9 channel or mode and form of speech, Norms norms of interpretation and norms
of interaction, and Genre categories. The third is speaker roles. It is represented in roles, role relationship and
politeness that are quoted from Grice 1975. The speakers are influenced by speaker roles and role relationship in choosing of words in interaction. It also
influenced the quality of politeness in the talk. Louma 2004 stated Grice 1975 gives four conversational maxims: quantity give sufficient information but not
too much, quality say only what you know to be true, relation be relevant and manner be brief, clear and orderly.
2.1.2 Teaching Speaking
Based on Rivers 1968, the teaching of speaking skill is more demanding on the teacher than the teaching of any other language skills; the teacher will need
to give the students many opportunities to practice the speaking skill. Consequently, it is essential for the teacher to give the learners many opportunities
to practice speaking skill. When the teacher provides more complicated matter of the foreign speech to be answered, the learners ability will be greater developed
also. Rivers 1968 stated teacher will need to use his imagination in devising situations which provoke the students to the use of the language in the expression
of his own meaning. There are some cases that makes speaking difficult based on Brown et al
2000: 1. Clustering
Fluent speech is phrasal, not word by word. Learners can organize their output both cognitively and physically through such clustering.
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10 2. Redundancy
The speaker has an opportunity to make meaning clearer through the redundancy of language.
3. Reduced forms Contractions, elisions, reduced vowels, etc., all form special problems in
teaching spoken English. 4. Performance variables
One of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance, hesitations,
pauses, backtracking, and corrections. 5. Colloquial language
Make sure the students are acquainted with the words, idiom, and phrases of colloquial language.
6. Rate of delivery The tasks in teaching spoken English is to help learners achieve an acceptable
speed along with other attributes of fluency. 7. Stress, rhythm, and intonation
This is the most important characteristic of English pronunciation. The stress- timed rhythm of spoken English and its intonation patterns convey important
messages. 8. Interaction
Learning to produce waves of language in a vacuum would rob speaking skill of its richest component.
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11 Speaking comes naturally to humans, but it is not as simple as it seems.
Sometimes people feel afraid or nervous to speak in front of people or a large group.
According to Davies 2000, there are some implications for teaching: a. Try to create relaxed atmosphere in your classes so that most learners are not
frightened of speaking in front of the rest of the class. And do as many speaking activities as possible in pairs and groups, so that the learners can
speak English without the rest of the class listening. b. Expose the learners as much as possible to naturally pronounce speech, and
also integrate some pronunciation work into your lessons. They will not learn to pronounce intelligibly, or to develop speaking skill in general, if they do not
hear enough natural speech. c. Accustom the learners to combine listening and speaking in real time, in
natural interaction. Perhaps the most important opportunity for this is in the general use of English in the classroom.
2.1.3 The Characteristics of Good Speaking Activities
