facilitator. Meaningful tasks with the appropriate context are needed to develop the students’ mind in creating new idea and their natural utterances in English. Grammar
is embedded in the learning process so that the students can explore by themselves. Both accuracy and fluency is important to create spoken activities more productive
and natural. In communicative language teaching there are many activities that can be done by the learners in the class such us a game. It is function as mind activator for
the learner to be willing to practice speaking skill. Game is one of the alternative ways to include the entire member in the class to be more active in speaking English
so that they will pay attention and can build self esteem first.
2. Teaching Speaking
Speaking as an oral productive skill is one of four skills of learning a foreign language. It is important to be mastered in order to achieve communicative goal in
EFL. This sub chapter describes teaching and learning of speaking skill which is presented into seven categories; the nature of speaking skill, aspects of speaking skill,
principles for designing speaking skill, teaching speaking in classroom performances, teacher’s role in classroom, assessing speaking and speaking activities.
a. The Nature of Speaking
Cameron 2001:40 states that speaking is the active use of language to express meaning so that the other people can make sense of them. It could be said
that the ability to speak a language is synonymously with knowing the language since
speech is the most basic means of human communication.
Speaking requires the ability to co-operate in the management of speaking turns. It typically takes place in real time with a little time for detailed planning as
well. In this condition, a lot of memorized lexical expressions are also necessary in spoken language. Therefore, the study of grammar may not be the most important
matter in order to reach the most efficient way on speaking preparation Thornbury, 2001. Some people think that if they want to be able to speak fluently in English,
they need to be able to pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech. However, speaking is more than
it. Actually, the speakers of English have to be able to speak in different genres and
situations Harmer, 2007.
Chaney 1998 in Kayi 2006 argues that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of
contexts. Speaking is a crucial part in language learning. It needs the speakers to produce the target language in the spoken form. Moreover, it involves the speaker to
use speech to express meanings to other people Spratt, Pulverness, Williams,
2005.
In line with some related theories explained before, it comes to a conclusion that speaking is one of ways in expressing idea, thought, or feeling into words.
Speaking is evenly about carrying idea in oral form to other which is considering people’s perception, feeling and existing knowledge about the language itself so that
they can perceive the message of the utterances.
b. Aspects of Speaking Skill
In teaching oral communication, there are some factors that encourage learner to gain successful practice in speaking skill beside input factor that comes from
listening session. Brown 2004: 142 has broken down both microskills and
macroskills of speaking:
Microskills 1
Produce differences among the English phonemes and allophonic variants. 2
Produce chunk of language of different length 3
Produce English stress pattern, words in stressed and unstressed positions, rhythmic structures, and intonation contours.
4 Produce reduces forms of words and phrases.
5 Use an adequate number of lexical units words in order to accomplish pragmatic
purposes. 6
Produce fluent speech at different rates of delivery. 7
Monitor your own production and use various strategic devices-paused, fillers, self corrections, backtracking- to enhance the clarity of the message.
8 Use grammatical word classes noun, verb, etc., system e.g., tense, agreement,
pluralization, word order, pattern, rules, elliptical forms. 9
Produce speech in natural constituents- in appropriate phrases, pause groups, breathe groups, and sentence constituents.
10 Express a particular meaning in different grammatical forms.
11 Use cohesive devices in spoken discourse.
Macroskills 12
Accomplish appropriately communicative functions according to situations, participants, and goals.
13 Use appropriate registers, implicature, pragmatic conventions, and other linguistic
features in face to face conversations. 14
Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization,
and exemplification. 15
Use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meanings.
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, accurately assessing how well your interlocutor understand you.
So, the speaking ability is dealing with not only the capability in producing correct grammar or fluently in communicating but also the circumstances that the
speaker and hearer have. To gain meaningful communication, it is needed both the speaking competence and performance.
c. Principles for Designing Speaking Techniques
There are seven ways in designing speaking techniques from Brown 2000:275 which can be adapted for the teacher in determining the speaking
activities in classroom.
1 Use techniques that cover the spectrum of learner needs, from language-based
focus on accuracy to message-based focus on interaction, meaning, and fluency. It means that, both material and activities that will be done in classroom must be
meaningful for the learner so that they can really understand what they are talking.
