verbal communication which set out with the ability of utilizing mechanism that will involve oral production language. It is the main concern in speaking.
6
Based on the Longman Dictionary of Contemporary English, speaking, from the word of speak, is say words.
7
Based on some various definitions above, the writer concludes the definition of speaking as the essential skill of language is naturally the way
human communicate to express ideas, feelings, as well as opinions to achieve a particular goal while to maintain social relation between people.
2. The Forms of Speaking
Speaking, according to Blazz, usually takes one of the following forms:
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a Conversationdiscussion
b Circumlocution description
c Memorized speech
d Oral reports
e Interviews
More detail about the form of speaking, Brown and Yule 1983a also
examine the various forms of language which are most frequently used by speakers of the language. There are:
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Incomplate sentences Very little subordination subordinate clauses etc.
Very few passives Not many explicit logical connectors moreover, however
6
J.L. Kayfetz, Speaking Effectively, Boston: Heinle Publisher, 1992, p. 22.
7
Longman, Longman Dictionary of Contemporary English, England: Pearson, 2004, p.15.
8
Deborah Blazz, Foreign Language Teacher’s Guide to Active Learning, New York: Eye on
education, 1999, p. 28.
9
Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, Cambridge: Blackwell Publisher, 1993, pp.155-156.
Topic comment structure as in „the sun-oh look it’s going down’ the syntac of the written language would probably have a subject-verb-predicate
structure Replacingrefining expression e.g. „this fellowthis chap she was supposed
to meet’ Frequent reference to things outside the „text’, such as the weather for
example. This kind of referencing is called „exophoric’. The use of generalized vocabulary thing, nice stuff, place, a lot of
Repetition of the same syntactic form The use of pauses and „fillers’ „erm’, „well’, „uhuh’, „if you see what I
mean’, and so on.
3. The Goal of Teaching Speaking
Murcia states in her book that the goal of speaking component in a language class should be to encourage the acquisition of communication skill
and foster real communication in and out of the classroom.
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Scrivener writes in his book, fluency and confidence are the important goals in the speaking class.
11
Richards describes the concept of fluency reflects the assumption the speakers set out to produce discourse that is
comprehensible, easy to follow, and free from errors and breakdowns in communication, though this goal is often not met due to processing and
production demand.
12
10
Marianne Celce-Murcia, Teaching English as Second or Foreign Language Boston; Heinle Heinle Publisher, 1991, p. 126.
11
Jim Scrivener, Learning Teaching a Guidebook for English language teachers Oxford; Macmilan publisher, 2005 ,p.146.
12
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching an Anthology of Current Practice, New York: Cambridge university press, 2002, p. 75.
Higgs and Mohan have moved us away from the goal of accurate form toward a focus on fluency and communicate effectiveness.
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The writer agrees with various opinions above, therefore she concludes that the main goal in teaching speaking is use the language for communication
fluency and effectiveness. Harmer writes in his book, there are three main reasons for getting students to speak in the classroom. Firstly, speaking
activities provide rehearsal opportunities. Secondly, speaking tasks in which students try to use any or all of the languages they know provide feedback for
both teacher and students. Finally, the more students have opportunities to activate the various elements become.
14
There are many factors of conversational English proficiency as cited in Higgs Clifford;
1 Accent
a. Pronunciation frequently unintelligible
b. Frequent gross errors and a very heavy accent make understanding
difficult, require frequent repetition. c.
Foreign accent
requires concentrated
listening and
mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary.
d. Marked „foreign accent’ and occasional mispronunciations that do
not interfere with understanding. e.
No conspicuous mispronunciation, but would not be taken for native speaker.
f. Native pronunciation, with no trace of „foreign accent’.
13
Marianne Celce-Murcia, Teaching English As Second or Foreign Language Boston: Heinle Heinle Publisher, 1991, p. 125.
14
Jeremy Harmer, How To Teach English, England: Pearson 2007, p. 123.
2 Grammar
a. Grammar almost entirely inappropriate or inaccurate, except in stock
phrases. b.
Constant errors showing control of very few conversational micro skills or major pattern, and frequently preventing communication.
c. Frequent errors showing inappropriate use of some conversational
microskills or some major patterns uncontrolled, and causing occasional irritation and misunderstanding.
d. Occasional errors showing imperfect control of some conversational
microskills or some patterns, but no weakness that causes misunderstanding.
e. Few errors, with no patterns of failure.
f. No more than two errors during the conversation.
3 Vocabulary
a. Vocabulary limited to minimum courtesy requirements.
b. Vocabulary limited to basic personal areas and very familiar topic
autobiographic information, personal experiences, etc. c.
Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common familiar topics.
d. Vocabulary adequate to discuss special interests and any
nontechnical subject with some circumlocutions. e.
Vocabulary broad, precise and adequate to cope with complex practical problem and varied topics of general interest current
events, as well as work, family, time, food, transportation. f.
Vocabulary apparently as accurate and extensive as that of an educated native speaker.
4 Fluency
a. Speech is so halting and fragmentary that conversation is virtually
impossible.
b. Speech is very slow and uneven, except for short or routine
sentences; frequently punctuated by silence or long pauses. c.
Speech is frequently hesitant and jerky; sentences may be left uncompleted.
d. Speech is occasionally hesitant, with some unevenness caused by
rephrasing and groping for words. e.
Speech is effortless and smooth, but perceptibly nonnative in speed and evenness.
f. Speech on all general topics as effortless and smooth as a native
speaker. 5
Comprehension a.
Understand too little to respond to conversation initiation or topic nominations.
b. Understand only slow, very simple speech on topic of the general
interest; requires constant repetition and rephrasing. c.
Understand careful, somewhat simplified speech directed to him or her, with considerable repetition and rephrasing.
d. Understand everything in normal educated conversation, except for
very colloquial or low-frequency items or exceptionally rapid or slurred speech.
e. Understands everything in informal and colloquial speech to be
expected of an educated native speaker.
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4. The Characteristics of Good Speaking Activities
