Significance of The Study
There are so many definitions of speaking in language learning proposed by other experts. According to Bygate 1987 in Leo and Cely 2010, speaking is a
skill that deserves attention as much as literary skills in both native and foreign languages. In addition, Harmer 2001:269 points out that the ability to speak
fluently presupposes not only knowledge of language features, but also the ability to process information and language ‘on the spot’. Louma 2009:20 states further
that teaching often talks about speaking as a technical term referring to one of the various skills which language learners should develop and have. From those
definitions, it can be concluded that speaking skills include abilities in which learners should develop and have in using language to communicate ideas,
knowledge, and information on their minds to others and respond others’ ideas in the interaction process based on a certain context in which the language is used.
Hadfield 1999 states that speaking is a kind of bridge between the classroom and the world outside for the learners. So, we can say that when the
students have a good ability in speaking, it is possible for them to have a good ability to communicate to the groups or societies outside their classroom.
The experts Clark and Clark 1977:3 defines that in speaking, people express their thoughts through words and talk about perceptions, feelings, and
intentions they want other people to grasp and understand. The same statement is stated by Cameron 2001. She states that speaking is categorized as the
productive uses of language since people use it actively in expressing their ideas to others so that other people can make sense of them.
Byrne 1984:9 in Leo and Cely 2010 states that the main goal of teaching speaking is oral fluency: the ability to express oneself intelligibly, reasonably,
accurately, and without undue hesitation. To achieve the goal, the students have to move from the imitating a model or responding to cues to the use of the language
to express their own ideas. Based on the concepts, the teacher has to provide students with the materials which are able to motivate students to develop their
speaking skills, so that they can communicate intelligibly, reasonably, and accurately in everyday life. In this case, the use of authentic materials that enables
students to learn the real use of the language will be a good alternative. Louma 2009 also lists some features of spoken discourse, those are:
a composed of idea units conjoined short phrases and clauses
b planned e.g., a lecture or unplanned e.g., conversation
c employs more vague or generic words than written language
d employs fixed phrases, filters, and hesitation makers
e contains slips and errors reflecting online processing
f involves reciprocity i.e., interactions are jointly constructed
g shows variation e.g., between formal and casual speech, reflecting
speaker roles, speaking purposes, and the context.