25
8 Basis for test and evaluation A syllabus becomes the basis for deciding the criteria of evaluating the
success and or the failure in reaching the state of knowledge or the target desired.
5. Speaking Skill a. The nature of Speaking
Speaking involves the development of a particular type of communication skill. Spoken language is basically different from written language. Brown and Yule
as quoted by Nunan 1989: 26-27 discuss the differences. Written language is characterized by well formed sentences, which are integrated into highly structured
paragraphs. On the other hand, spoken language consists of short, often fragmentary utterances, in a range of pronunciations.
b. Teaching Techniques
In learning speaking, the learners should be eager to practice actively in order to achieve the oral production fluency. According to Davies 1988: 261, fluency can
only be achieved by actual and frequent use of the language in meaningful context. As a consequence, the teacher should be able to create effective activities and
consider whether the learners have achieved the fluency or not. Penny, Ur 1999 states four characteristics a successful activity. They are as follows:
a. Learners talk a lot. The class activities provide the opportunity for the learners to use their
speaking ability. The teacher should not dominate the class.
26
b. Participation is even. All of the learners have opportunity to participate in each class activities.
c. Motivation is high. The interesting topic and challenging activities can make the learners are
motivated to talk. d. Language is of an acceptable level.
Learners use relevant utterances so that they will comprehend each other easily.
On the other hand, some teachers have difficulties to be successful in teaching speaking. They often find that the learners are not willing to participate in the
speaking activities. The following are the problems that often exist during the class: a. Inhibition.
Learners often doubt to say things in a foreign language. They are afraid of making mistakes or shy of other participants.
b. Nothing to say. The learners do not have any idea of what they will be talking about. They
cannot find any appropriate utterances that can express their meaning. c. Low or uneven participation.
Sometimes, there will be one participant that dominate the activities too much and it will make the others do not have enough time to talk.
