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process of teaching. The teacher should know and be aware of some characteristics in order to choose the best technique and media in helping
the children to learn.
e. Speaking Skills
Harmer 1991: 46 states that speaking happens when two people are communicating to each other; it is clear that they are doing so for
good reasons. Their reasons may be that they want to say something, they have some communication purposes, and they select from their language
store. It is a common nonprofessional’s opinion that speaking a foreign
language is the most difficult task of all. Experience shows there is much truth in that statement. For most people, the ability to speak a foreign
language is, unfortunately, not acquired very easily. Therefore, one of the most important elements in the process of acquiring the speaking skill is
constant motivation and an opportunity for the learner to develop a feeling of achievement. Graded and sequential practice is of great value
in developing the speaking skill. To enhance the English-speaking practice, some learners may
formerly initiate by imitating the ways that the English native speakers speak the language. However, the goal of sounding like a native speaker
is unrealistic in any course of study there are always individual exceptions. The crucial element is the degree of approximation, which is
aimed at in the course. Continually, the teacher must play the role of a realistic evaluator. If the learners have a great amount of difficulty
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producing an English sounding r, it is not necessary to attach attention to the issue. Real communication can still take place if the r sound is non-
native. At every stage it is desirable for learners to use what they know and to have practice talking with native speakers, even if they do not
sound like native speakers themselves. Edge 1999: 155 states that the most important skills of language
production are the ability to: 1
develop meanings logically and clearly 2
express unambiguously the function of what one says or writes 3
use language appropriate for the people one is addressing A necessary strategy for language learners is to develop ability to
communicate ideas, which they do not know exactly how to express. As with receptive skills, there are also all the micro skills of linguistic ability
which underlie this level of skill, plus the skills of language learning. Once again, the essential attitude to build is one of confidence in a
situation of uncertainty. According to Brown 2001: 271 there are six types of classroom speaking performance. They are:
1 Imitative A very limited portion of classroom speaking time may
legitimately be spent generating “human tape recording” speech, where, for example, learners practice an intonation contour or try to
pinpoint a certain vowel sound. Imitation of this kind is carried out not
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for the purpose of meaningful interaction, but for focusing on some particular elements of the language form.
Constant practice and drilling with speech that serves no purpose except to pass examinations will ensure a good grade in the exam but
will not prepare students to communicate in English in the real world. Some of the most common purposes of speech are listed below:
a to give instructions
These should be clear and are best supplemented by visual means, such as maps, charts, and diagrams. Trying to give instructions
only aurally is unrealistic, especially when they are complex, such as complex road direction. Even a shopping list is probably best
used when written down. b
to inform This would vary, depending on whether the listener is expected to
grasp just the main idea, or also to pay attention to specific details. c
to convey certain attitude or feeling The purpose of quite a lot of oral communication is not so much to
convey information, but to convey a certain attitude or feeling about a topic.
2 Intensive Intensive speaking goes one step beyond imitative to include
any speaking performance that is designed to practice some phonological or grammatical aspects of language. Intensive speaking
