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People make these talks as work, home school, parties, etc. These impromptu talks include answering questions, giving opinions, or sharing
our knowledge about many topics with people on daily basis. 2 Extemporaneous Speaking
In extemporaneous speaking, the speakers know beforehand about the subject on which they may be called to speak. This kind of speaking can
be the most effective of all types. It has most of the advantages of impromptu speaking without the possible disadvantages of being
inadequately informed. Because speakers know the subject, they are not grouping for ideas. Because the speeches haven been planned but they have
not been memorized, speaking will seem spontaneous and natural. If audience reaction is not what speakers have anticipated, they may re-
explain a point or adopt their speech as necessary. In conclusion, impromptu speaking is done with no opportunity for
preparation which extemporaneous speaking is planned out to be memorized to carry out speaking activities particularly in language class.
c. Speaking Accuracy and Speaking Fluency
Nunan 1998: 63 says that learning activities are those which focus the learner on developing accuracy and those which focus on the
development of fluency. Brumfit in Nunan 1998: 63 concerns with fluency or accuracy in follows:
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…Language display for evaluation tended to lead to a concern for accuracy…in contrast, language use requires fluency…It will on
occasion also require monitoring and problem-solving strategies, but these will not be the most prominent features as they tend to be
in the conventional model where the students produce, the teacher corrects, and the student tries again.
1 Seaking Accuracy Accuracy in speaking is one of the main goals targeted by the
learner in the process of teaching and learning a language. Brown 1994: 254 defines accurate as clear, articulate, grammatically and
phonologically correct language. He adds that in a language teaching accuracy is achieved to some extent by allowing students to focus on
the elements of phonology, grammar and discourse in their speaking out. Byrne 1997: 5 states that accuracy is the use of language which
depends on mastery of the language system. He adds that language
system includes grammar, vocabulary, and phonology.
2. Speaking Fluency Fluency in speaking is one of the competencies acquired by
many language learners. Signs of fluency include a reasonably fast speed of speaking and only a small number of pauses and fillers.
These signs indicate that the speaker does not have to spend a lot of time searching for the language items needed to express the message
Sanborn, R and Nation, P, 1990. According to Byrne 1997: p. 90, speaking fluency is the ability to express oneself intelligibly
reasonably accurately and without too much hesitation. A fluent
speaker is able to express his idea accurately and fluently.
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According to Syakur 1987: 5, speaking skill is a complex skill because at least it is concerned with components of pronunciation,
grammar, vocabulary and fluency.
a. Pronunciation When teachers teach English, they need to be sure that their
students can be understood when they speak. Students need to be able to say what they want to say.
b. Grammar It is clearly necessary for the students when knowledge of grammar
is essential for competent users of a language. For example, they need to know what verbs in the third person singular have an ‘s’ ending in
the present simple ‘he swims’; ‘she runs’ c. Vocabulary
Language students need to learn the lexis of the language. They need to learn what words mean and how they are used.
d. Fluency It includes the ease and speed of the flow of speech. While
according to Byrne 1997: 9, speaking fluency is the ability to express oneself intelligibly, reasonably accurately and without too much
hesitation. From the ideas above, speaking accuracy in this study is the use
of language by controlling the language system which consists of grammar, vocabulary, and phonology exactly. While speaking fluency
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refers to the aspect of speech production that refers to the ability to express oneself with automatic usage of units and patterns of language
accurately comprehensible, easy to follow without significant pauses for an extended period.
Speaking skill in this research is a complex skill because at least it is concerned with components of pronunciation, grammar,
vocabulary and fluency Syakur, 1987: 5. Nunan 1998: 63 says that learning activities of speaking skill are those which focus the learner
on developing accuracy and those which focus on the development of fluency.
In this research, the researcher concerns with the usage of the language in speaking that involves some aspects, namely
pronunciation, grammar, vocabulary, and fluency. It means that when students want to speak to the others, they should consider some aspects
of speaking skill, namely pronunciation, grammar, vocabulary, and fluency.
B. Teaching Speaking
