students comprehension will be enhanced with some fun activities such as in pairs activity and large group discussion.
The students also tried to do the conversation activity spontaneously in their groups to make the students more
understand the materials.
3 Production
In this stage, students practice using new structures in different contexts or information of situation given by the researcher
in order to develop students ’ speaking skills.
3. Problems in the Teaching of Speaking
Brown 2001: 270-271 claims the problems in teaching speaking such as:
a. Clustering
Fluent speech is phrasal, not word by word. Learners can organize their output both cognitively and physically in
breath groups through such clustering. b.
Redundancy The speaker has an opportunity to make meaning
clearer through the redundancy of language. Learners can capitalize on this feature of spoken language.
c. Reduced forms
Contractions, elisions, reduced vowels all form special problems in teaching spoken English see the section below
on Teaching Pronunciation. Students who don’t learn colloquial contractions can sometimes develop a stilted,
bookish quality of speaking that in turn stigmatize them. d.
Performances variables One of the advantages of spoken language is that the
process of thinking as you speak allows you to manifest a certain
number of
performance hesitations,
pauses, backtracking and corrections. Learners can actually be taught
how to pause and hesitate. e.
Colloquial language The researcher make sure that the students are
reasonably well acquainted with the words, idioms, and phrases of colloquial language.
f. Rate of delivery
Another salient characteristic of fluency is rate of delivery. One of the tasks from the researcher in teaching
spoken English is to help learners achieve an acceptable speed along with other attributes of fluency.
g. Stress, rhythm, and intonation
This is the most important characteristic of English pronunciation. The stress-timed rhythm of spoken English and
its intonation patterns convey important messages. h.
Interaction In the speaking activity, learning to produce waves of
language in a vacuum would rob speaking skill of its richest component and the creativity of conversational negotiation.
Rivers 1981:187 adds, such features as pitch intonation, stress and duration, assimilation, juncture, elisions, liaisons at word
boundaries, and expensive features like tone of voice and gesture are often all but ignored. The problems of teaching speaking are as
follows: Students’ motivation,
Students’ reluctance to involve themselves, Grouping the students,
Teaching media, Classroom management,
Assessment techniques, etc.
4. Some Solutions
