prosodic features, appropriation for pragmatic competence or register, and accuracy for structure and vocabulary resources.
From the definition above, it can be concluded that speaking is a process fragmentary word in pronunciation, vocabulary, and fluency that uses aural
medium and it commonly occurs in face to face interaction that involves both receptive and productive participation.
2. Speaking Accuracy and Speaking Fluency
Accuracy in speaking is one of the main goals targeted by the learner in the process of teaching and learning language. Brown 1994: 254 defines accurate as
clear, articulate, grammatically and phonologically correct language. He adds that in a language teaching accuracy is achieved some extent by allowing students to
focus on elements of phonology, grammar, and discourse in their speaking output. Byrne 1997: 5 states that accuracy is the use of language that depends on
mastery of the language system. He adds that language system includes grammar, vocabulary, and phonology.
Fluency in speaking is one of the competencies targeted by many language learners. Signs of fluency include a reasonably fast speed of speaking and only a
small number of pauses and fillers. Brown 1994: 254 defines distinction between accuracy and fluency.
Accurate means clear articulate, grammatically and phonologically correct. While, fluent means following naturally. He also says that fluency may be on initial goal
in language teaching but accuracy is gained to some extent by allowing learners to
focus on the elements of phonology, grammar, and discourse in their spoken output.
Although accuracy and fluency and fluency are equally important in speaking, but the teacher have to consider who the learners are. In English lessons
for children, fluency cannot be possibly expected. The teacher has to help them build their language accuracy little by little until they can speak more fluently.
3. Types of Speaking
Effective teacher teaches students speaking activities that they can use to help themselves expand their knowledge of language and their confidence using
it. There are many activities that can be used. Harmer 1998: 88 gives some examples of speaking activities. There are as follows:
a Information gaps One type of speaking activity is called ‘information gaps’ where two
speakers have different parts of information in making up a whole. There is a gap between them because they have different information.
b Discussion
Most of the teachers hope that they will be able to organize to discussion session in their classroom. One thing to remember is that people need time to
assemble their thought before any discussion. The ability to give spontaneous and articulate opinions is challenging in our own language.
There are many discussion possibilities. The important thing is that students need to be ‘engaged’ with the topic. Then they might do some ‘study’ and more
quickly to ‘active’ stages which include the discussion itself. Almost certainly, here will be feedback after the discussion is over.
c Role Play
Role-play activities are those where the students are asked to imagine that they are in different situations and act accordingly.
d Game Students play and want to play. Students learn through playing. In playing
together, students interact with others. In interacting, they develop language skills. Games provide context for play, reason for playing and routines for
playing. Game, which can be used teacher in teaching learning process, is like
matching games, board games and card games.
d. Techniques in Teaching Speaking to Children
