use the language accurately to express meanings in order to get information and knowledge from others in the whole life situation.
2. Teaching Speaking
Davis and Pearse 2002:82 state that there are some clear implications for teaching speaking: The first point is trying to create a relax atmosphere in the
class such as pairs and group works. The second one is exposing the learners as much as possible. It is for pronouncing speech naturally and developing speaking
skills in general if they do not hear enough natural speech. The third point is accustoming the learners to combine listening and speaking in real time, in natural
interaction. She adds that the most important opportunity for this is the general use of English in the classroom.
According to Harmer 2007:123, there are three main reasons for getting students to speak in the classroom. Firstly, speaking activities provide rehearsal
opportunities – chance to practice real-life speaking in the safety of the classroom.
Secondly, speaking tasks in which students try to use any or of the language they know provide feedback for both teacher and students. Everyone can see how well
they are doing: both successful they are, and also what language problems they are experiencing. And finally, the more students have opportunities to be active
the various elements of language they have stored in their brains, the more automatic their use of these elements become. This means that they will be able to
use words and phrases fluently without very much conscious thought. From a communicative purpose, speaking is closely related to listening. The interaction
between these two skills is shown in the conversation. Brown 2001:275-276 states that there are seven principles for designing speaking techniques.
a. The teacher should use techniques that cover the spectrum of learner need for language-based focus on accuracy and message-based focus on
interaction, meaning and fluency. b. The teacher should provide motivating techniques which can encourage the
student’s motivation to learn English intrinsically. c. The teacher should encourage the students to use authentic language during
the speaking activities so that the activities will be meaningful for them. d. When students make some mistakes during the activities the teacher should
give appropriate feedback and correction so that they will not make the same mistakes in the following activities.
e. The teacher should integrate listening activity during speaking activity, because speaking and listening are assimilated.
f. The teacher should also give the students some opportunities to initiate oral communication by asking questions or engaging them in a conversation.
g. The teacher should encourage the stud ents’s development of speaking
strategy because usually the students are not aware of developing their own personal strategy for accomplishing oral communication purpose.
a. Criteria of Good Speaking
