Pronunciation The Elements of Speaking

c. Vocabulary

As we know, vocabulary is a basic elements in language. Vocabulary is single words, set phrases, variable phrases, phrasal verb and idioms. 11 According to Richards vocabulary is the core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Jackson and Amvela say that the terms of vocabulary, lexis, and lexicon are synonymous. Vocabulary is one of the language components that can affect macro skills. Some definition of vocabulary is proposed by some experts. In addition, Richards and Schmidt state that vocabulary is a set of lexeme, including single words, compound words, and idioms. Vocabulary development refers to the knowledge of stored information about the meanings and pronunciations of words necessary for communication. Vocabulary development is important for beginer speaker in that when a student sounds out a word, he or she is also determining if the word makes sense based on his or her understanding of the word. If a student does not know the meaning of the word, it is difficult to check for the word that fits or not. Vocabulary development is also a primary determinant of speaking. Speaker cannot understand the content and topic of what they are speaking unless they understand the meaning of the majority of words in speech and also the speaker will be difficult to speak if they have problem in the knowledge of vocabulary in their selves. According to the Collins Cobuild English dictionary,there are two types of vocabulary, vocabulary of language is the total number of word in it and someone’s vocabulary is the total of words in a language that he or she knows. 12 The vocabulary of language always changes and grows in community of people and become more complex, people devise or borrow new words to describe man’s activities. Talking about vocabulary, Lehr, Osborn, and Hiebert defined vocabulary as knowledge of words and words meaning in both oral and print language and in productive and receptive forms. Harmer summarized that 11 Keith S. Folse, Vocabulary Myths, Applying Second Language Reseacrh to Classroom Teaching, Michigan: University of Michigan, 2004 , p. 2. 12 Rosa Lopez Campillo, Teaching and Learning: An Introduction for English Student, Rome: De Magisterio De Albacete, p. 35. knowing a vocabulary means knowing about meaning, word use, word formation, and word grammar. Word meaning is also governed by metaphors and idioms, the word hiss refers to the noise of snake and to someone ‟ s threat to others. In collocation, a word goes with each other, such as, headache, earache, and so on. In addition, style and register is applied by differentiating the language to be used by someone either in a formal or informal context, for example hello formal and hi informal. Moreover, word formation may also create word meaning vy seeing them on their grammatical contexts. It means that we look at how the suffixes and the prefixes work such as in imperfect and perfect, inappropriate and appropriate. there are some aspects that have to be discussed in vocabulary, namely: word meaning synonym, antonym, connotation, and denotation, extending word use such as idioms, word combination or collocation, and the grammar of words which comprises noun,verb, adjective, and adverb. With all definitions, show us that vocabulary is the first element that the English learners should learn in order to master English well. With limited vocabulary the conversation in people interaction will not be possible.

d. Fluency

In simple terms, fluency is the ability to talk freely without too much stoping or hestitating. Meanwhile, according to Gower et- al fluency can be thought of as the ability to keep going when speaking spontaneosly. 13 The ultimate goal of many secon language learners is to be fluent in the target language, fluently in speaking of course mean to be ablle express their thought and meaning easly and smoothy without feel stuck in any situations. the definition of fluency firstly explained by Pawley and Syder, they said that fluency is ability to produce fluent streches of discourse like as the native speaker. 14 Day and Shapson defined fluency as: “the ease and flow of the students speech in 13 David Riddel, Teach English as a Second Language, Chicago: McGrew Hill Companies, 2011, p. 118. 14 Judit Kormos and Mariann Dénes, Exploring Measures And Perceptions of Fluency In The Speech of Second Language Learners, Budapest: Eötvös Loránd University, p. 3. comparison with native speakers . “ 15 they elaborated the four levels, The four levels are 1. halting, slow speech, noticeable breaks between words, seems to require much effort; 2. speech is uneven, some noticeable breaks between words, seems to require effort, occasionally halting, tend to but not necessarily have slower speech rate than level three; 3. relatively smooth and effortless speech but rate of speech is slower than native or perceptibly non-native; and 4. relatively smooth, native-like rate of speech. The man who investegated about fluency is Fillmore, as Fillmore conceptualised fluency in four different ways. First, he defined fluency as the ability to talk at length with few pauses and to be able to fill the time with talk. Second, a fluent speaker is not only capable of talking without hesitations but of expressing hisher message in a coherent, reasoned and semantically densed manner. Third, a person is considered to be fluent if heshe knows what to say in a wide of range of contexts. Finally, Fillmore argued that fluent speakers are creative and imaginative in their language use and a maximally fluent speaker has all of the above mentioned abilities. These definitions suggest that fluency can be measured by looking at the speed and flow of language production, the degree of control of langugae and the way language and content interact. For Beatens Beardsmore, oral fluency is understood to imply a communicative competence requiring an ability to formulate accurate and appropriate utterances of more than one sentence in length ” 16 . He explained his concept of fluency in these terms: Oral fluency requires the ready availability of this communicative competence for the formulation of appropriate utterances in real time, involving a strategy for the elaboration of sentence structures, as well as the selection and insertion of lexical items. Individual sentences must be integrated into connected discourses. Beardsmore selected specific criteria and established them as a function of his aims. These are : fluency tentatively defined as the ability to give proof of sustained oral communicative spontaneous competence, use of production as well implying as the conversational a certain 15 Marguerite E. Ascione, Fluency Development in Second Language Teaching, Alberta: University Of Lethbridge, 1985, p. 8. 16 Marguerite E. Ascione, op. cit., p. 10.