Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH
COCKTAIL PARTY TECHNIQUE (A CLASSROOM ACTION
RESEARCH OF THE SECOND YEAR STUDENTS OF SMP
NEGERI 1 AMPEL IN 2015/2016 ACADEMIC YEAR)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
WRITTEN BY:
MAR’ATUS SHOLIHAH
113 11 131
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
i
IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH
COCKTAIL PARTY TECHNIQUE (A CLASSROOM ACTION
RESEARCH OF THE SECOND YEAR STUDENTS OF SMP
NEGERI 1 AMPEL IN 2015/2016 ACADEMIC YEAR)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
WRITTEN BY:
MAR’ATUS SHOLIHAH
113 11 131
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
MOTTO
Those people have forgotten that learning is not only to pursue and prove
something, but the study itself, is a celebration and tribute to himself.
-Andrea Hirata-
Life can give everything to whoever tries to understand and is willing to
receive new knowledge.
-Pramudya Ananta Toer -
DEDICATION
This graduating paper is dedicated to: 1.
My beloved Mother Mi’ah and my Father Pawiro Suyitno who always give all the best things in my life.
2. All of my beloved sisters and brothers Mas Nur, Mbak Siti, Mas Tadi, Mbak Isti, Mbak Fatky and my younger sister Ulvi.
3. My dearest brothers and sisters in law Mbak Mardiyah, Mas Ali, Mbak Marsiti, Mas Ulil, and Mas Saif.
4. All of my beloved friends
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,Thanks to Allah SWT, God the almighty for the blessing given to me in completing this graduating paper as one of requirement to finished study in English Department faculty of State Institute for Islamic Studies Salatiga. This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to: 1.
Mr. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies Salatiga.
2. Mr. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty.
3. Mrs. Noor Malihah, S. Pd., MA as the head of Head of English Education Department of States Institute for Islamic Studies (IAIN) Salatiga.
4. Mr. Hanung Triyoko, S.S., M.Hum., M.Ed as a consultant who has allowed me to conduct this research and guided me patiently in the process of accomplishing this graduating paper, thank for all.
5. Mrs. Rr. Dewi Wahyu Mustikasari, M. Pd as the validator of the instruments that are used in this graduating paper. Thank for all of your help, suggestion and recommendation.
6. Mr. Rifqi Aulia Erlangga, S.Fil., M.Hum as a consultant of academic.
Thank for your help, suggestion, recommendation and support from my first semester until the end.
7. All lecturers in English Department Faculty of IAIN Salatiga. Thank for all guidance, knowledge, support, and etc.
8. My beloved mother Mi’ah and my Father Pawiro Suyitno who always give
me support encouragement, finance, love, trust, advice, and everlasting praying. Thank for everything.
9. All of my beloved brothers and sisters Mas Nur- Mbak Mardiyah, Mbak Siti-Mas Ali, Mas Tadi-Mbak Marsiti, Mbak Isti-Mas Ulil, Mbak Fatky- Mas Saif, and the youngest girl Ulvi there is no more words left in this word to express. I am thank to you all.
10. The three angel of my big family Niswa Nichlatun Naqiyya, Qotrunnada Sauqiya Ramadhani, and Aqil Husin Zulfadli who always make me smile.
11. My beloved best friends, Mbak Sri, Mbak Fani, Aisyah, Kak Kiky, Maylia, Mas Bima, Doni, Mas Ersa, and Dwi thank for your support, care, togetherness and the sweetest memories.
12. Mr. Dr. Edi Sudarsono, M.M. and Mr. Solihuddin, S.Pd. thank you for your help during my research in SMP N 1 Ampel.
13. All of the students of SMP N 1 Ampel especially VIIIG thanks for your attention, enthusiasm and cooperativeness during the research.
14. All of my friends TBI ’11 especially E class, thank for the cheerful and your togetherness.
15. All of my friends who cannot be mentioned one by one that always give motivation, support and helped me to finish this graduating paper.
16. Everybody who has helped me in finishing this thesis. Thank for all supports, advice, suggestion and other helps that you all gives. The writer hopes that this thesis will useful for everyone.
th
Salatiga, September 29 2015 The Writer
Mar’atus Sholihah ABSTRACT Sholihah, Mar’atus. 2015. Improving Students’ Speaking Skills through Cocktail party technique (A Classroom Action Research of the Second Year
Students of SMP N 1 AMPEL in 2015/2016 Academic Year). A Graduating Paper. Teacher Training and EducationFaculty (TTEF). English Education Department. State Institute for Islamic Studies (IAIN). Consultant: Hanung Triyoko, S.S., M.Hum., M.Ed.
Keywords: Speaking Skill, Classroom Action Research, Cocktail Party
Technique.This research is aimed to develop the students’ speaking skill through the classroom action research by using cocktail party technique. The aims of her research are to find out the students’ speaking mastery before the CAR implemented, to explained the situation of the teaching and learning processes when the CAR implemented and to find out the significance improvement after the CAR implemented by using cocktail party technique. Thirty two students of the second year students of SMP N 1 Ampel were instructed through the classroom action research by using cocktail party technique to improve their speaking skills. The methodology of this research is Classroom Action Research (CAR). It is conducted in two cycles. Each cycle consist of planning, action, observation, and reflection. The researcher found several findings on it. The findings show that the students’ speaking skill were very low, most of them have problem in speaking, it is showed by the mean of the pre-test 63.36. The other finding are many students have difficulties to express the idea orally, many of them preferred to use Javanese and Indonesian rather than use English in the class. In the pre-test 21.87% students pass the standardize score, in post-test I 40.63% students and in post-test II 87.52 % students pass the standardize score. The mean of pre-test 63,36 , the mean of post-test I, 69, and the mean of post-test II 73, 25. The first T-calculation is 4,05 and the second T-calculation is 6,07. The result shows that the T-calculation higher than T-table (2,042). It means that the classroom action research by using cocktail party technique is able to improve the students’ speaking skills.
TABLES OF CONTENTS
TITLE ............................................................................................................ i
DECLARATION ........................................................................................... ii
ATTENTIVE COUNSELOR NOTES ........................................................ iii
PAGE OF CERTIFICATION ..................................................................... iv
MOTTO ......................................................................................................... v
DEDICATION ............................................................................................... vi
ACKNOWLEDGMENT .............................................................................. viii
ABSTRACT ................................................................................................... ix
TABLE OF CONTENTS ............................................................................... x
LIST OF TABLES AND FIGURES ............................................................. xi
CHAPTER I INTRODUCTION A.
1 Background of Study ......................................................................
B.
4 Focus of the Study .........................................................................
C.
4 Statement of the Problem Study .....................................................
D.
5 Objectives of the Study ..................................................................
E.
5 Benefits of the Study ......................................................................
F.
6 The Definition of the Key Terms ....................................................
G.
7 Previous Research Review ..............................................................
H.
8 The Outline of Graduating Paper ...................................................
CHAPTER II THEORITICAL FRAMEWORK A. Speaking ......................................................................................... 10 1. Definition of Speaking ............................................................... 10 2. The Function of Speaking .......................................................... 11
3. Elements of Speaking ................................................................ 16 B. Teaching Speaking ......................................................................... 18 1.
Principles of Teaching Speaking ............................................... 21 2. Encouraging Speaking ............................................................... 24 3. Suggestion for Teacher in Teaching Speak ................................ 25 4. The Roles of The Teacher .......................................................... 29 C. Fluency ........................................................................................... 29 1.
Definition of Fluency ................................................................. 29 2. Activities Focusing on Fluency ................................................. 30 3. Feedback during Fluency Work ................................................. 30 D. Cocktail Party ................................................................................. 31 1.
Definition of Cocktail Party ....................................................... 31 2. The Roles of the Teacher ........................................................... 33 3. The Roles of the Students .......................................................... 34
CHAPTER III RESEARCH METHODOLOGY A. Setting of Research .......................................................................... 35 B. The Method of Research.................................................................. 39 C. Subject of Research ........................................................................ 44 D. Data Collecting Method ................................................................. 47 E. Research Instrument ....................................................................... 48 F. Evaluation Criteria .......................................................................... 51 G. The Procedures of Research ........................................................... 52 H. Technique of Data Analysis ........................................................... 53
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Cycle I ............................................................................................ 56 1. Planning .................................................................................... 56 2. Implementation of the Action ................................................... 57 3. Observation ............................................................................... 65 4. Reflection ................................................................................. 75 B. Cycle II ........................................................................................... 76 1. Planning .................................................................................... 76 2. Implementation of the Action ................................................... 77 3. Observation ............................................................................... 83 4. Reflection ................................................................................. 90 C. Discussion ....................................................................................... 90 CHAPTERV CONCLUSION AND RECOMMENDATION A. Conclusion ...................................................................................... 92 B. Recommendation ............................................................................ 93 BIBLIOGRAPHY CURRICULUM VITAE APPENDIXES
LIST OF TABLES AND FIGURE
List of Tables Table 3.1 The organization teachers’ structure of SMP N 1 Ampel ... 37Table 3.2 The organization of non educational structure of SMP N 1 Ampel ....................................................................................... 37Table 3.3 The Distribution of the Class of SMP N 1 ..............................38 Table 3.4 Education Facilities and Tools................................................. 38
Table 3.5 List of VIII G Class Group of SMP N 1 Ampel ..................... 44 Table 3.6 Questions Sheet ........................................................................48 Table 3.7 Students’ Observation Sheet ................................................... 49 Table 3.8 The Assessment Scale for Oral Ability ..................................
50 Table 3.9 The Students’ Achievement .................................................... 51
Table 4.1 Students’ Observation Sheet.................................................... 66 Table 4.2 The Result of Pre-test ...............................................................68 Table 4.3 The Classification of Pre-test ..................................................
70 Table 4.4 The Result of Post-test I ..........................................................
70 Table 4.5 The Classification of Post-test I ..............................................
72 Table 4.6 The Result of Pre-test and Post-test I .................................... 72 Table 4.7 Observation Sheet ....................................................................
84 Table 4.8 The Result of Post-test II .........................................................
85 Table 4.9 The Classification of Post-test II ............................................ 87 Table 4.10 The Result of Post-test I and Post-test II ..............................
87 List of Figure Figure 1.1 The cycle of Classroom Action Research ..............................
42
CHAPTER I INTRODUCTION A. Background of the Study Language is a communication tool that helps people expresses their
feelings and ideas. Language is a system of communication in speech and writing used by people of a particular country, Oxford Dictionary (2008: 247). It helps us deliver our aims in a communication, without the language we will find difficulties to communicate with others. Every country has their own language because of the difference cultures among them. To connect the countries all over the world, English has been chosen as the international language. The current status of English as an international or global language is underpinned by its wide use in a range of fields such as politics, diplomacy, international trade and industry, commerce, science and technology, education, the media, information technology, and popular culture, Allan (2008: 12).
In Indonesia English is learned as a foreign language where it is taught in schools but it does not play an essential role in national or social life. English is only taught at school for two hours in a week and the material that is taught mostly focus on the grammar comprehension rather than developing the speaking, listening, writing or reading skills. As a result most of the Indonesian students use English passively even they have learned English for more than six years. It is ironic because a language will be useful if we use it. Fauziati (2010: 15) states that the goal of teaching speaking skill is to enable learners to communicate efficiency which implies that he or she can use language efficiency depend on situation.
That is why we also need to focus on students‟ speaking skill because it holds important roles in our daily life.
Fauziati (2010:15) points out that “mastering the art of speaking is the single most important aspect of learning a second or foreign language and success is measure in term of ability to carry out a conversation in the language”. By mastering speaking skill, students are able to make conversation with others, share their ideas and exchange the information with others. However most of the second language learners in Indonesia have less ability in speaking. This case usually happens because of the wrong approach, method or technique that is used in the teaching processes. The same case also happens in SMP Negeri 1 Ampel, most of the students in this school have less of confidence, difficult to express the idea orally, have limited vocabulary, and lack of courage to speak out for fear of being wrong.
To solve the problems of the students‟ speaking skill the English teacher must pay attention on their teaching strategy by choosing the right approach, method and technique in their teaching plans. These three words have relationships and level in concept and organization but many of us are difficulty to differentiate it. According to Anthony in Richard and Theodore (2001:17)
“…approach is the level at which assumptions and beliefs about language and language learning are specified: methods is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented: technique is the level at which classroom procedures are described”. It means approach is level at which assumption that language learning is specified, while method is level at which theory is to put practice where the content to be taught and presented and technique is level at which procedures are described in process learning. Technique is procedure and real practice. In other words, technique is a manner, a way or method in teaching learning process, Richard and Rodger (2001: 5).
There are many kinds of approach, method and technique that can be used to help the teacher in the teaching and learning process. However the teacher should be able to choose which is the suitable approach, method, or technique for their class because every class has different characteristics. The wrong choice will give bad impact not only for the teaching and learning process but also to the student‟s comprehension.
From the explanation above the writer would like to make research entitled
“IMPROVING STUDENTS’ SPEAKING SKILLS
TRHOUGH COCKTAIL PARTY (A Classroom Action Research of
the Second Year Students of SMP N 1 Ampel in 2015/2016 Academic
Year)”.B. Focus of the Study
In this research, the writer focus on the technique that is used to improve the students‟ speaking skills in eight grade students of SMP N 1 Ampel in 2015/2016 academic year. The writer focuses in speaking class and limit scope of speaking only in fluency.
C. Statement of the Problem Study
To clarify the problem that is going to be analyzed, the statement of the problem is formulated as follows:
1. How is the profile of the students speaking mastery of the second year students of SMP N 1 Ampel in 2015/2016 academic year before the classroom action research applied?
2. How is the teaching learning situation when the classroom action research happened in the class to improve the students‟ speaking skills of the second year students of SMP N 1 Ampel in 2015/2016 academic year?
3. What is the significant improvement after the cycles of classroom action research have been performed to the second year students of SMP N 1 Ampel in 2015/2016 academic year?
D. Objectives of the Study
Based on the statement of the problem above, the objective of the study is as follows:
1. To find out the profile of the students speaking mastery of second year students of SMP N 1 Ampel in 2015/2016 academic year before the classroom action research applied.
2. To find out the teaching learning situation when the classroom action research happened in the class to improve the students‟ speaking skills of second year students of SMP N 1 Ampel in 2015/2016 academic year.
3. To inform the significant improvement after the cycles of classroom action research have been performed to the second year students of SMP N 1 Ampel in 2015/2016 academic year.
E. Benefits of the Study
The results of this research are expected to be useful for:
1. Theoretical Benefit The result of this research can be used to develop the theory about the implementation of cocktail party technique, especially in teaching speaking.
2. Practical Benefit
a. Student The result of this research will make the students able to solve their problems in speaking especially in fluency.
b. Teacher The result of this study can be used as guidance in giving inspiration and varieties in teaching speaking.
c. Other Researchers The result of this study can be used as the reference for future research.
F. The Definition of the Key Terms
To avoid misinterpretation about the title of this research, the writer would like to clarify and explain the terms used in this study as follows:
1. Improve Improve is become or make better (Oxford Dictionary, 2008:
222). Some theories give the definition about improve as the activities to raise more desirable or more excellent quality or condition or to increase the productivity or value of land and property.
2. Students Student is person who is studying at college or university; person studying at secondary school; any person interested in a particular subject (Oxford Dictionary, 2008: 441).
The other definition of student is a person engaged in study; one who is devoted to learning; a learner, a pupil; scholar; especially, one who attends a school, or who seeks knowledge from professional teachers or from books; as the students or an academy, a college, or a university; a medical student; a hard student. (Collins Thesaurus of the English Language, 2002: 214)
3. Speaking skill 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.
G. Previous Research Review
In this graduating paper, the researcher reviews several related studies to support this paper as mentioned; Improving Students Speaking Skill Through Story Telling Using
Puppets (Classroom Action Research of the Eighth Grade Students of SMP 06 Salatiga in the Academic Year 203/2015), by Risma Hanifah. In this graduating paper, she focused on the use of puppets to improve the students speaking skill. According to her puppets can improve the students speaking skill of the eighth grade students of SMP 06 Salatiga. To collect the data she used two method, observation and test method. She did the research in two cycles in order to help the students improve their speaking skill. After analyzing the result of cycle I and cycle II, she conclude that storytelling using puppets show can motivated and improve students speaking skill.
Another research has been done by Tika Rahmawati entitled The Use of Scaffolding Talk Technique to Improve Students‟ Speaking Skill (Classroom Action Research of the Eighth Grade Students of MTs Negeri Andong in the Academic Year 2013/2014). In her research she focused in the use of scaffolding talk where she did it in two cycle. After doing all of the cycles, the researcher found that the use of Scaffolding Talk technique helps the students to increase their speaking skill and most of students have a great motivation and active in learning speaking when Scaffolding Talk was applied.
There are few differences between these studies. In this studies the writer focus on the cocktail party technique to help the students improve their speaking skill. Furthermore the writer will focus to improve the student‟s speaking fluencies. That is all the differences between this study and the previous research review.
H. The Outline of Graduating Paper
The writer orders the research paper organization into five chapter such as: Chapter I tell about introduction. The writer will explain about general background of the problem, focus of the study, statement of the problem, objective of the study, benefit of the study, clarification of the key term, previous research review and graduating paper outline. Chapter
II describes about review of related information about speaking skill, teaching speaking, fluency and cocktail party‟s technique. Chapter III discusses about the research method. It covers setting of research, method of research, the subject of research, data collecting method, research instrument, evaluation criteria, the procedures of research, and technique of data analysis. Chapter IV presents research findings and discussion. It includes the analysis of the technique that used to improve the speaking skill for the eighth grade students of SMP N 1 Ampel. Chapter V is conclusion and recommendation. It contents all of data analysis an gives some suggestion of the problems discussed. The last part is bibliography and appendixes.
CHAPTER II THEORITICAL FRAMEWORK A. SPEAKING
1. Definition of Speaking
Some experts in language learning have proposed many definitions of speaking. According to Chaney in Kayi (2006) speaking is the process
of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information.
Speaking skills will be develop if we use it in our daily conversation as Nunan (2003:39) states that the success in speaking is measured through someone
‟s ability to carry out a conversation in the language. In the same argument Fauziati (2010: 15) argues t o the most
people, mastering the art of speaking is the single most important aspect of learning a second or a foreign language, and success is measured in terms of the ability to carry out conversation in the language.
From the definitions above, we can conclude that speaking is an important skill in learning English because with speaking we can express our ideas, notions and feelings. Therefore improving the students speaking
skill is an important thing in English Teaching as Harmer says,
“If s
He
tudents are not using English everyone is wasting their time.” explains that a situation where students are not speaking English is often seen as a teacher/student failure.
2. The Function of Speaking
According to Brown in Richard (2008: 22-28) there are three functions of speaking, they are; a. Talk as interaction
Talk as interaction refers to what we normally mean by “conversation” and describes interaction that serves a primarily social function. When people meet, they exchange greetings, engage in small talk, recount recent experiences, and so on because they wish to be friendly and to establish a comfortable zone of interaction with others. The focus is more on the speakers and how they wish to present themselves to each other than on the message. Such exchanges may be either casual or more formal, depending on the circumstances, and their nature.
1) Examples of these kinds of talk are:
a) Chatting to an adjacent passenger during a plane flight (polite
conversation that does not seek to develop the basis for future social contact)
b) Chatting to a school friend over coffee (casual conversation that
serves to mark an ongoing friendship)
c) A student chatting to his or her professor while waiting for an elevator (polite conversation that reflects unequal power between
the two participants) d) Telling a friend about an amusing weekend experience, and hearing him or her recount a similar experience he or she once had
(sharing personal recounts)
2) The main features of talk as interaction can be summarized as follows:
a) Has a primarily social function
b) Reflects role relationships
c) Reflects speaker‟s identity
d) May be formal or casual
e) Uses conversational conventions
f) Reflects degrees of politeness
g) Employs many generic words
h) Uses conversational register i) Is jointly constructed 3) Some of the skills involved in using talk as interaction involve knowing how to do the following things: a) Opening and closing conversations
b) Choosing topics
c) Making small-talk
d) Joking
e) Recounting personal incidents and experiences
f) Turn-taking
g) Using adjacency pairs
h) Interrupting i) Reacting to others j) Using an appropriate style of speaking b. Talk as transaction
Talk as transaction refers to situations where the focus is on what is said or done. The message and making oneself understood clearly and accurately is the central focus, rather than the participants and how they interact socially with each other. In such transactions,
. . . talk is associated with other activities. For example, students may be engaged in hands-on activities (e.g., in a science lesson) to explore concepts associated with floating and sinking. In this type of spoken language students and teachers usually focus on meaning or on talking their way to understanding. Jones in Richard (1996:14)
1) Examples of talk as transaction are:
a) Classroom group discussions and problem-solving activities
b) A class activity during which students design a poster
c) Discussing needed computer repairs with a technician
d) Discussing sightseeing plans with a hotel clerk or tour guide
e) Making a telephone call to obtain flight information
f) Asking someone for directions on the street
g) Buying something in a shop
h) Ordering food from a menu in a restaurant
2) The main features of talk as transaction are: a) It has a primarily information focus.
b) The main focus is on the message and not the participants.
c) Participants employ communication strategies to make them understood.
d) There may be frequent questions, repetitions, and comprehension checks, as in the example from the preceding classroom lesson.
e) There may be negotiation and digression.
f) Linguistic accuracy is not always important. 3) Some of the skills involved in using talk for transactions are:
a) Explaining a need or intention
b) Describing something
c) Asking questions
d) Asking for clarification
e) Confirming information
f) Justifying an opinion
g) Making suggestions
h) Clarifying understanding i) Making comparisons j) Agreeing and disagreeing c. Talk as performance The third type of talk that can usefully be distinguished has been called talk as performance. This refers to public talk, that is, talk that transmits information before an audience, such as classroom presentations, public announcements, and speeches.
Talk as performance tends to be in the form of monolog rather than dialog, often follows a recognizable format (e.g., a speech of welcome), and is closer to written language than conversational language. Similarly, it is often evaluated according to its effectiveness or impact on the listener, something that is unlikely to happen with talk as interaction or transaction.
1) Examples of talk as performance are:
a) Giving a class report about a school trip
b) Conducting a class debate
c) Giving a speech of welcome
d) Making a sales presentation
e) Giving a lecture 2) The main features of talk as performance are:
a) A focus on both message and audience
b) Predictable organization and sequencing
c) Importance of both form and accuracy
d) Language is more like written language
e) Often monologic
3) Some of the skills involved in using talk as performance are:
a) Using an appropriate format
b) Presenting information in an appropriate sequence
c) Maintaining audience engagement
d) Using correct pronunciation and grammar
e) Creating an effect on the audience
f) Using appropriate vocabulary
g) Using an appropriate opening and closing
3. Elements of Speaking
The ability to speak fluently especially in English needs the elements for the spoken production as the following Harmer (2001:269): a. Language Features
Among the elements necessary for spoken production, are the following: 1) Connected speech: effective speakers of English need to able not only to produce the individual phonemes of English. In connected speech sounds are modified (assimilation), omitted, (elision), added (linking), or weakened (through contractions and stress patterning). It is for this reason that we should involve students in activities designed specifically to improve their connected speech.
2) Expressive devices: native speakers of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and non-verbal (paralinguistic) means how they are feeling (especially in face-to-face interaction).
3) Lexis and grammar: spontaneous speech id marked by the use of a number of common lexical phrases, especially in the performance of certain language functions. 4) Negotiation language: effective speaking benefits from the negotiator language we use to seek clarification and show the structure of what are saying.
b. Mental/social processing Another success of speaker‟s productivity besides the knowledge of language skills such as those discussed above is also dependent upon the rapid processing skills that necessitates.
1) Language processing: effective speakers need to 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. Language processing involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. One of the main reasons for including speaking activities in language lessons is to help students develop habits of rapid language processing in English.
2) Interacting with others: most speaking involves interaction with one or more participants. This means that effective speaking also involves a good deal of listening, an understanding of how the other participants are feeling. And a knowledge of how linguistically to take turns or allow others to do.
3) (on the spot) information processing: quite apart from our response others feeling, we also need to be able to process the information they tells us the moment we get it. The longer it takes for the penny to drop the less effective we are as instant communicators. However, it should be remembered that this instant response is very culture-specific, and is not prized by speakers in many other language communities.
B. Teaching Speaking
According to Fauziati (2010:15) the goal of teaching speaking skill is communicative efficiency. This means that learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid 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. While Nunan in Kayi (2006) states that, what is meant by "teaching speaking" is to teach learners to:
1. Produce the English speech sounds and sound patterns 2.
Use word and sentence stress, intonation patterns and the rhythm of the second language.
3. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.
4. Organize their thoughts in a meaningful and logical sequence.
5. Use language as a means of expressing values and judgments.
6. Use the language quickly and confidently with few unnatural pauses, which are called as fluency.
Ur (1991: 120) argues that the speaking skill is the most important one since foreign language learners are most of all interested in becoming actual speakers of a language. Therefore, activities that develop learners‟ speaking skills are an important part of a language course. Because of the importance of speaking, teacher needs to know if the teaching process success or not. Ur (1991: 121) writes about four characteristics for a successful speaking activity:
1. Learners talk a lot: As much as possible of the period of time allotted to the activity is in fact occupied by learner talk. This may seem obvious but often most time is taken up with teacher talk or pauses.
2. Participation is even: Classroom discussion is not dominated by a minority of talk active participants; all get chance to speak, and contributions are fairly evenly distributed.
3. Motivation is high: Learners are eager to speak; because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective.
4. Language is of an acceptable level: Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.
However, during the teaching speaking there are still many difficulties that are faced by students. According to Ur (1991: 121), there are many factors caused difficulty in speaking, and they are as follows:
1. Inhibition: unlike reading, writing or listening activities, speaking requires some degree of real time exposure to an audience. Learners are often inhibited about trying to say things in foreign language in the classroom, worried about making mistakes, fearful of criticism or losing face, or simply shy of attention that their speech attracts.
2. Nothing to say: even if they are not inhibited, learners often complain that they cannot think of anything to say, they have no motive to express themselves beyond the guilty feeling that they should be speaking.
3. Low or uneven participation: Only one participant can talk at a if he or she is to be heard, and in a large group this means that each one will have only very little talking time. This problem is compounded by the tendency of some learners to dominate, while others speak very little or not at all.
4. Mother-tongue use: in classes where all or number of, the learners share the same mother tongue, they may tend to use it, because it is easier, feels unnatural to speak to one another in a foreign language and because they feel less „exposed‟ if they are speaking their mother tongue.
Because of some difficulties of speaking that is explained above, students need to be encouraged to take more responsibility for their own learning. Learning is no longer seen as one-way transfer of knowledge, teacher need to create a situation where the students able to speak and make conversation with others to help them develop their speaking skill. Kayi (2006) argues in order to teach effective speaking skills teachers need to: a. Explicitly model effective speaking in a formal and informal manner b. Provide opportunities for students to engage in conversational- style speaking e.g. using the shop area, providing scenario cards c. Give students tasks that involve observing and recording effective speaking d. Use role-playing to teach and reinforce good conversational skills
e. Carry out activities where the whole class read aloud
f. Teach the rules that govern social interaction as mentioned above
g. Create organic charts to capture the mannerisms associated with effective speaking such as the non-verbal behaviors mentioned above.
1. Principles of Teaching Speaking
According to Kathelen (2003: 54-56), there are some principles for teaching speaking. Some of which are described below: a. Be aware of the differences between second language and foreign language learning contexts.