Importance of Speaking SPEAKING

17 fillers, self – corrections, backtracking – to enhance the clarity of the message, 8 Use grammatical word classes nouns, verbs, etc., system e.g., tense, agreement, pluralization, word order, patterns, rules, and elliptical forms, 9 produce speech in natural constituent: in appropriate phrases, pause groups, breath groups, and sentence constituents, 10 express a particular meaning in different grammatical forms, 11 use cohesive devices in spoken discourse. Macroskills include 12 appropriately accomplish communicative functions according to situations, participants, and goals, 13 use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor – keeping and –yielding, interrupting, and other sociolinguistic features in ace-to-face conversations, 14 convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification, 15 convey facial features, kinesics, body language, and other nonverbal cues along with verbal language, 16 develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well the teacher interlocutor is understanding the teacher. By considering the micro- or macroskills of oral production, the teacher can accommodate the best speaking activities and the teaching approach. The speaking activities given by teacher should provide ample practices for the students at their levels to express themselves in situations where they can use language spontaneously to interact each other. Again, as the researcher mentions 18 repeatedly, it is because the speaking activities must involve interaction between learners. Scr ievener 2005: 152 makes the important point that ―the aim of the communicative activity in class is to get learners to use the language they are learning to interact in realistic and meaningful ways, usually involving exchanges of information or opinion. ‖ He suggests these activities: communication games, drama, simulations and role-plays, discussion activities, presentations and talks. Teacher should design the activities which build good communication among the students. The other concept offered by O‘Malley and Pierce 1996, they recommend ―information gap activities‖. They define them as ―the ability of one person to give information to another .‖ An information gap is an activity where one student is provided with information that is kept from a partner. Of all the activities described here, an information gap may provide one of the clearest indicators of the speaking ability of the student, from very simple topic and structure, such as information about shape, color, size, and direction. From the smallest activity like giving simple information, speaking activities can be more complex like drama, simulations and role-plays. They are very important activities. O‘Malley and Pierce 1996 say that such activities are more authentic because they provide a format for using the real life conversation such as repetitions, interruptions, recitations, facial expressions and gestures. Students often engage in another identity in role-plays, drama and simulations activities, where their anxiety is reduced, their motivation is increased and their language acquisition is enhanced. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI