- directed conversations give students a rare opportunity to experience themselves as successful English speakers, even though they are imperfect speakers.
In doing this activity, the teacher’s
In doing this activity, the teacher’s role is really needed. Teacher has a function as facilitator which facilitates his or her students with the material that fit for students’ level (syllabus). Beside that, teacher has role as a guide, monitor, and give input. The students, on the other hand, take an important part as active speakers because the success of this activity depends on the students themselves. They should train themselves to speak English correctly and fluently. Students should work together in order to keep their conversation flow well and improve their speaking fluency. They should be able to express their ideas in doing conversation, so that they can have good communication and gradually their fluency will improve better. According to Schneider (1993), teacher needs to explain pair taping to the students and gives following instructions:
1. Students talk about any topic they wish and change partners if necessary. This type of interaction seems to energize them. As fixed pairs can run out of things to talk about, the teacher should encourage speaking with as many different partners as desired.
2. Students have to be natural, flowing conversation: do not pause or stop while taping, do not leave long periods of silence, and students are not allowed to speak in their own language except to ask the English equivalents such as with "How do you say...? or "What's...?" Pairs are further recommended to share their stores of vocabulary and structures, and so learn from each other. Students follow such guidelines that make the most of the opportunity in doing this activity. Pair taping affords them to increase their ability to communicate in English.
3. Students should tape once a day. A substantial part of the success with pair taping is due to students recording many times a week. Speaking English becomes a routine part of their daily schedule then and makes the act of speaking English feel more ordinary. Common sense might accordingly suggest that the more frequent and longer tapings there are the better. The teacher must balance this, when deciding the number of days and length of sessions, with the function pair taping has in a class and with what students find workable and reasonable. 4. Write the date of taping in the class log. The teacher should establish a log that will show the days and frequency of taping and whether any students ever get behind. In person or by note the teacher can advise those who have missed a few days to record an extra day a week in order to catch up. Students who keep a written record of when they record are also apt to feel increased responsibility for the taping.
5. Get enough tapes for recording. The students will use half of their tapes for recording during a week and the teacher will keep the other half a week for checking