CHAPTER II THEORETICAL FRAMEWORK
A. Speaking
There are many experts explaining definition of speaking. Speaking is a productive language skill.
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It means that speaking is a person’s skills to produce sounds that can be understood by other people, so that he or she is able to create
good communication. It is a mental concept processed by someone in such a way to form a meaning when uttered.
Wendy and Listbeth state that speaking is perhaps the demanding skill for the teacher to teach. In their own language children are able to express emotions,
communicate intonations and reactions, explore the language and make fun of it, so they expect to be able to do the same in English.
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According to Ladouse in Nunan speaking is described as the activity as the ability to express oneself in the situation, or the activity to report acts, or situation
in precise words or the ability to converse or to express a sequence of ideas fluently.‖
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Brown cites that when someone can speak a language it means that he can carry on a conversation reasonably competently. In addition, he states that the
benchmark of successful acquisition of language is almost always the demonstration of an ability to accomplish pragmatic goals through an interactive
discourse with other language speakers.
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According to Chaney, speaking is ―the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of
contexts‖.
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7
Sanggam Siahaan, Issues in Linguistics. Yogyakarta: Graha Ilmu, 2008, p. 95.
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Wendy A. Scott and Listbeth H. Ytreberg, Teaching English to Children. New York: Longman, p. 33.
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David Nunan,. Research Methods in Language Learning. New York: Cambridge University Press, 1991, p. 23.
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J.D Brown,. Pragmatics Tests: Different Purposes,Different Tests. in K. R. Rose G. Kasper Eds, Pragmatics in language Teaching. New York: Cambridge University Press, 2001,
p. 267.
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A. L. Chaney and T. L. Burke, Teaching Oral Communication in Grades K-8, Boston: Allyn Bacon, 1998, p. 13.
While another expert, Theodore Huebner said, ―Language is essentially speech, and speech is basically communication by sounds‖.
From the above definition, it can be inferred that speaking is communication, expressing ideas, opinions, or feelings to others by using words
or sounds of articulation in order to inform, to persuade, and to entertain that can be learnt by using some teaching - learning methodologies.
However, Speaking in Hea ton’s words has five elements
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: 1.
Pronunciation. Harmer, in this case, states that if students want to be able to speak English fluently, they need to be able to pronounce phonemes
correctly, use appropriate stress and intonation pattern and and speak in connected speech.
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2. Grammar. According to Bygate, to be able speak foreign language, it is
necessary to know a certain amount of grammar and vocabulary.
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3. Vocabulary. Folse defines vocabulary as single words, set phrases, verbs,
and idioms.
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4. Fluency. In the words of Riddel, fluency is the ability to talk freely
without too much stopping or hasitating.
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5. Comprehension. Heaton defines comprehension as the ability to
understand something of what a situation is really like. Last but not least, Chaney also states that speaking is a skill used by
someone in daily life communication whether at school or outside. The skill is acquired by much repetition; it is primarily a neuromuscular and not an
intellectual process. It consists of competence in sending and receiving messages.
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J.B.. Heaton, Classroom Testing: Longman Keys to Language Testing, New York: Longman, 1990, pp. 70--71
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Jeremy Harmer. The Practice of English Language Teaching: Fourth Edition, Harlow: Pearson Education Limited, 2007, p. 343.
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Baygate Martin. Language Teaching: A Scheme for Teacher Education: Speaking, Oxford: Oxford University Press, 1997, p. 3.
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Folse, S. Keith. Vocabulary Keiths: Applying Second Language Research to Classroom Teaching, Michigan: University Press, 2004, p. 4.
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David Riddel.Teach English as a Second Language, Chicago: McGraw – Hill Companies,
2001, p. 118.
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Theodore Huebner, Audio Visual Technique in Teaching Foreign Language, New York: Cambridge University Press, 1960, p. 5.
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