2.2.2.4 Pronunciation
Pronunciation usually deals with the speech sound that is produced by speakers. Ramelan 1994:2 suggested that “differences in pronunciation between one speaker
and another are caused by geographical, social and historical factors; or they may be caused by individual peculiarities such as stuttering, lisping, or other speech
deficiencies.” From that statement, Indonesian speakers who have different geographical with America or England as the native speaker of English, have
difficulties in pronouncing English word, therefore Indonesian students need to learn harder in pronouncing English words in many ways.
2.2.2.5 Task or Content
The clear content in utterances is very important. People would understand what others say in communication if the content of their utterances is clear and easy to
understand. Therefore, the speakers would have a good content in their utterances if they speak based on the topic that is being talked
2.2.3 Teaching Speaking
Today in learning speaking, students not only must be able to speak English well but also they should improve students communicative skills. Nunan 1989:77 argues:
Teaching speaking is to teach English language learners to produce the English speech sounds and sounds patterns, use words and sentence
stress, intonation patterns and the rhythm of the second language, select appropriate words and sentences according to the proper social setting.
From the argument above, it could be inferred that in teaching speaking, teacher are demanded to teach students how to produce English speech sounds and
sounds pattern correctly, how to use words, phrase and sentence appropriately according to the context, and also how to manage the meaningful ideas, logic
sentences and use appropriate language to convey and express their ideas about something. According to Harmer 2002:202, there are three basic phases for
teaching speaking as follows; 1
Rehearsal; Allowing students to have free discussion with their friends in
order to gives them a chance to practice because everything that students do in class would be rehearsed in real life activity.
2 Feedback;
When the students are trying to speak language, it also gives feedback for both teacher and students.
3 Engagement;
Teacher must create good atmosphere in teaching learning process and make the students enjoy the lesson. It would give the students
satisfaction that would encourage them to speak fluently. When teaching students, we have to keep in mind that we are in front of a
mixed class with various abilities, expectations, motivation level, knowledge and different learning styles. We as teacher need to vary our teaching method and offer as
much opportunity as possible to make the whole class enjoy with the teaching learning process.
2.2.4 Guidance for Teacher in Teaching Speaking
Students, especially young learners, would always follow everything teacher says and how teacher says it. Clear and correct pronunciation is very important part in teaching
speaking, since young learners repeat exactly what they hear. What has been learned at an early stage is very difficult to change later. For instant, teacher has to give the
students as much speaking time as possible. Here is some guidance for English language teachers while teaching speaking according to Thornbury 2004:75
1 Provide maximum opportunity to the students to speak in the target language
as much as possible. 2
Try to involve each student in every speaking activity. 3
Reduce teacher speaking time in class while increasing student speaking time, step back and observe students.
4 Indicate positive signs when commenting on a students response.
5 Ask eliciting questions such as What do you mean? How did you reach that
conclusion? In order to prompt the students to speak more. 6
Provide written feedback like Your presentation was really great.” 7
Do not correct students pronunciation mistakes very often while they are speaking.
8 Involve speaking activities not only in class but also out of class, contact
parents and other people who could help. 9
Provide the vocabulary beforehand that students need in speaking activities.
2.2.5 Classroom Activities to Promote Speaking
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