The Snakes and Ladders Board Game

10 confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation. Furthermore, Harmer et al, in Vilimec 2006 note down that from the communicative point of view, speaking has many different aspects including two major categories, accuracy, and fluency. Accuracy involves the correct use of vocabulary, grammar, pronunciation, whereas fluency is considered as the ability to keep going when speaking happened spontaneously. Furthermore, Richard 2006 stated that differences between activities that focus on fluency and accuracy can be summarized as: 1 Activities focusing on fluency are reflect a natural use of language, focus on achieving communication, require the meaningful use of language, require the use of communication strategies, produce the language that may not predictable and seek to link language use to contact. 2 Activities focusing on accuracy are reflect classroom use of language, focus on the formation of correct examples of language, practice language out of context, practice small samples of language, do not require meaningful communication and control choice of language. Richards, 2006:18 In addition, Brown 2001: 267 says that when someone can speak a language it means that he can carry on a conversation reasonably competently. In addition, he states that the benchmark of successful acquisition of language is almost always the demonstration of an ability to accomplish pragmatic goals through an interactive discourse with other language speakers. Moreover, Brown 2001: 271 adds in teaching oral communication, micro skills are very important. One implication is the importance of focusing on both the forms of language and the functions of the language. Furthermore, Brown states the micro and macro skills in speaking. The macro-skills of speaking are the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 11 abilities to appropriately accomplish communicative functions and sociolinguistics features in speaking to convey connection between events and communicate them, to convey nonverbal cues along with verbal language, and to develop the use of speaking strategies. Meanwhile, the micro-skills of speaking are the abilities to produce different phonemes, chunks of language, English stress pattern, fluent speech at different rate of delivery and natural constituent, reduce form of words and phrases, and to use an adequate numbers of words, grammatical words classes and cohesive devices in spoken discourse. Speaking skill is always related to communication. Speaking skill can be stated as the skill to use the language accurately to express meanings in order to transfer or to get knowledge and information from other people in the whole life situation. Therefore, in order to be able to wage successfully fluent oral production the speaker must possess knowledge of the language and skill to use it properly and precisely.

2. Communicative Language Teaching and Speaking Activities

As Brown in Vilimec 2006 : 17-18 describes that it has been the philosophy of communicative language teaching CLT for many years to teach foreign languages through communicative approach which focuses „on speaking and listening skills, on writing for specific communicative purposes, and on authentic reading texts ‟, the most important features of CLT has defined by means of four characteristics. Brown formulated the features as follows: 1 Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence; 2 Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI