Strategic competence concerns with the knowledge of communication strategies and how to use them.
From the model above, it can be concluded that students need to acquire all the competence in the model. Therefore, the teacher should help
students to get the main competence that is discourse competence. To gain this competence, the teacher also needs to consider the communicative
activities to promote strategic competence which influences the other four components of communicative competence.
2. Teaching Speaking Skills
a. The Nature of Speaking
Cameron 2001 mentions that speaking is the active use of language to express meaning so that other people can make sense of them. To speak
in the foreign language in order to share understandings with other people requires attention to precise details of the language. A speaker needs to find
the most appropriate words and the correct grammar to convey meaning accurately and precisely, and needs to organize the discourse so that a
listener will understand. Thornbury 2001 states that speaking is interactive and require the ability to cooperate in the management of speaking turns. It
also typically takes place in real time, with little time for detailed planning. Further, he adds the nature of speaking process means that the grammar of
the spoken language differs in the member of significant ways from the
grammar of the written language. Hence, the study of written grammar may not be the most efficient preparation for speaking.
In addition, speaking means giving oral expression to thoughts, opinion and feeling in term of talk or conversation. To be able to do this,
language learners should have sufficient knowledge of the sound, structure, vocabulary and cultural system of English language. The learners also have
to think about the ideas they wish to express. They have to be able to articulate English sound well by changing the positions of lips, jaws and
tongue. Besides, the learners should be consciously aware of the appropriate functional expression as well as grammatical, lexical and cultural features
needed to express the idea, be sensitive to the change of register or style necessitated by the person to whom they speak and also the situation in
which the conversation takes place. The last, the learners must have the abilities to change the direction of their thoughts on the basis of the person‘s
responses. Harmer 2001: 46 states that speaking happens when two people are
communicating to each other; it is fairly 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 layman‘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 spelling 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 ability. To enhance the English-speaking practice, some learners may
formally 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. 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 producing an English sounding, r, it is not necessary to
attack 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.
b. Aspects of the Speaking Skill
