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4 Games
In doing games, the students are expected to get themselves actively in the learning activities. Brown 2004 states that the students follow the rule of the
game while learning English, especially in speaking p. 175. Game is almost similar with role play which requires the students to have communication with
others. The researcher does not apply any kinds of games in the learning process of the study. It was because the researcher will employ role-play to the students’
speaking activity.
d. Elements of speaking
There are some elements in speaking to build a good speaking skill that should be mastered by the students. Following are the elements of speaking skill
according to Harmer 2001, “a language features are the connected speech, expressive devices, grammar, and negotiation language. He says that connected
speech is to modify the pronunciation. Then, an expressive device is the alteration of the speed, volume, and stress of utterances to show the feeling”. Harmer also
says that the use of this device contributes the ability to convey meaning pp. 269- 271. Those elements make the students produce a various words to make
interaction or connection with others correctly. Based on Luoma 2004, language consists of range of structure and
vocabulary, breadth and precision, and accuracy p. 77. Luoma says that production consists of pronunciation and voice of quality. Range of structure and
vocabulary are how appropriate to the students in making sentences and using the
20 correct vocabulary in the dialogues. Then, breadth and precision is to what extent
is the expression exact and specific to the topic of dialogues. Accuracy is the accuracy of the students’ articulation that is spoken clearly. Pronunciation is the
sound produced by the students and voice of quality is how loud the students’ voices in performing the dialogues.
e. Oral Communication Skill
Based on Brown 2007, there are some aspects of oral communication skill that can synergize together in speaking process p. 322. The aspects are
conversational discourse, teaching pronunciation, accuracy and fluency, interaction effect, active factors, growth of speaking corpora, and genres of
spoken language.
1 Conversational Discourse
Conversational discourse is one part of speaking processes where there is a conversation happened in the process. Richards 1990 notes that “a class with a
conversation inside will be the stimuli to the students”. Therefore, the teacher should have a conversational discourse with the students in order to build a
relationship among them.
2 Teaching Pronunciation
Nunan 2003 says that in order to have successful communication, the speaker of the language needs to understand each other p. 112. When people or
students want to understand each other using the foreign language, the language delivered must be clear, understandable and appropriate. Then, the
21 communication will be successful or be materialized well. Pronunciation is the
important aspect in doing the communication. Pronunciation makes the English speaking sounds good and also delivers
the clear information with correct syllables, intonations and spellings. Students will have a good speaking skill if they know how to pronounce the English words
correctly. At school, the teacher teaches how to pronounce words. There are some general elements in pronunciation according to Paultson and Bruder 1967, pp.
93-126:
a Teaching Phonemes
Based on Paultson and Bruder 1967 a phoneme is a speech sound p. 93. Phoneme is the smallest unit of language and phoneme does not have meaning.
So, phoneme is a single unit of a word which cannot stand alone to build a language or meaning, even sentence. For example, the word “sun” has three
phonemes. Those are s, u and n.
b Intonation
Based on Paultson and Bruder 1967, “intonation is the rising and the falling of the voices when people is speaking” p.93. In a conversation,
intonations are heard when the students as the speakers speak the words with rising or falling voice. There are two patterns of intonations, those are pattern 1.
2 3 1 and pattern 2. 2 3 3 . Pattern 1. 2 3 1
Example: 2
3 1 I am going downtown.
2 3
1 I am going downtown tomorrow.
Pattern 2. 2 3 3 Example:
233 Are you Going?
233 Will they be here in a few minutes?
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Note: : Falling Intonation
: Raising Intonation
c Stress
Stress is a syllable which is uttered with more force or intensity than the others. So, stress will give a stress on a word when the speaker is speaking.
Example: Extension: ɪk’sten.tʃən
d Correcting Pronunciation Mistakes
Students will often make errors when they speak. The mistakes in speaking should be corrected by the students directly. Pautson and Bruder 1967
say that the corrections in pronunciation mistakes are similar to those in grammar correction p. 115. In correcting pronunciation mistakes, the students will know
immediately why they wrongly pronounce the English words and where their mistakes are.
3 Accuracy and Fluency
Based on Brown 2007, accuracy is a spoken language which is clear in articulation; grammatically and phonologically correct p. 324. A student is said
to be a good speaker if the student can make clear sentences with appropriate articulation, correct grammar, and good phonology. Then, the students can deliver
the spoken language or the speech without any misscommunication. Then, fluency is the way of the students delivers the spoken language, which is natural.
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4 Interaction Effect
In a speaking process, there should be an interaction among the speakers Paultson Bruder, 1967. The interaction will raise a conversation in the
speaking process. For example, when a student is having conversation with the teacher, they will have interaction with each other. They have to think what to say
and how to say the statements.
5 Affective Factors
The teacher has an important role in the interaction with the students. The teacher has to know what should be given to the students in order that the students
are brave enough to speak. Sometimes, the students keep their mouths closed when they should say something. In this situation, the teacher’s role is needed.
The teacher has to motivate the students to be brave to speak Paultson Bruder, 1967.
6 The Growth of Speaking
Based on Brown 2007, “the growth of speaking is the terminology of words that is stated”. It means that the termnology or vocabulary in English has
growth. The English evolves over time. Therefore, the students as the speakers must be able to follow and learn the terminology presented to complete or renew
the language to communicate.
7 Genres of Spoken Language
There are some genres of speaking such as discussions, and narratives. In this case, the teacher can choose those kinds of genres of spoken language that
will be used. The teacher as the model has to be able to choose the appropriate
24 genres of spoken language to the students. The genre can be found when the
teacher is doing observation. If the students are not able to understand the teacher who spoke a complecated language, the teacher needs to simplify the language so
that students can understand the conversation.
f. Phonetic Transcription
