IMPROVING SPEAKING SKILL THROUGH SMALL GROUP DISCUSSION (A Classroom Action Research for the Third Grade Students of Vocational Secondary School Pancasila Salatiga in the Academic Year 20152016) A GRADUATING PAPER Submitted to the Board of Examiners as a
IMPROVING SPEAKING SKILL THROUGH SMALL
GROUP DISCUSSION
(A Classroom Action Research for the Third Grade
Students of Vocational Secondary School Pancasila
Salatiga in the Academic Year 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training
and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
HONANG ADI RIYANTO
113 11 114
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
MOTTO ْعِفُر ِه ِدا َقِتْعا َب ْسَح يَتَفْلاِذِا ْع ِف َتْ َ ْ َل ْ ِقَتْ َ ْ َل ْ َ لُّ ُ َ “The Magnificence of somebody is measured by his determination, No success without determination
(Syech Syarifuddin Yahya al- 'Imrithi)” Rock the World
(English Education Department’11)
DEDICATION
I dedicate this graduating paper to: Allah Subhanahu Wata’alaa . . . All of my family, especially for my Wonder woman, my mother (Mrs.
Patemi) and grandmother (Mrs. Karsini), thanks for everything. You are my everything My Brother (Rowi Ilham Nugroho) and Sister (Maulida Safa’atun Najwa).
Your smiles give me power to always stand up.
My uncle (Om Suhadi, SKM., MMKes) thanks a lot for the life experiences, support, help and guidance for me. You’re the Best for me.
Thanks for all of my family in Salatiga, especially for Abah Kyai Muhlasin and Umi Choiriyatik for your praying and guidance. For all of my best friends in Pon-Pes Pancasila Salatiga thanks for your kindness, brotherhood, love, and smile and soon. I will never forget it.
Thanks for Mbah Kyai Selamet Idris and his family, thanks so much. For all of My Friends in Pon-Pes Al-Ishlah, you are the best.
All of my beloved people who cannot be mentioned one by one.
ACKNOWLEDGEMENT
All praise due to Allah, the Most Gracious and the Most Merciful because of His wonderful blessing and His mercy, the writer can finish this graduating paper successfully. The incredible blessings make realize that nothing is impossible in the eyes. Thanks for Your will and endless blessing in my life.
Peace and salutation always be given to our beloved prophet Muhammad SAW that Moslem hopes his blessing in the Judgment day. However, this success would not be achieved without the support, guidance, advice, help and encouragement from individuals and institutions. Therefore, the writer would like to express the deepest gratitude to:
1. Dr. Rahmat Hariyadi, M. Pd., the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M. Pd., the Dean of Teacher Trainig and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph. D., as the Head of English Education Department.
4. Faizal Risdianto, S. S., M. Hum. as my academic counselor thanks for your support and guidance.
5. Mashlihatul Umami, S. Pd.I, M. A., as the counselor of this research thanks for suggestion and recommendation for this research from beginning until the end.
6. All lecturers of English Education Department of IAIN Salatiga, thanks for your advice, knowledge, and kindness.
7. Mrs Sri Mulyani, S. PdI as the Headmaster of Vocational Secondary School Pancasila Salatiga and all of teachers and students, especially for my teacher counselor Mrs. Dyah Daniati, S.PdI, thanks for your kindness, help, guidance and advice.
8. My beloved family who always support and advise me.
9. My best friends (Nafik, Faiz, Dzulfikar, Luthfi, Hasan, Wahyu and Rifqy), thanks for being by my side for your support and success for you all.
10. All of my friend in IAIN Salatiga, especially for English Education Department in the cohort of 2011, from A class until E class whose names cannot be mentioned one by one, thanks for being my friends.
11. The Big Family of Al Khidmah Kampus Kota Salatiga (Kang Mirza, Kang Irsyad, Kang Ghoni dll) Thanks for anything.
Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers.
Salatiga, August 22
th
2015 The writer
Honang Adi Riyanto NIM. 113-11-114
ABSTRACT
Riyanto, Honang Adi. 2015. Improving speaking skill through small group
discussion (a classroom action research for the third grade students of Vocational Secondary School Pancasila Salatiga in the academic year 2015/2016). Graduating Paper English Education Department of State
Institute for Islamic Studies (IAIN) Salatiga. Counselor: Mashlihatul Umami, S.Pd.I, M.A.
Keywords: Improving speaking skill, small group discussion. The aims of this research are (1) to describe the procedure of implementation of small group discussion to improve the students‘ speaking skill for third grade of Vocational Secondary School Pancasila Salatiga. (2) To find out whether there is improvement of students‘ speaking skill through small group discussion or not and (3) to find out to what the extent the use of small group discussion improve the students‘ speaking skill. The research method that is used in this research is classroom action research. The subjects of the research were 14 students in third grade at Vocational Secondary School Pancasila Salatiga. The researcher uses two cycles; each cycle consists of planning, action, observation and reflection. The result of his research shows that there is an improvement of students‘ speaking skill using small group discussion technique. It can be seen from T-Test calculation in cycle 1 is 5.91 and cycle 2 is 6.31. And also the increasing percentage of the oral test from cycle 1 to cycle 2 with the standardized score (the minimum of passing criteria) is 75, at the cycle 1 is 57.14 % students and 78.58 % in the cycle 2 who pass in oral test. The increasing of oral test from cycle 1 to cycle 2 is 21.44 %. This indicates that by applying small group discussion technique, the students in speaking skill can be improved.
TABLE OF CONTENTS
TITLE ..................................................................................................................... i DECLARATION .................................................................................................. ii ATTENTIVE COUNSELOR NOTES ................................................................. iii STATEMENT OF CERTIFICATION ................................................................ iv MOTTO ................................................................................................................ v DEDICATION ..................................................................................................... vi ACKNOWLEDGMENT ..................................................................................... vii ABSTRACT ......................................................................................................... ix TABLE OF CONTENT ......................................................................................... x LIST OF FIGURES ............................................................................................ xiii LIST OF TABLES ............................................................................................. xiv LIST OF CHARTS ............................................................................................. xvi
CHAPTER 1 : INTRODUCTION A. Background of the Research ........................................................ 1 B. The Research Questions .............................................................. 6 C. The Objectives of the Research .................................................. 7
E.
Previous Research Review ......................................................... 8 F. Benefits of the Research ............................................................ 9 G.
Definition of Key Terms ........................................................... 10 H. Outline of the Paper .................................................................. 11
CHAPTER 1I : LITERARY REVIEW A. General Concept of Speaking Skill .......................................... 13 1. The Definition of Speaking Skill ....................................... 13 2. The Elements of Speaking Skill ........................................ 17 3. Types of Speaking Skill ..................................................... 20 4. Teaching Speaking Skill .................................................... 21 5. Assessments of Speaking Skill .......................................... 22 6. The Suggestions of Speaking Skill .................................... 26 B. General Concept of Small Group Discussion ........................... 28 1. The Definition of Small Group Discussion ....................... 28 2. The Techniques of Small Group Discussion ..................... 29 3. The Competencies which are Develop through Small Group Discussion .......................................................................... 30 4. The Characteristics of Small Group Discussion ................ 31 5. The Roles of Small Group Discussion .............................. 34 6. The Advantages of Small Group Discussion .................... 36 CHAPTER III : RESEARCH METHODOLOGY
1. Site of the Research .......................................................... 38 2.
Time of the Research ......................................................... 45 B. Methodology of Research ......................................................... 46 1.
The Definition of Classroom Action Research .................. 46 2. The Characteristics of Classroom Action Research .......... 47 3. Approach of the Research .................................................. 48 4. Type of Research ............................................................... 48 5. The Procedures of Research .............................................. 49 6. The Technique of Collecting Data ..................................... 51 7. Data Analysis Method ....................................................... 53
CHAPTER IV : IMPLEMENTATION OF THE STUDY A. Field Note ................................................................................. 56 1. Cycle 1 ............................................................................... 57 2. Cycle 2 ............................................................................... 76 B. Analysis and Discussion ........................................................... 89 CHAPTER V : CLOSURE A. Conclusions ............................................................................... 97 B. Suggestions ............................................................................... 99 REFERENCES APPENDIXES
LIST OF FIGURES
Figure 2.1 Speaking Skills for Effective Communication .................................... 15Figure 3.1 Cyclical Action Research Models ....................................................... 50
LIST OF TABLES
Table 2.1 Oral Proficiency Scoring Categories Grammar .................................... 23Table 2.2 Oral Proficiency Scoring Categories Vocabulary ................................. 23Table 2.3 Oral Proficiency Scoring Categories Comprehension .......................... 24Table 2.4 Oral Proficiency Scoring Categories Fluency ....................................... 24Table 2.5 Oral Proficiency Scoring Categories Pronunciation ............................. 25Table 2.6 Oral Proficiency Scoring Categories Task ............................................ 25Table 3.1 The Situation of Educational Facilities of Vocational Secondary SchoolPancasila Salatiga .................................................................................................. 40
Table 3.2 The Situation of the Teachers and Staffs of Vocational SecondarySchool Pancasila Salatiga ...................................................................................... 41
Table 3.3 The Situation of the Students of Vocational Secondary School PancasilaSalatiga .................................................................................................................. 43
Table 3.4 The Name of Subject of the Study of Vocational Secondary SchoolPancasila Salatiga .................................................................................................. 44
Table 3.5 The time of Research at Vocational Secondary School PancasilaSalatiga .................................................................................................................. 45
Table 3.6 Scoring Rubrics ..................................................................................... 51Table 4.2 The Result of Oral Test Cycle 1.......................................................... 74Table 4.3 The students‘ Score of Pre-test and Post-test in Cycle 2 ...................... 84
Table 4.4 The Result of Oral Test Cycle 2............................................................ 87Table 4.5 The Mean and T-Calculations of Students‘ score ................................ 89
Table 4.6 The Percentages of Oral Test ............................................................... 90
LIST OF CHARTS
Chart 4.1 The Mean and T- calculation of Students‘Score ................................... 89 Chart 4.2 The Percentages of Oral Test ................................................................ 90
CHAPTER I INTRODUCTION A. Background of The Research Looking at the developing science and technology, our country will
face Asian Economic Community (AEC) 2015. Everyone has to prepare anything before it. It is like a language. Language has an important role for them. They can express their ideas, emotion, and desires by using language. It is used as a medium to interact with one another and fulfil their daily need. There are many languages that can be used to communicate with other people in this world. Everyone has one or more languages that they usually use to communicate with others.
In our country, Indonesia, there are many languages that can be found there. If we do not have a language, I think that we cannot communicate with others. So, it is important for us to have language communicate skill. One of them is English. It is the international language in this world, so every country in this world studies about it. In Indonesia, English is as one of foreign languages which are taught in every educational institution.
English is a means for the students to develop science, technology, culture and art. The final objective of teaching and learning process is that the students are expected to master the four skills of language: listening, they are supported by some factors such as the method that is used in teaching English, completeness of teaching facilitation, interesting media, and condition of school environment.
Teaching English in Indonesia is more difficult, because English is not the first language in our country, but, a foreign language and dominantly as a third language in this country. The researcher can conclude that teaching is a process of transferring knowledge, skills or science from one to another in order to make someone able to do or know what he/she does not know or cannot do before.
The Indonesian students have many difficulties to learn English. They do not have background in themselves about the English language yet. In elementary school moreover in play group or Kindergarten school, they can get the learning about English until finishing their education. Although they studied about English, they are still getting some difficulties to understand about English. So, there are students who can and cannot understand what the English is.
The difficulties in the study about English make the students passiveness when they get the English subject in their class. It can be task of their English teacher to make their students feel happy when they learn about English. Because of that, they must make a way to get the students enjoy with English, such as English extracurricular. Every school has an extracurricular. In English extracurricular, there are English club, debate the freedom of communicate with English directly with their friends. They can improve their English skill with increasing their new vocabulary and making happy and funny with English. Thus, they can improve their English skill.
One of the vocational high schools in Salatiga which study about English is vocational secondary school Pancasila Salatiga. The students are obligated to follow the English language subject. It is included to be the main of one of subjects in the final exam to finish their study in their school. So, they must learn, learn and learn about English. But, English makes them to be afraid, so when they are studying English in their class they just keep silent and follow it, but they do not really understand it.
Maybe it is first time for them, but the next times they will enjoy with English. They will little by little more understand about English. If they have the great desire, they will get it more easily.
Specially for speaking skill, it is one of the four skills of language. It is about how to express their desire with other orally. It will be important because if we want to get something we must express it verbally directly. So it is one of the ways to communicate with other people.
Speaking is one of four language skills, which is basic function of language as communication instrument. Students who study at the school which use certain language will became a good speaker, different from students who study at the other schools. They will get difficulties in using English to speak with each other; it is caused by condition of school environment and media that are used in teaching them.
Speaking is important for them to practice their capability and their understanding, how to send idea, and how to spell word well. In this case the students‘ motivation and interest are very needed to make the process of their understanding more easily.
Because of the materials of English subject are various, so the teachers are obligated to choose the suitable approach, strategy, and method in order to achieve the teaching purposes more effectively. Meanwhile, the media will make the students to be more motivated to study. The teacher who is able to present the material easily will be students‘ idol. The teacher can use some methods in teaching learning process to help the students‘ understanding about the material that is explained. In applying method, the teachers have to prepare many things like; teaching material, classroom management, and many other aspects because using inappropriate technique can make the students get difficulties in understanding the teacher‘s explanation and it means that the teacher may fail in teaching them.
To make the students have strong interest in teaching and learning process especially in learning speaking, the teacher should take the best approach, method, and strategies. Then, the teacher can use media in teaching of English language, method are used to help the students for Furthermore, the teacher has to prepare interesting aids before the teaching and learning process is done. In this case, the researcher used small group discussion as method in teaching learning processes.
Above of all, it is not the time to blame the students only in relation with the condition above. The technique used by the teacher also becomes a factor that determines whether or not the students can develop their speaking skill. According to Orlich et.al (1985) as quoted by Antoni (2014: 56) proposes that:
―Small group discussion could improve the student‘s speaking skill. There are 3 reasons why we can use small group- discussion in improving speaking skill. First discussion is used to increase teacher-student interaction and student-student verbal interaction in the classroom. Second, discussion is used to promote meaningful personal interaction and learning. The learning may be of contents, skills, attitudes or processes. Third, it is used to help students adopt more responsible and independent mode of lear ning.‖
Method must be able to increase the students‘ motivation in learning English, especially in speaking English, and method has to be able to be understood. At last the teacher hopes that method can motivate his students to speak English to communicate their need especially in the classroom and in their daily need in general.
Besides, the researcher also uses authentic material as a media in improving students‘ speaking skill, authentic material is one of the best media to improve speaking skill because they enable learners to interact with the real thing and real situation. When the students just learn about book. Then, they are asked to analyze and comprehend the text itself. However, in the authentic material the teacher will give the texts without exercise book. It means that when the teacher teaches them, they will not only give the material based on the book, but also it is taken from the real situation and it is called the authentic material.
From the clarification above, the researcher is interested in conducting the research that will generate from the problem. So it is the reason why the researcher chooses the title
“IMPROVING SPEAKING SKILL THROUGH SMALL GROUP DISCUSSION (A CLASSROOM ACTION RESEARCH FOR THE THIRD GRADE STUDENTS OF
VOCATIONAL SECONDARY SCHOOL
PANCASILA SALATIGA IN THE ACADEMIC YEAR 2015/2016)
”.B. The Research Questions
It is necessary to formulate the scope of research, in order to avoid misunderstanding of the researcher about the subject matter discussed. The problems are: 1.
How is the procedure of implementation of small group discussion to improve speaking skill for the third grade students of vocational secondary school Pancasila Salatiga? 2. Is there any improvement of using small group discussion toward speaking skill for the third grade students of vocational secondary school Pancasila Salatiga?
3. To what extent does the use of small group discussion improve the speaking skill for the third grade students of vocational secondary school Pancasila Salatiga? C.
The Objectives of The Research
Generally the purpose of this research is to improve speaking skill for the third grade students in vocational secondary school Pancasila Salatiga. The purpose of this research, especially are to get information about:
1. To describe the procedure of implementation of small group discussion to improve speaking skill for the third grade students of vocational secondary school Pancasila Salatiga.
2. To find out whether there is improvement of speaking skill through small group discussion for the third grade students of vocational secondary school Pancasila Salatiga.
3. To find out to what the extent of the use of small group discussion improve speaking skill for the third grade students of vocational secondary school Pancasila Salatiga.
D. Limitation of The Research
In order to avoid any misinterpretation of the problem, the researcher limits the research on ―how far is the improvement of small group discussion toward speaking skill limited to the use of authentic material‖.
This research is conducted for the third grade students of vocational
E. Previous Research Review
In this graduating paper, the researcher took previous research from a collaborative research paper. It was the research arranged by Tika Rahmawati
(2014) about the improving students‘ speaking skill through scaffolding talk technique. She conducted her research in MTs Negeri Andong for the eighth grade students in the academic year of 2013/2014. The findings are there is a significant after the students got scaffolding talk technique. It can be seen from the comparison between all the score of cycle I, cycle II. The findings display that the students‘ speaking skill increases from pre to post test. The results showed that the mean of pre- test 47.08, the mean of post-test 1, 66.67, and the mean of post-test II
74.72. It means that scaffolding talk technique is able to improve the students‘ speaking skill.
The research conducted by the researcher for his graduating paper was different from the previous research. The researcher would cover about the using of small group discussion to improve the students‘ speaking skill. The difference was showed at the way of the teaching. The researcher used small group discussion technique to improve the students‘ speaking skill, whereas the previous researchers used scaffolding talk technique to students‘ speaking skill.
F. Benefit of the Research
The Benefits of this research are: 1. Theoretically
The findings of the research will give more explanation needed by English teacher especially how to improve the students‘ speaking skill through small group discussion. This means that small group discussion can improve the students‘ speaking skill. Students get more ways to improve their speaking skill. They will enjoy and are more interested in teaching learning process in their formal school after they get more knowledge from this research.
2. Practically a.
For the researcher The findings of the research can be known that there are many ways or methods to improve researcher
‘s English skill.
b.
For the students The result of the research can improve their speaking skill better and also with this method they can get more knowledge not only in English education, but also in social relationship. They can interact or communicate with their friends in the groups.
c.
For the English teacher This research can give additional contribution to English teachers to develop their method to teach about English education. d.
For the others researcher The results of this research can be used as one of the references in contributing a research on English language teaching, especially to increase their English speaking skill.
e.
For Vocational Secondary School Pancasila Salatiga The result of this research can be used as a method to improving students‘ speaking skill in the school. The result of this research can be functioned as information and reference for further researchers related with the field.
G. Definition of Key Terms
To avoid misunderstanding, the researcher gives definition of some key terms used in the research.
1. Speaking Skill Brown (2004: 140) defines speaking as a productive skill that can be directly and empirically observed; those observations are invariably colored by the accuracy and effectiveness of a test-takers listening skill, which necessarily compromises the reliability and validity of an oral production test.
2. Small Group Discussion Shaw (1976: 11) as quoted by Fisher (1981: 17) finds most acceptable
—―… a group is defined as two or more persons who are interacting with one another in such a manner that each person everyone agrees, this book use s ―interaction‖ and ―communication‖ interchangeably. The two terms are considered to be synonymous).
Small group discussions can help learners develop a range of speech function and interaction management skills. These skills include using the spoken language to express viewpoints, negotiate ideas, explore options, express tentativeness, modify views, and agree and disagree (Christine, 2007: 38).
H. Outline of the Paper
This research is divided into five chapters. Each chapter explains different matters in line with the topic that is discussed.
The first chapter is introduction, which consists of background of the research, research questions, objectives of the research, limitation of the research, previous research review, benefit of research, definition of key terms, and paper organization.
The second chapter concerns with the theoretical review which consists of the definition of students‘ speaking skill, and the meaning of small group discussion.
The third chapter presents the research methodology which consists of two concepts. First is the place and time of research. It contains general description of Vocational Secondary School Pancasila, situation of educational facilities, teachers and staffs, profile of the students and subject of the research. The latter is methodology of research. It covers general description of classroom action research, technique of collecting data, and technique of analyzing data.
The fourth chapter is the implementation of the research and data analysis. This chapter explains about the result of the research. It consists of two cycles and analysis.
The last chapter is closure which consist of conclusion and suggestion. It is the conclusion of the research and suggestion that the researcher made from the findings that the researcher had.
CHAPTER II LITERARY REVIEW In order to make the problems clearer, the researcher explains them
well in theoretical reviews. To clarify the references needed, the researcher discusses the definition of speaking skill and small group discussion method.
A. General Concept of Speaking Skill
This concept will discuss about the definition of speaking skill, elements of speaking, types of speaking skill, teaching speaking skill, assessment of speaking and suggestions for speaking skill.
1. The Definition of Speaking Skill Teaching English in any level, always involves four basic skills.
They are listening, reading writing and speaking. However, in using English to communicate one another, we often use it orally or speaking, than the other skills. According to Brown (2004: 140) defines:
―Speaking as a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test- taker‘s listening skill, which necessarily compromises the reliability and validity of an oral production test
‖. From this statements above, the researcher can conclude that speaking is an activity involving 2 or more people in which the participants are both the listeners and the speakers having to act what states that speaking is the product of creative construction of linguistic strings, the speakers make choices of lexicon, structure, and discourse.
According to Goh, Christine (2007: 4-6) states that speaking is important for language learners. Besides the role it plays in communication, speaking can also facilitate language acquisition and development. In situations where the target language is also a language for instruction across the school curriculum, speaking is a crucial tool for thinking and learning. However, even when there are speaking activities, it is probably true to say that while speaking occurs, the skills may not necessarily be taught.
Teachers do not have a material of learner work which they could evaluate and give feedback on. As a result, problems that learners face when doing speaking activities often go unnoticed or uncorrected. There is much that we can do to ensure that speaking lessons are not merely opportunities for using language orally but are a means for learners to develop speaking skills and acquire the language.
To speak effectively learners need to have a reasonable command of the basic grammar of the target language and a working vocabulary, but language knowledge alone is not sufficient. They must also develop a range of skills in four keys areas of speaking competence. These are explained in figure 2.1.
Figure 2.1 Speaking Skills for Effective CommunicationPhonological skills are important for effective oral
communication. Learners should learn to articulate and blend vowels and consonants (‗phonemes‘) of the language that they are leaning. It is even more important, however, that they can use appropriate intonation to present their message as given and new information clearly to listeners (Brazil, 1985/1997). In this sense, phonological skills at the prosodic level can also play a role in organizing discourse.
Speech function skills are micro-skills necessary for
achieving specific communicative ends in routine social and transactional exchanges (e.g. to greet, to agree, to complain, to offer a reason, to clarify etc.). Many language syllabuses that adopt communicative language teaching will show lists of common speech functions that are considered important for learners to develop in the target language.
Phonological Skills
Produce accurate sounds of the target language at the phonemic (vowels and consonants) and prosodic (stress and intonation) levels.
Speech Function Skills
Use spoken words to perform communicative functions, such as request, demand, and decline, explain, complain, encourage, beg, direct, warn and agree.
Interaction Management Skills
Manage face-to-face interactions by initiating, maintaining and closing conversations, regulating turn-taking, changing topics and negotiating meaning.
Extended Discourse Organization Skills
Establish coherence and cohesion in extended discourse by using established conventions to structure different types of spoken texts (e.g. narrative, procedural).
Interaction management skills are macro-skills for
dealing with face-to-face spontaneous exchanges. These include the ability to initiate, sustain and end an interaction (e.g. conversations, discussions), offer and take conversational turns, modify or redirect the focus or topic of an interaction, and negotiate meaning to ensure that one understands what our interlocutors mean.
Extended discourse organization skills
are another set of macro-skills for dealing with spoken interaction. Language learners often need to produce long stretches of language in various situations in and out of class. To ensure that their listeners understand what they say, learners need to be able to structure their spoken output in a way that is easy to follow. This requires knowledge of discourse routines, i.e. how a specific speech genre is structured (Bygate, 1998) as well as grammar and vocabulary knowledge for establishing coherence and cohesion. The ability to use intonation appropriately will be an asset.
It is important to add that effective oral communication does not depend on language and skills alone. Because of its status as an international language, English is now used by learners to communicate with native as well as other non-native speakers of the language. Learners from different countries must also have relevant cultural knowledge when speaking to one another. So, for example, the way disagreements are expressed may vary depending on whom we are speaking with and the roles we are adopting within that wider cultural context.
In addition Chaney (1998: 13) as quoted by Aziz (2015: 23-24) says that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.
From the above definition, it can be concluded that speaking is a crucial part of second language learning and teaching. Dealing with the importance of speaking, Azis also quotes Stoval (1998) states that language learners need to recognize that speaking involves three areas of knowledge: a.
Mechanics (pronounciation, grammar, and vocabulary): using the right words in the right order with the correct pronounciation.
b.
Function (transaction and interaction): knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building).
c.
Social, cultural, and norms (turn talking, rate of speech, length of pauses between speakers, relative roles of participants): understanding how to take into account who is speaking to whom, in what circumstances, about what and for what reason.
2. The Elements of Speaking Skill
The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language on the spot (Harmer, 2001: 269-271). Here are elements of speaking that speakers have to be competent in the speaking skill, in a.
Connected speech: effective speakers of English need to able to produce the individual phonemes of English. In connected speech sounds are modified (assimilation), omitted (elision), added (linking) or weaken (through contraction and stress patterning). It is for this reason that we should involve students in activities designed specifically to improve their connected speech.
b.
Expressive devices: native speakers of English change the pitch and stress of particular parts of utterances, vary volume and speed of speech. By using these devices people will be able to show what and how they are feeling to whom they are talking to.
c.
Grammar and lexis: spontaneous speech id marked by the use of a number of common lexical phrases, especially in the performance of certain language function.
d.
Negotiation language: effective speaking benefit from the negotiator language. We use to seek clarification and show the structure of what are saying.
In addition, Harmer states concerning with other elements of speaking that is necessary to be mastered by a successful speaker.
Those are mental/social processing and rapid processing skill that involves language processing, interaction and informing processing.
If part of a speakers productive ability involves the knowledge of language skills such as those discussed above, success is also a.
Language processing: effective speakers need to able to processlanguage in their own heads and put it into logical order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. Language processes involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. One of the main reasons for including speaking activities in language lessons is to help students develop habits of rapid language processing in English.
b.
Interactive with others: most speaking involves interaction with one or more participants. This means that effective speaking also involves a good deal of listening, an understanding of how the other participants are feeling. A knowledge of how linguistically to take turns or allow others to do.
c.
Information processing (on the spot): quite a part from our response others feeling, we also need to be able to process the information they tells us the moment we get it. The longer it takes for the penny to drop the less effective we are as instant communicators. However, it should be remembered that this instant response is very culture-specific and it is not prized by speakers in many other language communities.
3. Types of Speaking Skill
According to Brown (2004: 141-142 ), in his book ―Language
Assessment: Prin ciples and Classroom Practices‖, states: ―Speaking is a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test-takers listening skill, which necessarily compromises the reliability and validity of an oral production test.
In the other page of his book, Brown says that there are five basic types of speaking. They are: a.
Imitative.
This type of speaking performance is the ability to imitate a word or phrase or possibly a sentence. (e.g., "Excuse me." or "Can you help me?") for clarity and accuracy.
b.
Intensive.
This second type of speaking frequently employed in assessments context is in the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical or phonological relationships.
c.
Responsive.
This type includes interaction and test comprehension but at the somewhat limited level of very short conversations, standard greeting and small talk, simple request and comments and the like. The stimulus is usually a spoken prompt in order to preserve d.
Interactive.
Interaction can take the two forms of transactional language, which has the purpose of exchanging specific information, or interpersonal exchanges, which have the purpose of maintaining social relationships.
e.
Extensive.
Extensive oral production tasks include speeches, oral presentations, and story telling, during which the opportunity for oral interaction from listeners is either highly limited or ruled out altogether.
4. Teaching Speaking Skill
Harmer (2007: 123) states: there are three main reasons for teaching speaking skill. Firstly, speaking activities provide rehearsal opportunities
- – chances to practice real-life speaking in the safety of the classroom. 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 of language; they have stored in their brains, the more automatic their use of these elements become. As a result, students gradually become autonomous language users. This means that they will be able to use words and phrases fluently without very much conscious thought.
Use techniques that cover the spectrum of learner needs, from language based focus on accuracy to message-based on interaction, meaning, and fluency.
b.
Provide intrinsically motivating techniques.
c.
Encourage the use of authentic language in meaningful contexts.
d.
Provide appropriate feedback and correction.
e.
Capitalize on the natural link between speaking and listening.
f.
Give students opportunities to initiate oral communication.
g.
Encourage the development of speaking strategies.
From above explanation, we can see that all of principles for designing speaking techniques are very necessary for us. The need is passing the examinations to move to the next level and graduate from the school, and the general requirement is the students are able to speak and hold conversations. From a communicative purpose, speaking is closely related to listening. The interaction between these two skills is shown in the conversation.