e.g. in a verb tense, the listener still has an idea of what is being said. So, it can be seen that good pronunciation is vital if a student is to be understood.
5 Fluency Fluency can be defined as the ability to speak fluently and accurately.
Fluency in speaking is the aim of many language learners. Signs of fluency include a reasonably fast speed of speaking and only a small number of pauses
and
“ums” or “ers”. These signs indicate that the speaker does not have spend a lot of
time searching for the language items needed to express the message.
b. Criteria of Good Speaking Learning Process
There are some criterias of good speaking learning process according to some experts as follows:
1 Increasing students’ motivation in learning speaking
Motivation is some kind of internal drive which pushes someone to do things in order to achieve something. According to Harmer 2001:51, the
motivation that brings students to the task of learning English can be affected and influenced by the attitude of a number of people. Increasing and directing
students’ motivation is one of a teacher’s responsibilities. There are three areas that can directly influence students’ motivation:
a Goal and goal setting.
b Learning environment.
c Interesting classes.
2 Providing texts as stimuli and models According to Harmer 2001:250, a lot of language production work grows
out of texts that students see or hear. A controversial reading passage maybe the springboard for discussion. Listening to a tape or disk in which a speaker tells a
dramatic story may provide the necessary stimulus for students to tell their own stories. They will benefit from hearing other people doing it first. Productive work
need not always be imitative. But students are greatly helped by being exposed to examples of speaking which show certain conventions for them to draw upon.
3 Providing many opportunities for students to speak According to Nunan 2003:55, it is important for us as language teachers
to be aware of how much we are talking in class so we don’t take up all the time the students could be talking. Pair work and group work activities can be used to
increase the amount of time that learners get to speak in the target language during lessons.
4 Providing classroom activities that involve guidance and practice. Based on Nunan 2003:55, when we talk with someone outside the
classroom, we usually do so for interactional or transactional purposes. Interactional speech is communicating with someone for social purposes.
Transactional speech involves communicating to get something done, including
the exchange of goods andor services. 3. Types of Classroom Speaking Performance
According to Brown 2001:271, there are six kinds of oral production that students are expected to carry out in the classroom.
a. Imitative A very limited portion of classroom speaking time may legitimately be
spent generating human tape recorder speech, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation
of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular elements language forms.
b. Intensive An intensive speaking performance is designed to practice some
phonological or grammatical aspects of language. c. Responsive
It means that students give short replies to initiate questions or comments. These replies are usually sufficient and do not extend into dialogue.
d. Transactional dialogue Transactional language, carried out for the purpose of conveying or
exchanging specific information, is an extended form of responsive language. e. Interpersonal dialogue
Interpersonal dialogue carried out more for the purpose of maintaining social relations than for the transmission of facts and information.
f. Extensive monologue Students are expected to give extended monologues in the form of oral
reports, summaries, or perhaps short speeches.
a. Classroom Speaking Activities
