also states that “there are two stages in speaking. The first is practice stage covering
manipulation of the fixed elements of the language like phonological and grammatical patterns together with vocabulary. The second is production stage where
this stage gives opportunity for expression of personal meaning ”.
Finally, it can be concluded that speaking fluency is the ability to fulfill time by talking intelligibly, accurately, reasonably, understandably, and without too much
hesitation in order to make the hearers understand the speech.
2.3 General Concept of Teaching Speaking
There are three points explained. They are teaching speaking, types of classroom teaching performance, and the indicators of speaking competence.
2.3.1 Teaching Speaking
Teaching spoken language is not easy since it has some characteristics. In order to be fluent in speaking English, learners should have some practices in their daily lives.
Unfortunately, most learners only practice their speaking in a classroom. The lack of speaking practice makes the learners often get stuck in sharing idea with other people.
They are afraid of making mistakes in their pronunciation, vocabulary used, and grammar.
In a classroom, a teacher should aware of the characteristics of his students. Students have different characteristics. Some of them are active while the others are
passive. Bailey 2005: 170 states:
One learning style issue that influences learner ’s speaking in class is the
contrast between reflectivity and impulsivity. Reflective learners prefer to think their answers or comments before speaking in class, while impulsive
learners tend to be more impetuous and may take a gamble. So in an English speaking class, impulsive learners are typically those who will speak quickly,
perhaps without much concern for accuracy. Reflective learners, on the other hand, will want to think through what they have to say before speaking out in
class.
Thus, as a teacher who teaches speaking English must understand about the kinds of learners heshe faces. The teacher should not assume that the students who
are not active in class are not participating. Bailey 2005: 171 stated that there are three ways in teaching speaking which
can make impulsive and reflective learners are able to participate in English teaching and learning process. The first way of teaching speaking is that the teachers not only
pay attention to the students ’ strength but also their weaknesses. The teacher should
not only give attention to the active students. He must give more attention to the reflective learners, too. Thus, he can give his students a work pairs in doing the task.
Then, it is expected that they can better cooperate in finishing the assignment. They can discuss the material and decide what the best way in doing the assignment is.
The next way of teaching speaking is a “Buzz with a buddy” technique. In this
technique, the teacher asks a learner to turn to someone next to himher as quietly say answer to their partner before speaking to the whole class. The teacher asks the
students to discuss their answer with their friends next to himher. This activity will make them get the best answer for the assignment.
The third way in teaching speaking is that the teacher asks the students to build up their ideas before having a general discussion. The students are asked to write their
ideas before starting speak in front of the classroom. This way can help them to develop their ideas before starting speak in front of the classroom.
Finally, in teaching speaking, teacher should give opportunity for all students to talk. Furthermore, teacher should use good technique which can make all students in
the classroom participate actively, share what they think, and speak as much as they can.
2.3.2 Types of Classroom Teaching Performance
