18 According to Harmer 2001, knowledge of language features and the
ability to proce ss information „on the spot‟ are two elements of speaking that the
learners should master in order to speak fluently. To improve the knowledge of language features, teachers should develop the learners‟ connected speech, help
them to be able to deploy some suprasegmental features and devices, supply a variety of phrases for different functions, and help the learners to structure
discourse. In addition, the success of speakers‟ productive ability also depends on
the rapid processing skills that talking necessitates which expected the teachers to help learners to process the language to be comprehensible, understandable,
interactive and convey the intended meaning of a communication.
f. Teaching Speaking with Technology
Since English becomes an international language, more people want to be able to communicate in English. As a result, more people are interested in
learning English either in formal or informal institution in order to improve their English communication skill. Some people might be good at written English
communication however; they are not good at oral English communication. For those who are not good at oral English communication, they usually hesitate to
express their ideas to others because the feel unconfident. This unconfident feeling is not merely caused by the lack of vocabulary of the speakers but it might
be caused by other aspects such as, grammatical accuracy or pronunciation. This condition will create a problem in English teaching.
Teaching speaking is training learners to produce English words and utterance by using appropriate stress, intonation and the correct situation and
19 social condition. Richard and Renandya 2002 state that speaking is used for
many different purposes involving different skills. They state that these different purposes for speaking implies knowledge of the rules that account for how spoken
language reflects the context or situation in which speech occurs, the participants involved and their specific roles and relationship, and the kind of activity the
speakers are involved in. However, it is hard for teachers to teach their students if their students have lack of confident to practice their speaking ability in the
classroom. In this case, teachers must be able to create a learning atmosphere which encourages their students to practice their speaking and enable them to
build their speaking performance. Therefore, teachers must be able to create tools for their students to enable them to practice their speaking ability anytime and
anywhere without having direct interaction with other speakers. Providing a tool which enables them to record their own voice to practice
their pronunciation might be useful for English learners because they will not be ashamed of making mistakes in front of others. This kind of tool will help the
students recognize their mistakes and correct them over and over again. It is easier for the students to recognize their own weaknesess when they see themselves on
videotape Healey, 1999. The provided tool is not always a videotape, it can be another form of tool like recording tool which have the same function as
videotape which can ease the students recognize their mistakes. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2. Mobile Learning
