16 speakers can write down the impression of the assignment or anecdotes about
their time spent on it.
3.
Supporting Evidence Examples In order to provoke or giving strong argument, the speaker of the speech
should give a supporting evidence or examples. Beare 2009 says, when a person makes a claim or presents an argument, he needs to present evidence in support of
his claim and argument in order to establish the veracity and authenticity of his claim or argument. If there is no evidence, the claim stands quashed. The same is
true with a case in law where a case or litigation is quashed, if there is no evidence to support the claim. However, literary evidence is only used in literature, essays
and research papers for persuasion and convincing purposes.
4.
Conclusion Conclusion is the summary of the speakers‟ speech. The purpose of the
conclusion is to summarize the speakers‟ main points and to prepare the audience for the end of the speech. The speaker of the speech needs to recapture the essence
of the speech: the main points and the purpose the speech Beare, 2009.
c. Impromptu Speech Practice to Elaborate More Topics
The researcher believes that the implementation of impromptu speech practice improves students speaking skills especially in topic elaboration. The
students will be able to elaborate more topics because the students have to speak spontaneously. Wilson, Arnold, and Wertheimer 1994 say that impromptu
speech forces someone to put something that speakers already knew instantly. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17 According to Boundless 2015, when practicing impromptu speech, the speakers
generally in control of the content they are presenting, so they can include topics that they want to talk about. Additionally, the speaker of the speech can use
personal examples from experience to support what they are saying. Since the speakers are the authority over the topic, they can speak with conviction. The
delivery will naturally be more conversational and spontaneous. Since the speaker is not prepared with pages of notes, the students are prepared to speak in daily life
without any preparation.
3. Speech Practices in Communicative Language Teaching
Communicative Language Teaching is an approach in the classroom activity. According to Goh and Burns 2012, the Communicative Language
Teaching approach is grounded in a socio-cognitive perspective on language learning. It means that communicative language teaching approach is not just a
cognitive learning, but also a social process. The goal of most of the methods and approaches in Communicative Language Teaching CLT is for students to learn
to communicate in the target language. Students may know the rules of linguistic usage, but be unable to use the language Widdowson, 1978. As Hymes 1976
adds, communicate each other requires more than linguistic competence; it requires communicative competence
– knowing when and how to say what to whom.
18
a. Students’ Accuracy and Fluency in Impromptu Speech Practice
The implementation of impromptu speech practice leads the students to speak accurately and fluently. The interplay of cognitive and affective, or
emotional, factors during speech production exerts heavy demands on language learners, and this, in turn, can have a direct impact on the quality of st
udents‟ spoken language Goh Burns, 2012. According to Bygate 1998 and Skehan
1996, the quality of learners‟ speech depends on three characteristics, namely: fluency, accuracy, and complexity. Goh and Burns 2012 mention three key
features of learner‟s speech as follows.
Table 2.1 Three key featu res of learners’ speech Goh Burns 2012, p.43
Terms Definition
Focus
Fluency Speech where the message is communicated
coherently with few pauses and hesitations, thus causing minimal comprehension difficulties for the
listeners. Meaning
Accuracy Speech where the message is communicated using
correct grammar. The notion of accuracy can also be expanded to include correct pronunciation according
to target language norms. Form
Complexity Speech where the message is communicated precisely. More advanced grammatical forms are
used, such as subordination and clausal embedding, which are appropriate for speech in relation to the
social and cultural context, as well as the roles of, and relationships with, interlocutors.
Meaning and form
Furthermore, Richards 2005 divides the activities between activities that focus on fluency and those that focus on accuracy which are summarized as follows.
