The objective of The Study The Significance of The Study

devices to in order to help convey the intended meaning and promote the contact with their interlocutors. Students should be able to use at least some of these expressive devices. c The use of lexis and grammar. The use of common lexical and grammatical features can be found in spontaneous speech when performing certain language functions. These “lexical phrases”, as Harmer refers to them, perform various communicative functions. Teachers should therefore consider what phrases could be of practical use to their students. Consequently, they can provide students with phrases of the particular function suitable for different contexts such as expressing opinions, making suggestions, agreeing, disagreeing, apologizing, talking on the telephone etc. d The use of negotiation. The interaction involves negotiation of meaning. In order to be comprehensible, speakers use various means to check understanding, e.g. by repetition, clarification of meaning, structuring their speech etc. Listeners participate in the speaker’s effort to be intelligible by signalling that they do not understand, asking for clarification In addition, Harmer states the speaker’s productive ability involves the knowledge of language skills such as those discussed above, success is also dependent upon the rapid processing skill. Those are rapid processing skill that involves language processing, interaction and information processing. 5 a Language Processing Effective speakers need to be able to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. b Interacting with others The most speaking involves interaction with one m ore participants. This means that effective speaking involves with listening and 5 Ibid., p. 271 understanding each other. How the other participants are feeling and knowledge of how linguistically to take turns or allow others to do so. c Information processing Quite apart from our response to others’ feelings, we also need to be able to process the information they tell us the moment we get it. These processing skills are also necessary elements in expressing the language because the environment will improve our fluency in speaking skill. If these elements have been mastered, the learners will have perfect speaking skill.

3. Teaching Speaking Skill

Teaching speaking is sometimes considered as a simple process of commercial language school around the world, which hires people with no training to teach conversation. Although speaking is totally natural, speaking in a language other than our own is anything but simple. 6 From the explanation above, teaching conversation for learners in foreign language is simple. Learn spoken language sometimes don’t have to focus to grammar rules, learners only need to construct a sentence from their habit of speaking. In other page of his book, Nunan says that there are four principles for teaching speaking. They are: 7 a Be aware of the differences between second language and foreign language learning contexts. Teaching English as a Foreign Language EFL typically take place in a foreign country, usually with students from the same country. In contrast, English as a Second Language ESL classes take place in an English-speaking country, with students from all different backgrounds. 6 Nunan. loc. cit. 7 Ibid., p. 54-55 English as a Foreign Language EFL and English as a Second Language ESL require two different strategies for teaching for a number of reasons. It is important to know what each one is so that the different needs of the students can be met. A Foreign Language context is one where the target language is not the language of communication in the society e.g., learning English in Indonesia. A Second Language context is one where the target language is the language of communication in the society e.g., learning English in the UK. The difference between EFL and ESL might seem little at first, but they do require very different teaching to meet the aims and objectives of the students. It is important that teachers knows the difference between EFL and ESL in order to change their strategy to better suit the students’ need. b Give students practice with both fluency and accuracy. Accuracy and fluency are two factors which can determine the success of English language learners in the future. Essentially accuracy is extent to which the speakers’ ability to produce correct sentence using correct grammar and vocabulary when they use the target language. On other hand, fluency is extent to which the speakers’ ability to produce language easily and smoothly, with few hesitations or unnatural pauses, false starts or word searches. In language lessons, the opportunities to develop both the fluency and accuracy must be given to the learners. Typically, at beginner level when the students do not have enough language to worry about fluency, teachers tend to focus on accuracy. Learners can’t develop fluency if the teacher is constantly interrupting them to correct their oral errors. Later, when the learners are reasonably independent language users, a mix of accuracy and