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using the right sounds in the right patterns or rhythm and intonation, choosing the most appropriate words and grammar, and putting the words in the correct order
to produce the right meanings in order to be good at speaking and avoid misunderstanding because of the meaning.
Interaction skill is learners’ ability to use the language for certain needs Bygate, 1987. It involves making decisions about communication, such as what,
where, when, to whom they speak and whether they must prepare it first or not. The learners should know what to say, how to say it, whether it is useful to
continue the point of speaking, what their intentions are, and what sorts of relations they intend to establish with their speaking partner or someone who is
involved in the conversation. Therefore, interaction skill is not only about delivering knowledge to be able to communicate, but also about understanding the
context and situation where the learners speak.
b. Language Learning Strategies Used to Improve Speaking Ability
There are two types of language learning strategies, namely direct strategies and indirect strategies Oxford, 1990. Direct strategies are language
learning strategies that help and organize language learning by involving the target language directly, while indirect strategies do not involve the target
language directly. Direct strategies are divided into three groups, namely memory strategies, cognitive strategies, and compensation strategies. Indirect strategies
include other three groups, namely metacognitive strategies, affective strategies, and social strategies.
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Every strategy has its own explanation and examples. Thus, each of the strategies will be explained in the following explanations.
1 Memory Strategies
These are strategies that help learners keep and retrieve new information Oxford, 1990. Doing memory strategies help the learners to remember
vocabularies and grammar of a new language. The learners can use phonetic spelling andor accent marks to remember words. In addition, the learners can use
structured reviewing to remember English grammar. Structured reviewing means that the learners review English grammar in order to remember it because it is not
enough to look at the new target language information once. Those strategies make learners able to keep verbal material and use it for communication. Oxford
also states that memory strategies help them to retrieve the knowledge of structure more easily and keep remembering it even though they do not use it for a long
period.
2 Cognitive Strategies
Cognitive strategies enable learners to understand and produce new language in many different meanings Oxford, 1990. Practicing is one of the
cognitive strategies that is very essential for learners and needed to make learners skilled and experienced. There are some types of practices which are useful to
improve learners’ speaking ability such as repeating and practicing
naturalistically. According to Oxford, repeating is saying or doing something over and over such as saying some words many times every day, rehearsing, and
imitating native speakers. The learners can improve their pronunciation by doing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
