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c. Accustom the learners to combining listening and speaking in real time, in natural interaction. Perhaps the most important opportunity
for this is in the general use of English in the classroom.
For most students in Indonesia, learning speaking is a difficult skill that they have to master. It might happen because the students in Indonesia do not have sufficient
time to practice their English. They learn speaking only in their school. In Indonesia English is one of the compulsory lessons. In line with Harmer and
Clark’s theories, the students in Indonesia have to be helped with that way in order to have good speaking ability. They really need teachers to help them in
learning speaking. Teachers have a big role for them to build an environment which is suitable to the process of learning English.
In conclusion, speaking is one of the central elements of communication. The teacher should provide learners with opportunities for meaningful
communicative behavior about relevant topics. This requires the teacher to give guidance for the learner’s needs. The teacher also has to create a relax atmosphere
in the classroom and encourage the students to speak naturally using the language, in order to make the students accustomed to the language.
2.1.4 Speaking Mastery
For most people, the ability to speak a language is synonymous with knowing that language since speech is the most basic means of human
communication. Nevertheless, “speaking in a second or foreign language has often been viewed as the most demanding of the four skills” Bailey and Savage
as quoted by Celce Murcia, 2000: 103. The most difficult aspect of spoken English is that it is usually accomplished via interaction with at least one other
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speaker. This means that a variety of demands are accumulated: monitoring and understanding the other speakers, thinking about one’s own contribution,
producing that contribution, monitoring its effect, and so on. This is one reason why many of us are shocked and disappointed when we use our second or foreign
language for the first time in real interaction: “We had not been prepared for
spontaneous communication and could not cope with all of its simultaneous demands
” Celce-Murcia, 2000: 103. To solve it, we need to master the speaking skill well.
Galloway 1993: 12 says that successful oral communication involves describing
a. The ability to articulate phonological features of the language apprehensively.
b. Mastery of stress, rhythm, and intonation patterns. c. An acceptable degree of fluency.
d. Skills in negotiation meaning. e. Conversational listening skills successful conversation requires a
good listener as well as good speaker. f. Skills in knowing about and negotiation purpose for conversation,
using appropriate conversational formulae and filters. g. Skills in the management of interaction.
h. Skills in taking short and long speaking turns. i. Transactional and interpersonal skill.
In other words, these are the measurements for a person who have mastered speaking skill. In line with this concept, Common European Framework
of Reference CEF has also formulated functional competence that must be mastered regarding to speaking or communication function. They divided into two
categories, which are macrofunction and microfunction. Macrofunction is chunk of spoken or written language serving the same functional purpose such as
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description, narration, commentary, explanation and demonstration. Whereas, microfunction is related to the individual action in the interaction such as inviting
and apologizing. There are six man categories included in microfunction. a. Giving and asking for factual information, e.g. describing,
reporting, asking; b. Expressing and asking about attitude, e.g. agreementdisagreement,
knowledgeignorance, ability, permission; c. Suasion, e.g. suggesting, requesting, and warning;
d. Socializing, e.g. attracting attention, addressing, greeting; e. Structuring discourse, e.g. opening, summarizing, changing the
theme, closing; f. Communication repair, e.g. signaling non-understanding, appealing
for assistance, paraphrasing; Council of Europe as quotated by Louma, 2004: 33-34.
When the students have good functional competence, it can help them to communicate well. Furthermore, there are some criteria that can be measured
based on the students’ performance. They are presented as follows. a. Structural criteria. They are accuracy, fluency and appropriateness
b. Communicative criteria. How communication and utterances take place effectively Littlewood, 1981: 90
Before students start their performances, the teachers should tell what criteria being used to measure the performances. It is used to make the students focus on
what criteria that should be mastered at that time. In EFL teaching, all aspects above need special attention and instruction.
In order to provide the effective speaking, it is necessary for teachers of EFL to carefully examine the factors that underlie speaking effectiveness. It will
gradually help learners speak fluently and appropriately.
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2.2 Theoretical Framework
