Objectives of the Research Significance of the Research

5 Skills in taking short and long speaking turns. 6 Skills in the management of interaction. 7 Skills in negotiating meaning. 8 Conversational listening skills successful conversations require good listeners as well as good speakers. 9 Skills in knowing about and negotiating purposes for conversations. 10 Using appropriate conversational formulae and fillers. According to Hornby 1995:826, speaking is making use of words in an ordinary voice, offering words, knowing and being able to use a language expressing one-self in words, and making speech. Therefore the writer infers that speaking uses the word and produces the sound to express ourselves either ideas, feeling, thought and needs orally in an ordinary voice. Furthermore, success in communication is often dependent as much on the listener as on the speaker. According to Harmer 2001, when discussing the elements of speaking that are necessary for fluent oral production, distinguishes between two aspects – knowledge of ‘language features’, and the ability to process information on the spot, it means ‘mentalsocial processing’. The first aspect, language features, necessary for spoken production according to Harmer 2001, 269-270 are presented below. 1 Connected speech – conveying fluent connected speech including assimilation, elision, linking ‘r’, contractions and stress patterning – weakened sounds; 2 Expressive devices – pitch, stress, speed, volume, physical – non-verbal means for conveying meanings supersegmental features; 3 Lexis and grammar – supplying common lexical phrases for different functions agreeing, disagreeing, expressing shock, surprise, approval, etc.; 4 Negotiation language – in order to seek clarification and to show the structure of what we are saying.

b. Classroom Speaking Activities

Harmer 2001: 348-352 states six classroom speaking activities as follows. 1 Acting from a script Acting scripts consists of the activities of playing script and acting out the dialogues. The teacher acts as the director, drawing attention to appropriate stress, intonation, and speed, and the students perform the dialogue, as if the lines they speak have real meaning. When choosing who should come out to the front of the class we need to be careful not to choose the shyest students first, and we need to work to create the right kind of supportive atmosphere in the class. We need to give students time to rehearse their dialogues before they are asked to perform them. By giving students practice in these things before they give their final performances, we ensure that acting out is both learning and language producing activity. 2 Communication Games