ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2017

  

IMPROVING STUDENTS' FLUENCY THROUGH VOICE

RECORDING MEDIA IN EDI MANCORO ISLAMIC BOARDING

SCHOOL

A GRADUATING PAPER

  

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd)

in English Education Department

  

By:

AMALIA ISMAYANTI

113 12 041

  

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

  

2017

STATEMENT OF THE WORKS OF SCIENTIFIC PUBLICATIONS

  Bismillahirrahmanirrohim The undersigned bellow: Name : Amalia Ismayanti NIM : 113-12-041 Faculty / Department : Teacher Training and Education Faculty / English Education

  Department Type : Graduating paper Title : Improving Students' Fluency Through Voice Recording

  Media In Edi Mancoro Islamic Boarding School Hereby, declares that I agree to: 1.

  Provide a royalty-free rights to the library of IAIN Salatiga for my scientific work, for the sake of science development.

  2. Granting store, managing in the form of a database, distribute, and display them in soft-copy for academic interest to the Library of IAIN Salatiga, without needing to ask permission from me during my name is listed as the author.

  3. Willing and guarantees to underwrite private way without involving Library of IAIN Salatiga from all forms of lawsuits arising copyright infringement in this scientific work. This statement I make with real and hopefully used properly.

  th

  Salatiga, March 15 2017 The Researcher

  Amalia Ismayanti

  

MOTTO

Love is The Strongest Motives To Do Anything

So,

  

Keep Loving Anyone

(Amalia Ismayanti)

  DEDICATION

  This paper is dedicated to: 1.

  My great God, ALLAH SWT the most gracious and the most merciful.

  2. State Institute for Islamic Studies (IAIN) Salatiga especially to English Education Department of Teacher Training and Education Faculty .

  3. Edi Mancoro Boarding School and all boarding schools around Salatiga.

  4. My beloved father and mother, Bapak Salim Munawar and Ibu Paryati.

  5. My beloved sibling, Muhammad Syarif Khusna.

  6. Desaku Maju Foundation (YDM) 7.

  My beloved close friends, Itsna Millatul Himmayati, Siwi Saraswati, Selvi Alviana Rafida, Kholishotul Umami, Mas Agus Farizal, Kakak Faisal and Mas Ulin. Thanks for always by my side anytime I need.

  8. LAZEM and KH. Mahfudz Ridwan's biography writing team.

  9. KDII and "Kampung Bahasa" of Language Service Unit of PPEM 10.

  My roommates of fifth room of Edi Mancoro Boarding School Suci, Alfi, Mbak Wardah, Mbak Asya, Mbak Jamilatun, Mbak Diyah and Munhamiroh, Thanks for the spirit and supports.

  

ACKNOWLEDGMENT

Bismillahirrahmanirrahim,

  In the name of ALLAH, the most gracious and merciful, the kings of universe and space. Thanks to ALLAH because the writer could complete this paper as the requirement for the Degree of Sarjana Pendidikan (S.Pd) in English Education Department, Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

  This 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. Dr. H. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Suwardi, M.Pd. as a Dean of Teacher Training and Education Faculty of IAIN Salatiga.

  3. Noor Malihah, Ph.D. as a Head of English Education Department of IAIN Salatiga.

  4. Rifqi Aulia Erlangga, S.Fil, M.Hum as a Counselor and also my inspiring lecturer who has educated, supported, directed and given the researcher advice, suggestion and recommendation for this research report from beginning until the end. Thanks for your patience and care.

  5. Muhammad Hanif, M. Hum. as counselor Edi Mancoro Boarding School.

  6. K.H. Mahfudz Ridwan, Lc and the big family, who have given educated us especially in terms of religion in Edi Mancoro Boarding School.

  7. Great crew of Desaku Maju Foundation (YDM), Muhamad Hanif, M.Hum, Saifudin Zuhri, M.Si, Ahmad Faidi, M.Hum, M. Nazil Iqdami, M.A, Najmuddin, S.Sy. Thanks for every support of writing this paper until finish.

  8. ZISKAF and KH. Mahfudz Ridwan's biography writing team who always impressive, Agus Farizal Azuan, Akrom Musabbihiin, Alfian Jauhari, Ashadil, Asnawi, Choiril Anwar, Fahidatul Zunita, Hesti, Hidayah, Ifadatul Habibah, Imam Sufi, Indah Asfaradina, Indy Lutfiatun, Kholishotul Umami, Khozainul Muna, Kuni, Sulkhan, Maratus S., Mufidatul Mahmudah, Naila Rajiha, Syukri Abadi, Taufikhurrohman, Taufiq Ashari, Tika, Rahma and Zabid.

  7. All of lecturers of IAIN Salatiga who have bestowed their knowledge to us.

  8. All of staffs of IAIN Salatiga who have helped the researchers in processing administration.

  9. Our big family, thanks for their kindness and support.

  10. All of participants who have helped me to make self voice recording.

  11. All of my friends in Edi Mancoro Boarding School and IAIN Salatiga. Finally, this paper is expected to be able to provide useful knowledge and information to the readers.

  Salatiga, January 26

  th

  2017 The Writer

  

ABSTRACT

  Ismayanti, Amalia. 2017. Improving Students' Fluency Through Voice Recording

  Media In Edi Mancoro Islamic Boarding School. Councelor : Rifqi Aulia

  Erlangga, S.Fil, M.Hum This paper is aimed to describe voice recording as one of media to improve students' speaking fluency in Edi Mancoro Islamic Boarding School. In this action research, the writer collect the data from test, observation, documentation and questionnaire. To improve the students' speaking fluency through voice recording media in

  “Kampung Bahasa” program, a rubric is used. The rubric shows the 4

  aspects of fluency, they are expression, accuracy, rate and smoothness. The results show that through voice recording, students can improve their speaking fluency and this medium works properly in

  “Kampung Bahasa” program of Edi Mancoro Islamic

  Boarding school. Voice recording has many advantages for teachers, students, and readers.

  Keywords : Speaking, Fluency, Voice Recording.

  

TABLE OF CONTENTS

  TITLE ............................................................................................................................. i

   iii TABLE OF CONTENT ............................................................................................... xi LISTS OF TABLES ................................................................................................... xiv LISTS OF FIGURES .................................................................................................. xv

  CHAPTER I .................................................................................................................. 1 INTRODUCTION......................................................................................................... 1 A. Background of the Study .................................................................................. 1 B.Limitation of Study .......................................................................................... 5 C.Research Questions ......................................................................................... 5 D.Purpose of the Study ....................................................................................... 5 E. Benefit of the Study .......................................................................................... 6 F. Definition of Key Term ..................................................................................... 6

  G. Review of Previous Research ........................................................................... 7

  H. Research Paper Outline .................................................................................... 9

  CHAPTER II ............................................................................................................... 11 REVIEW OF THE RELATED LITERATURE .......................................................... 11 A. Speaking ......................................................................................................... 11

  1. Definition of speaking ............................................................................. 11

  2. Types of Speaking Performances ............................................................ 12

  3. Characteristics of Speaking Skill ............................................................ 14 4. The Delivery Methods of Speaking .........Error! Bookmark not defined.

  5. The Elemets of Speaking .........................Error! Bookmark not defined.

  B. Fluency ........................................................................................................... 20

  1. Definition of Fluency .............................................................................. 20

  2. Components of Fluency .......................................................................... 21

  C. Voice Recording ............................................................................................. 22

  1. Audio Video ............................................................................................ 23

  2. The Benefit of Using Audio Video in Teaching .................................... 24

  3. Audio as a Learning Tool ........................................................................ 25

  4. Voice Recording Application...................................................................26

  D. The Stage of Fluency Rubric..........................................................................27

  E. Action Research ........................................................................................... 29

  1. Definition of Action Research ................................................................. 29

  2. Steps in Action Research ......................................................................... 30

  CHAPTER III.............................................................................................................. 34 METHOD OF RESEARCH ........................................................................................ 34 A. Research Subject ............................................................................................ 34

  1. Place ........................................................................................................ 34

  2. Time......................................................................................................... 39

  B. Research Design ............................................................................................. 39

  1. Research Method ..................................................................................... 39

  2. Research Procedure ................................................................................. 40

  3. Instrument and Technique of Collecting Data ......................................... 42

  CHAPTER IV ............................................................................................................. 49 RESULT AND DISCUSSION .................................................................................... 49 A. Data Analysis.................................................................................................. 49

  1. The Analysis of Presentation ................................................................... 49

  2. The Analysis of Cycle ............................................................................. 49

  B. Discussion....................................................................................................... 61

  C. Summary of Cycle I and Cycle II ................................................................... 62

  CHAPTER V ............................................................................................................... 63 CLOSURE................................................................................................................... 63 A. Conclusion ...................................................................................................... 63 B. Suggestion ...................................................................................................... 64 REFERENCES APPENDICES

  

LISTS OF TABLES

  Table 1 audio to support learning ................................................................................ 25 Table 2 voice recording application ............................................................................ 26 Table 3 fluency rubric by Brown ................................................................................ 27 Table 4 fluency rubric ................................................................................................. 28 Table 5 profile of students in Edi Mancoro ................................................................. 38 Table 6 rubric to measure speaking fluency ................................................................ 42 Table 7 example of giving score ................................................................................. 43 Table 8 scoring speaking fluency in the first cycle ..................................................... 51 Table 9 scoring speaking fluency in the second cycle ................................................ 56 Table 10 summary of cycle I and cycle II ................................................................... 62

  

LISTS OF FIGURES

  Figure 1 cyclical action research by Kemmis and Taggart ......................................... 30 Figure 2 action research interacting spiral by Stringer ............................................... 32 Figure 3 research procedure ........................................................................................ 40

CHAPTER I INTRODUCTION In this first chapter, the writer explain about the background of study, limitation

  of study, research questions, purpose of the study, benefit of the study, definition of key term, review of previous research and research paper outline.

A. Background of the Study

  Language is very important for human life. It is produced as a vital means to deliver messages or to communicate messages by the use of speaking (the act of sound production), symbol or symbol writing (Risdianto, 2013). With language, human can communicate with other human beings. They can express their thoughts, ideas and messages to others by spoken or written. Every country in this world has their own language to communicate with. It asked the society to make an agreement of using some languages as international language to communicate inter countries. One of them is English. It is one of the widely used international languages. English is an international language and the most widespread medium of communication because the number and geographical areas of its speakers are very large. Therefore technology and scientific are mostly communicated in English in almost all countries. Thus, it is not surprising that the teaching of English is carried out in many parts of the world.

  As an international language, English becomes a language that must be learned by students in almost all schools in the world, moreover in Indonesia. It is introduced as a compulsory subject to be thought from elementary school to university. Not only formal schools but also non-formal schools such boarding schools also learn English. To make the communication goes well, human required to master language skills.

  Language skills includes four aspects, namely listening, speaking, reading and writing. The four language skills are supported by language aspect, for examples: pronunciation, vocabulary and structure. The most important aspect of language skill is speaking.

  Speaking is an interactive process of constructing meaning that involve producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Actually, not only an interactive process, the context of speaking also include one way communication such as giving announcements, notifications and telling something that the listener do not need to give answer. Every language skills should be exercised to improve the students ability, so does the speaking skill.

  There are five basic types of speaking; imitative, intensive, responsive, interactive and extensive. Most of them need a feedback to communicate with each other. Only in limited contexts of speaking (monologues, speeches, or telling a story and reading aloud) can we assess oral language without the aural participation of an interlocutor (Brown, 2003). There are 5 element of speaking: pronunciation, grammar, vocabulary, fluency and comprehension. The most common element people always heard is fluency.

  Fluency is a part of speaking skill which shows the listener that the speaker can talk easily with good intonation, rhythm, and stress without any hesitation. It makes both single words and combinations of words, like phrases, clauses, and whole sentences, understandable to the listeners. Grammar is the structure of the language and vocabulary holds the individual building blocks, so both are also essential to fluency. As a basic skill that should be had by everyone in this world, speaking English becomes one skill that must be learned by students in almost all schools in Java. Not only formal schools but also non-formal schools such boarding schools have to learn English too.

  Edi Mancoro Islamic Boarding School is one of Islamic boarding schools in Semarang, Central Java in which English should be learned by the students. In this boarding school, English subject is given once a week in the evening at 9.00 P.M.

  The students study English in 60 minutes effectively. This activity named

  

"Kampung Bahasa" program. This program conducted by Language Developing

  Unit of Students Organization of Edi Mancoro Islamic Boarding School. There, students taught by senior students who master the subject.

  However, 60 minutes a week is not enough for students to practice English well, especially in speaking skill. Moreover to improve their speaking fluency.

  Thus, teacher should think seriously how to improve the students' ability in speaking in the limited meeting time.

  Edi Mancoro Islamic Boarding School is one of modern boarding school that allow the students use many kind of technologies, such as, notebook, hand phone, etc. Almost students in Edi Mancoro Islamic Boarding School are using smart phone as their communication tool in the main purpose. Beside that, smart phone is a mobile phone with an advance mobile operating system which combines features of a personal computer operating system with other feature useful for mobile or handheld use. It typically combines the features of a cell phone with those of other popular mobile device, such as Personal Digital Assistant (PDA), media player, sound/voice recorder, digital camera and GPS navigation unit. Most smart phones can access the internet and can run third-party apps. By using one of the smart phone features, that is audio/voice recorder, the students can record their own voice to assess their speaking skill.

  Based on the condition above, the researcher was thinking about how to improve Edi Mancoro Students' speaking skill especially in the fluency aspect in limited time by way of media. After choosing the audio or voice recorder as the correct media, the writers would like to conduct research about improving fluency aspect in speaking skill entitled "Improving Students' Fluency Through Voice Recording Media in Edi Mancoro Islamic Boarding School".

  B. Limitation of the Study

  Based on the background of study above, we can see that there are many elements of speaking to be improved. After considering the time, money and energy, this research emphasizes on the improving students' fluency only. The study was conducted in the C class of Kampung Bahasa Program in Edi Mancoro Islamic Boarding School in the academic year of 2015/2016. The study uses a media named Smart Voice Recorder to input the speaking. The topic the writer used to read by the students through voice recorder is descriptive text.

  C. Research Question 1.

  How is the implementation of using Voice Recorder media in improving speaking fluency of Edi Mancoro Islamic Boarding School's students?

  2. Is there any improvement in using Voice Recorder media to the students' speaking fluency of Edi Mancoro Islamic Boarding School's students?

  D. Purpose of the Study

  Based on the research questions above, the purpose of the study will be as follows:

  1. To describe the implementation of using Voice Recorder media in speaking class of Edi Mancoro Islamic Boarding School.

  2. To find out the improvement in using Voice Recorder media in speaking fluency of Edi Mancoro Islamic Boarding School's students.

E. Benefit of the Study

  The result of this study will give some benefits to the readers, especially teacher of English speaking and students. The benefits are as follows:

  1. For teacher Teachers will have the new method and media to improve students' English speaking especially in fluency. The teachers also have the alternative way to assess the students in speaking.

  2. For students The students have the other way to improve the speaking fluency and represent their speaking skill through a medium.

  3. For the reader The reader will know the other improvisation techniques in English speaking skill.

F. Definition of Key Terms

  The writer wanted to clarify and explain the terms of the title to avoid the ambiguity in perception of some terms used in this study. The definitions are as bellow:

  1. Improve Improve means become or make something or somebody better (Oxford

  Learner's Pocket Dictionary (4

  th ed. 2008).

  2. Fluency Fluency means an ability to speak a language easily and well (Oxford

  th

  Learner's Pocket Dictionary (4 ed. 2008). In this paper, the writer use four components of fluency to measure the students speaking fluency; expression and volume, phrasing, smoothness and pace.

  3. Voice Recording Voice is sounds produced through the mouth by a person speaking (Oxford

  th

  Learner's Pocket Dictionary (4 ed. 2008). Recording is sounds or pictures

  th

  recorded on a tape or disc (Oxford Learner's Pocket Dictionary (4 ed. 2008). In this study, the writer means voice recording as a media to input students' voice in order to improve their speaking fluency.

G. Review of the Previous Research

  The writer adapted some researches which related t o this research’s topic. The first, Nesapiradana and Murtiana (2013) conducted a research entitled Improving Students' Fluency Through Voice Recording in LBPP LIA Banjarmasin.

  They used classroom action research as design of research.

  Two classes of intermediate 4 at LIA Banjarmasin were selected to be object of their research. The students in both classes were asked to read a monologue and their voice was recorded. The result was then played, and the teacher pointed out which parts needed improvement. In the first stage, the teacher modeled the correct chunks, intonation and stress.the next step the students were asked to re-read the monologue and re-record their voice, and play the result to see the improvement. The result is, through this procedure most of students were able to improve their reading fluency, as evidenced by their correct use of chunking, phrasing, intonation, and word stress.

  The second was by Greg Kessler (2010) entitled Fluency and Anxiety in Self-Access Speaking Task: The Influence of Environment. This study compares characteristics of fluency in student audio journals recorded in a laboratory setting with those recorded using mobile audio devices. Forty graduate students enrolled in four oral communication courses at an American university recorded weekly audio journals for a 10 week term. Students chose the environment in which they recorded these journal, provided that they recorded at least once in the audio laboratory and at least once using mobile audio devices.

  The frequency of preferred recording environment was observed. Two independent raters assigned rank scores to the students’ volume, pausing, utterance length, and rate in relation to the observable influence of anxiety upon fluency in order to determine if there is a significant difference between fluency in these two environments. Implications for language learning are discussed.

  The third was by Paul Nation entitled Improving Speaking Fluency. The study examines the improvement of learners of English during the performance of speaking activity, grammatical accuracy and control of the content showed that during the short time spent doing the activity, learners performed at a level above their normal level of performance. It is argued hat working at this higher than usual performance is a way of bringing about long-term improvement in fluency.

  Considering these three researches, the writer would analyze the similar topic. In this case, the writer conduct a research about improving students' fluency through voice recording in Kanpung Bahasa class of Edi Mancoro Islamic Boarding School. The aim of this research is to know the students' improvement of fluency and the advantages of using audio recording in learning speaking for

  Kampung Bahasa students.

  The difference of those researches above with the writer's is about the setting of place which the previous researches were done in formal institute than the writer's is in semi-formal institute. Some techniques are also not be same at all.

H. Research Paper Outline

  The writer organize the research paper in the five chapters. In order to the research paper can be arranged clearly. The first chapter is introduction. It introduces the background of study, limitation of the study, research questions, purpose of the study, benefit of the study, definition of key term, review of previous research, and the last is research paper outline.

  The second chapter contain with the review of the related literature. In this chapter the writer discussed about speaking, including the definition, types of its performance, characteristics of speaking skill, the importance, the delivery methods and the elements. Fluency, including the definition and the components. Voice recording; audio video, audio as a learning tool and voice recording application. Then the stage of fluency rubric,and the last of this chapter is about action research; the definition and its steps.

  Thirdly, in this chapter is method of research. In this chapter the writer discussed about research subject and research design. As the subject in this research, the profile of place where the research done would be written in this chapter. Not only about the place, the writer also described about the time when she did her research. In the research design part, there are research method, research procedure, instrument and technique of collecting data would be discussed.

  The fourth chapter is about result and discussion. There are two parts, data analysis and discussion. In the data analysis, the writer served the analysis of presentation and the analysis of cycle. The discussion would serve the result of this research in complete view.

  The last chapter is chapter five. In this chapter will contain with closure. In the closure the writer will discuss the research conclusion and the suggestion. The conclusion include the method and the result of research; the improvement of students' fluency and the advantages of using the medium.

  Finally, the writer will give references and appendices too.

CHAPTER II REVIEW OF THE RELATED LITERATURE In this chapter, the writer explain about the theoretical foundation which

  includes the definition of speaking, fluency, voice recording, and the stages of speaking fluency rubric.

A. Speaking

1. Definition of Speaking

  There are many definitions about speaking that have been proposed by some experts in language learning. Brown (2001) said that when someone can speak a language it means he can carry on a conversation reasonably competently. Speaking here is not only produce syllables or a word. There is a meaningful sentences to be understand by the listener. A conversation occur between two person or more who speak linear theme they understand.

  In addition, the definition of speaking was conveying by Richards and Renandya (2002). They stated that effective oral communication requires the ability to use the language appropriately in social interactions that involves not only verbal communication but also paralinguistic elements of speech such as pitch, stress, and intonation. Moreover, nonlinguistic elements such as gestures, body language, and expressions are needed in delivering messages directly without any following speech.

  Again, Brown (2007) stated that social contact in interactive language functions is an important key and in which it is not what you say that counts but how you say it what you deliver with body language, gestures, eye contact, physical distance and other nonverbal messages. Based on the definition speaking above, speaking is one of skill in the English language that does an interaction with other people with conversation, speech and other by body language, gesture, eye contact and another style to convey the message.

2. Types of Speaking Performances

  Brown (2003) describes six categories of speaking skill, there are: a. Imitative

  This category includes the ability to practice an intonation and focusing on some particular elements of language form. That is just imitating a word, phrase or sentence. The important thing here is focusing on pronunciation. The lecture uses drilling in the teaching learning process. By using drilling, students can get opportunity to listen and to orally repeat some words.

  b.

  Intensive This is the students' speaking performance that practices some phonological and grammatical aspects of language. The students must do the task in pairs (group work), for example, reading aloud that includes reading paragraph, reading dialogue with partner, reading information from chart, etc. c. Responsive Responsive performance includes interaction and test comprehension but at the somewhat limited level of very short conversation, standard greeting and small talk, simple request and comments. This is a kind of short replies to teacher or student-initiated questions or comments, giving instructions and directions. Those replies are usually sufficient and meaningful.

  d. Transactional (dialogue) It is carried out for the purpose of delivering or exchanging specific information. For example, a conversation between a buyer who asking about the price for a kilo of rice to the seller.

  e. Interpersonal (dialogue) It is carried out more for the purpose of maintaining social relationships than for the transmission of facts and information. The forms of interpersonal speaking performance are interview, role play, discussions, conversations, games and speech.

  f. Extensive (monologue) It is a kind of single speaking or there are no partner to make a direct conversation. For example, teacher gives students extended monologues in the form of oral reports, summaries, and storytelling and short speeches.

  Based on the theory above, it can be concluded that there are many ways in performing speaking. In this research, students are free to choose the type of speaking performance they would use in recording their assignment. When the students have been ready and prepared for the activity, they can use the language appropriately.

3. Characteristics of Speaking Skill Speaking skill is seen as somewhat difficult for some language learners.

  Here, a speaker should at least pronounce the words well, choose the suit dictions, and try to do grammatically correct though, perhaps in any cases, it is common when a speaker speaks without having good attention at accuracy or fluency. Brown (2010) said that there are eight characteristics of spoken language can make oral performance easy as well as, in some cases, there are: a.

  Clustering Because of fluent speech is phrasal, not word by word, so the learners should be able to organize their output both cognitively and physically through such clustering. In this case, speaker are demanded to memorize or figure out the phrasal words.

  b. Redundancy It means that the speaker has an opportunity to make meaning clearer through redundancy of language. Speaker can emphases the redundance word in order to explain that the word which is redundance is important. Learners can capitalize on this feature of spoken language. c. Reduced All form special problems in teaching spoken English are; contractions, elisions, reduced, vowels, etc. Students who don‘t learn colloquial contractions sometimes can develop a stilted, bookish quality of speaking that in turn stigmatize them.

  d. Performance variable As the process of thinking as we speak, it's possible allow us to manifest a certain number of performance hesitations, pauses, backtracking, and corrections.

  Some performance variables that can be taught to the learners are; how to pause and hesitation, for example, in English our thinking time is not silent; we insert certain fillers such us uh, um, well, you know, I mean, like, etc. One of the most silent differences between native and non-native speakers of a language is their hesitation phenomena.

  e. Colloquial language To make the students able to speak well, the teachers should introduce them with the words, idioms, and phrases. Students are also can learn colloquial language from film, novel, etc.

  f. Rate of delivery It is another important characteristic of fluency. One of our tasks in teaching spoken English is to help learners achieve an acceptable speed along with other contributes of fluency. g. Stress, rhythm, and intonation This is the most important characteristic of English pronunciation. The stress-timed rhythm of spoken English and its intonation patterns convey important messages. Last character is interaction. Learning to produce waves of language in a vacuum-without interlocutors-would rob speaking skill of its richest component: the creativity of conversational negotiation (Brown, 2010). i. Interaction

  Speaking is about interaction. It is about how you interact and what kind of language that you use that will make the communication goes smoothly. Speaker can see the listener personality to balance the speaking style.

  Based on the explanation above, the analysis showed how easily speaking skill can be accommodated within this particular view of language. When lecturers asks students to use the spoken language in the classroom, they needs them to take

  part in a process where not only involves a knowledge of the target language, but also a general knowledge of interaction between the speaker and audiences in order that meanings and negotiate meanings are made clear. The example, the audiences may respond or give feedback as to whether the audiences have understood or did not understand with the speaker says.

4. The Delivery Methods of Speaking

  Based on Grice and Skinner (1998) there are 4 basic methods of delivering speaking especially in speech.

  11. Speaking Impromptu Speaking impromptu is speaking without advance preparation. For example, when someone become known as a speaker, people will sometimes ask him to stand up and give a talk at the moment. To make it running well, speaker need to know the main point, know the purpose, work in a couple of good examples, try for a memorable conclusion, be sure to make a circle (relate the conclusion back to the opening).

  12. Speaking from Memory Speaking from memory or memorization is similarly appropriate only on rare occasions. We speak from memory when we prepare a written text and then memorize it word for word. The memorized speech allows a smooth, almost effortless looking delivery, since the speaker has neither notes nor a manuscript and can concentrate on interacting with the audience. For most of speakers, memorizing takes a long time. Speakers concentration on the memory work they have done and their fear of forgetting part of the speech can also make them sound mechanical or programmed when reciting. For these reasons, the memorized method of delivery is usually appropriate only for brief speeches, such as when introducing another speaker, or presenting or accepting an award, for example.

  13. Speaking from Manuscript or Reading Speaking Speaking from manuscript can also state as reading speaking. Speaking from manuscript or delivering a speech from a complete text prepared in advance, not only ensures that the speaker will not be at a loss for words, but is also essential in some situations. An address that will be quoted or later published in its entirely is typically delivered from a manuscript. For example, an ulama in mosques every Friday deliver speeches before praying or a president who is conveying his speech in front of his citizen. Any speaking situation calls for precise, well worded communication is appropriate for manuscript delivery.

  14. Speaking Extemporaneously The final method of delivery, and by far the most popular, is speaking extemporaneously, or from notes. It works best for almost every speaker. It means being very well prepared, but not having every word set. From beginning, practice using notes, but never a typed script. The idea of practicing is not to memorize the speech, but to become thoroughly familiar with the expression and flow of ideas. Do not memorize, but familiarize. We can also prepare by reciting our speech into a tape recorder, using the outline to guide.

  5. The Elements of Speaking

  Speaking is a skill in the English teaching that deliver word and sound to express ideas, opinions or feeling. In the speaking there are some elements that must be considered by speaker ( Chaudy, 1997).

  a. Pronunciation Pronunciation is a feature of speech. In the pronunciation includes with many components of speech which are combined together to form the pronunciation of language, such as sound, syllables, word and intonation. This particular range from the individual sound made up recount, to the way which is pitch the rise and fall of the voice or sound.

  b. Grammar Grammar is a system of rules governing the conventional arrangement and relationship of word in a sentence (Brown, 2001). In the speaking English language well in the formal situation, many people that mastered of grammar when they speak.

  c. Vocabulary Vocabulary can be the build of word that is used by people to communication with other people. To speaking English fluently, the students must master many vocabularies.

  d. Fluency Hornby (1974) defines fluency as the quality of being able to speak smoothly and easily. It means someone can speak without any hesitation. Someone can speak fluently even though he makes errors in pronunciation a grammar.

  e. Comprehension The last speaking element is comprehension. Comprehension can make the people getting the information that they want. It is defined as the ability to understand something by a reasonable comprehension of the subject or as the knowledge of what situation really like.

B. Fluency 1. Definition of Fluency

  Fluency has many definitions based on someone's point of view. For example, a secretarial staff said that fluency is something that keeps going without pause, whether it is speech or anything else without hesitation. In other hand, a drama lecturer said that fluency is ability to understand, respond, express yourself spontaneously. Those are the definition of fluency in informal accounts. It can be described conditionally based on someone experiences (Guillot,1999).

  Here, the writer put the definition about fluency in formal account such as dictionaries and from author. Based on Oxford Learner's Pocket Dictionary (2008), Fluency means an ability to speak a language easily and well. Same to Oxford, Longman dictionary (2000) also describe fluency as an anility to speak easily or something of speech coming easily. While an author named Carol Bainbridge

  

defines reading fluency refers to the ability to read quickly, smoothly, easily, and

with expression.

  More specific definition came from Fillmore (1979) in Nation (1989), he

mentioned that fluency is the ability to fill time with talk...a person who is fluent in

this way does not have to stop many times to think of what to say next or how to

phrase it. Based on those definitions, person can measure someone fluency by the characteristics.

  Marie-Noelle Guillot(1999) in her book Fluency and its Teaching defines fluency from a foreign language teaching point of view. Fluency is said to describe the level of proficiency in communication, which include: a.

  The ability to produce written and/or spoken language with ease b. The ability to speak with a good but not necessarily perfect command of intonation, vocabulary and grammar c.

  The ability to communicate ideas effectively d.

   The ability to produce continuous speech without causing comprehension difficulties or a breakdown of communication.

  Dictionary of Applied Linguistics definition (Richards, Platt & Weber,

  1985) in Guillot (1999) define the features of fluency. The features which give speech the qualities of being natural and normal, including native like use of

  pausing, rhythm, intonation, stress, rate of speaking and the use of interjections and

  interruptions. Whilst Willis (2008) said that When reading out loud, students with successful fluency read expressively, naturally and effortlessly as they mentally divide the text into meaningful, distinct, related phrases. But in this paper, the writer used four feature from Rasinsky, which include expression and volume, phrasing, smoothness and pace.

2. Components of Fluency a.

  Accuracy, the quality or state of being correct or precise (oxford dictionary).

  Another (ncsu.edu) stated that accuracy is the closeness of a measured value to standard or known value. b.

  Automaticity, the automaticity evident in perceptual motor skill extend to cognitive skills. There are four common characteristics; speed, effortlessness, autonomy and lack of conscious awareness (Breznitz, 2005).

  c.

  Prosody, according to Carroll and Slowiaczek in Breznits (2005), prosody is comprised of meter, intonation, and inflection, and constitutes an abundantly organized pattern that provides additional information regarding the sentence. Almost same definition, other author Dowhower (1991) defines, Prosody is a general linguistic term to describe rhythmic and tonal features of speech. These elements usually cover more than one phoneme segment (e.g., syllables, words, and larger units of speech), they are also called supra-segmental features.