Speaking Ability Definition of Terms

9 includes increasing expertise in morphology, syntax, vocabulary, and mechanics. Grammatical competence enables them to use and understand language accurately. Discourse competence concerns with speaker‟s relationships, formal and informal occasions, the rules of cohesion and coherence. It contributes in turn-taking of conversation and in knowing how the meaning is represented through connected text. Moreover, the Sociolinguistic competence is a competence to use and respond to language appropriately, to the topic given, the setting and the relationship among the people who communicate. While the strategic competence is how the learners manipulate the language in order to meet the communicative goal. It refers to how the learners employed the strategies to compensate their limitation Brown in Richards and Renandya, 2002:208. The ultimate goal of teaching speaking skills is communicative efficiency. It will be useful for the teacher of speaking skills to view the characteristics of the spoken language. According to Bygate as cited in McDonough 2013:159 the binary distinction of speaking skills are the first category called as motor- receptive which involves linguistic elements, such as pronunciation, vocabulary, and chunks and structure. The second refers to social and interactional skills that relate to what and how to say things in specific communicative situation effectively. Teacher or instructor has to involve the learners in activities that require a development of pronunciation and the use of target expression in the meaningful context, whereas learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid 10 confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation. Furthermore, Harmer et al, in Vilimec 2006 note down that from the communicative point of view, speaking has many different aspects including two major categories, accuracy, and fluency. Accuracy involves the correct use of vocabulary, grammar, pronunciation, whereas fluency is considered as the ability to keep going when speaking happened spontaneously. Furthermore, Richard 2006 stated that differences between activities that focus on fluency and accuracy can be summarized as: 1 Activities focusing on fluency are reflect a natural use of language, focus on achieving communication, require the meaningful use of language, require the use of communication strategies, produce the language that may not predictable and seek to link language use to contact. 2 Activities focusing on accuracy are reflect classroom use of language, focus on the formation of correct examples of language, practice language out of context, practice small samples of language, do not require meaningful communication and control choice of language. Richards, 2006:18 In addition, Brown 2001: 267 says 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. Moreover, Brown 2001: 271 adds in teaching oral communication, micro skills are very important. One implication is the importance of focusing on both the forms of language and the functions of the language. Furthermore, Brown states the micro and macro skills in speaking. The macro-skills of speaking are the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI