18 that makes use of auditory media. The skill of speaking involves active and
productive participation. Nunan said that mastering the art of speaking is the single most important
aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out conversation in the language in term of vice versa
Nunan, 1991: 39. Thus, to speak not only means the learner are able to use language in communication but also means the learner are able to produce
understandable and communicative language.
b. The Process of Speaking
According to Rivers 1968: 158, learning a second language is more than learning a description of a language itself, there is also process of speaking and
listening. They are complementary needed in the activity of oral skills. Banathy 1976: 15 states that the objective of speaking a foreign language at the end of the
course is the students will be able to speak the target language in communicative events. Therefore, they will be trained in such a way, so they will be able to
produce communication by using the language. There are two types of activities in the process of speaking according to Clark and Clark 1977: 260: planning and
execution. Planning activities consists of major plans. They are discourse plans in
which the speakers decide what kind of discourse they participate in so that they can convey the right message; sentence plans in which the speaker decide which
sentences they will produce in certain discourse; constituents plan in which the speakers begin to plan the constituents picking the right words, phrases, idioms
19 and put them in the right order; and articulator program in which the speakers
save words chosen in their memory. Next, in planning the activities the speakers have to execute the activities by
performing the contents of their speech with audible sounds in the right sequence and timing.
In learning a language, especially the speaking skill, the teachers must try to speak in the target language in order to encourage the students to master the
speaking skill automatically.
c. Teaching Speaking
Paulstron and Bruder 1976: 56 state that teaching speaking cannot be separated from the ideas of teaching communicative ability. Communicative
ability is the production of speakers’ ability to communicate the target language. Students improve their speech when teachers provide insights on how to organize
their ideas for presentation. The most important thing for the teacher is to give the students more opportunities to practice their speaking skill by providing them
with more communicative activities, which put them into the real practice of communication. Teachers can enable the students to present ideas to individual,
peers, peer groups and entire class of students. They can learn to speak on a subject of their own choosing or on teachers’ assigned topics. When given the
opportunities, both teachers and students can provide suggestions for students’ performances. In constructively criticizing others, students can learn to apply
criteria for good speech and employ skilful social skills. In doing so, they can increase and improve their own speaking skills.
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4. The Multiple Intelligence Theory
