16 the extent to which speakers use the language quickly and confidently, with few
hesitations or unnatural pauses, false starts, word searches, etc…” as cited in Nunan, 2003, p. 56. Moreover, speaking fluency deals with the ability to respond
to what other people say to them directly. On the other hand, speaking accuracy is the extent to which students’ speech matches what people actually say. Speaking
accuracy also deals with the ability to use grammar, vocabulary, and pronunciation accurately. From those aspects above, each speaker is expected to
use the language based on its function to the right person in the right situation.
2. Teaching Speaking
This part presents some theories related to teaching speaking. The theories discussed in this part are The Nature of Teaching Speaking, The Aims of
Teaching Speaking, The Problems of Teaching Speaking and The Principles of Teaching Speaking. Further discussion about every part will be presented as
follows.
a. The Nature of Teaching Speaking
Harmer 2007 states that “students are expected to be able speak in a range of different genres and situations, and they will have to be able to use a
range of conversational and conversational repair strategies. They will need to be able to survive i
n typical functional exchanges” p. 343. It means when the students learn speaking, the students are expected to be able to speak to anyone
and anytime. Harmer 2007 also states three main reasons for teaching speaking to the
students in the classroom. He states that:
17 Firstly, speaking activities provide rehearsal opportunities-chances to
practice real-life speaking in the safety of the classroom. Secondly, speaking tasks in which students try to use any or all of the language they
knowprovide feedback for both the teacher and the students. And finally the more students have opportunities to active the various elements of the
language they have stored in the brain, the more automatic their use of these element becomes p. 127.
From the explanation above, speaking practices done by the students in the
class give opportunities for them to speak English in real-life. Having practice everyday, the students can improve their speaking skill. Having reflection is also
needed because it helps the students recognize their problems in speaking. Thus, the students will be accustomed to using the language sand speak spontaneously.
b. The Aims of Teaching Speaking
Brown 2007 states that “the benchmark successful teaching speaking is there is demonstration of an ability to accomplish pragmatic goals through
interactive discourse with their other speakers of the language” p. 322. It means
that teaching speaking will be considered successful if the learners in speaking class can show their ability to speak and reveal their idea.
Nunan 2003, p. 56 notes that the goals and the techniques for teaching speaking are extremely diverse, depending on the students, teachers, overall
contexts of techniques in the interactive classroom. The teacher can deal with both interpersonal interactional and transactional dialogue. In brief, the aim of
teaching speaking is to help the students to use the language in oral communication.
