proper social setting, audience, situation and subject matter, to organize their thoughts in a meaningful and logical sequence, to use language as a means of
expressing values and judgments, and to use the language quickly and confidently with few unnatural pauses, which is called as fluency.
According to Harmer 2003:269 their ability to speak fluently presupposes not only knowledge of language features, but also the ability to
process information and language ‗on the spot‘. He recognizes that there are some elements of speaking for spoken production. They are; 1 Connected speech,
effective speakers of English need not only to produce the individual phonemes of English but also to use fluent ‗connected speech‘, 2 Expressive devices, native
speakers of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and non-verbal, 3 Lexis and
grammar, spontaneous speech is marked by the use of a number of common lexical phrases, especially in the performance of certain language functions, and
4 Negotiation language, effective speaking benefits from thenegotiator language we use to seek clarification and to show the structure of what we are saying.
2.2.4 Technique for Teaching Speaking
There are many ways in teaching speaking. For getting good students‘ speaking ability, teachers are allowed to implement some techniques in speaking classroom.
They are some techniques to teach speaking according to Chang Feng Hem and Chen Shin Jin as quoted by Sofiatun; 1 Retelling activities, it means that, the
students read a story two or three times before asking them to retell it, 2 Using
dialogue, the students are required to fill in the blank space from the dialogue, 3 Role-
play, the teacher has devised a ―correspondent‘s interview‖, a kind of role- play dramatization, in which one student acts as a correspondent and another as a
designed character, 4 Description, the students describe the person or thing assigned of them. Their description should be sufficiently informative for their
classmate to be able to identify the person or thing, and 5 Discussion, to begin with, presents a few simple problem solving topics to the students and then ask
them to give opinion about it. Different from Hein and Jin, Bailey has some approaches that have been
used over years to teach languages. First, the Grammar-Translation Method. Students are taught to analyze grammar and to translate from one language to
another. The characteristics are: 1 it focuses on reading and writing; 2 the vocabulary is determined by the reading texts; 3 the sentence is the basic unit of
teaching and language practice; 4 the primary emphasis is on accuracy; 5 teaching is deductive; 6 the medium of instruction is typically the students‘
native language. Second, the direct method focused on vocabulary and sentence and the lesson were conducted entirely in the target language, the language the
students are trying to learn. Both the teacher and the students are active in this method. The direct method strongly influenced the development of the audio-
lingual method. In audio lingualism, speaking is taught by having students repeat sentences and recite memorized dialogues from the textbook. The last is
Communicative Language Teaching. The students learned language by interacting, and then they should interact during English lesson.
2.2.5 Definition of Story Retelling
