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 of Teacher Training and Education Faculty State Institute for Islamic Studies (
THE IMPLEMENTATION OF TIME TOKEN
ARENDS METHOD TO IMPROVE STUDENTS
’SPEAKING SKILLS OF THE TENTH GRADE STUDENTS OF SMK SARASWATI SALATIGA
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 of Teacher Training and Education
Faculty State Institute for Islamic Studies (IAIN) Salatiga
Ismiatul Faidah
113-12-162
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2016DECLARATION
ميحرلا نمحرلا الله مسب
Hereby the writer declares that this graduating paper is written by the writer herself. This paper does not contain any materials which have been published by other people and other people‟s idea except the information from the references.
The writer is capable to account to her graduating paper if in the future it is proven of containing other‟s idea or in fact, the writer imitates the other‟s graduating paper.
Likewise, the declaration written by the writer to be understood.
MOTTO
║ Do something by spirit and hard work ║
ميحرلا نمحرلا الله مسب
DEDICATION This graduating paper is especially dedicated to: My beloved Mother and Father ACKNOWLEDGEMENT
Alhamdulillah, thanks to Allah SWT, God the almighty for the
blessing given to the writer in completing this graduating paper as one of requirement to finished study in English Education Department, Teacher Training and Education Faculty.
This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, she would like to express special thanks to:
1. Dr. H. Rahmat Haryadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D, as the Head of English Education Department.
4. Ruwandi, S.Pd, M.A as consultant who has educated, supported, directed and given the writer advice, suggestion and recommendation to her for this graduating paper from beginning until the end. Thanks for his patience.
5. All lecturers, especially the lecturers of English Education Department of State Institute for Islamic Studies (IAIN) Salatiga.
6. Her beloved Mother (Ibu Rupiatun), Her beloved Father (Bapak Ali Muhtarom), Her Sister and Her Family, Thank for their love, prayer, help, motivation and support.
7. Drs. H. Budi Triyanto Baskoro as the head master of SMK Saraswati Salatiga, teachers and staffs of SMK Saraswati Salatiga thank you for their help.
8. Mrs. Nurhayati, as the teacher of SMK Saraswati Salatiga, as the collaborator, thank you for allowing her in observing the teaching process.
9. Mr. Ahmad Syafi‟i, as the teacher at SMK N 01 Bancak, as the validator for the value time to correcting the instruments and share about the research.
10. All class members of X MMB SMK Saraswati Salatiga, thank for their cooperation during the teaching learning process.
11. Her beloved friend, Nailul Ghufron Aziz, thanks for support and thanks for everything.
12. All her friends at English Department who cannot be mentioned one by one.
13. Her dream, thanks for teaching her how to be good person, patient, smile, share, care, and love.
Salatiga, June 21, 2016
The researcher Ismiatul
TABLE OF CONTENTS
TITLE…………………………………………………………………………. iDECLARATION……………………………………………………………... ii
ATTENTIVE COUNSELOR NOTES……………………………………… iii
STATEMENT OF CERTIFICATION……………………………………... iv
MOTTO……………………………………………………………………….. v
DEDICATION………………………………………………………………... vi
ACKNOWLEDGMENT……………………………………………………... vii
TABLE OF CONTENTS…………………………………………………….. ix
LIST OF TABLES……………………………………………………………. xii
LIST OF FIGURES…………………………………………………………... xiii
LIST OFPICTURES………………………………………………………… xiii
ABSTRACT…………………………………………………………………… xiv
CHAPTER I: INTRODUCTION……………………………………………. 1
A. Background of the Problem……………………………………………. 1 B. Identification of the Problem…………………………………………... 4 C. Statement of the Problem……………………………………………… 5 D. Objective of the Study………………………………………………… 6 E. Benefit of the Study……………………………………………………. 6 F. Limitation of the Problem……………………………………………… 7 G. Definition of the Key terms……………………………………………. 7 H. Review of Previous Research………………………………………….. 8 I. The Graduating Paper Organization…………………………………… 10 CHAPTER II: UNDERLYING THEORIES………………………………. 12 A. General Concept of Speaking………………………………………….. 12 1.
Definition of Speaking……………………………………………... 12
2. Type of Speaking Performances…………………………………… 13 3.
Elements of Speaking……………………………………………… 14 4. The Principal for Teaching Speaking……………………………… 16 5. Classroom Speaking Activities…………………………………….. 18 6. Evaluation/Assessment of Speaking skills………………………… 21
B. General Concept of Time Token Amends……………………………... 30 1.
Step of Time Token Amends Method……………………………... 30 2. Strength and Weakness of Time Token Amends Method…………. 31 C. Use Time Token Amends in Teaching Speaking Skills……………….. 32
CHAPTER III: METHODOLOGY OF RESEARCH
…………………….. 34
2. Research Schedule…………………………………………………. 34 B. Method of Research……………………………………………………. 36 C. Subject of the Research………………………………………………... 36
D. Data Collection Method……………………………………………….. 38 E.
Research Instrument…………………………………………………… 40 F. Evaluation Criteria……………………………………………………... 44 G. Procedure of Research…………………………………………………. 46 H. Model of the Research…………………………………………………. 48
I. Technique of Data Analysis……………………………………………. 49
CHAPTER IV: RESEARCH RESULT AND DISCUSSION……………… 51
A. The Profile of SMK Saraswati Salatiga………………………………... 51 1. The List of Educational Facilities and Tools………………………. 52 2. The List of Teacher of SMK Saraswati……………………………. 543. The Distribution of the Class………………………………………. 57 B.
The Profile of Research Subject……………………………………….. 58 C. Data Analyzes………………………………………………………….. 58 1.
Cycle 1……………………………………………………………... 59 2. Cycle 2……………………………………………………………... 66 D. Discussion……………………………………………………………… 73 1.
Before Cycle……………………………………………………….. 74 2. Cycle 1……………………………………………………………... 76 a.
Planning………………………………………………………... 76 b. Implementation………………………………………………… 76 c. Observation…………………………………………………….. 79 d. Reflection………………………………………………………. 79
3. Cycle 2……………………………………………………………... 81 a.
Planning………………………………………………………... 81 b. Implementation………………………………………………… 80 c. Observation…………………………………………………….. 84 d. Reflection………………………………………………………. 84 4. After Cycle…………………………………………………………. 85
CHAPTER V: CONCLUSION and SUGGESTION………………………. 90 A. CONCLUSION……………………………………………………….. 90 B. SUGGESTION………………………………………………………... 91 REFERENCES
……………………………………………………………….. 93 APPENDICES………………………………………………………………… 95 APPENDIX A Silabus…………………………………………………………. 95 APPENDIX B Lesson
Plan……………………………………………………. 98 APPENDIX C Materi………………………………………………………….. 112
APPENDIX E Lembar Validasi ………………………………………………. 127 APPENDIX F Lembar Observasi Keterlaksanaan ……………………………. 158 APPENDIX G Lembar
Observasi Aktivitas Belajar Siswa…………………… 162 APPENDIX H Field Notes …………………………………………………… 169 APPENDIX I Result of Interview …………………………………………….. 173 APPENDIX J Students‟ Sample Work………………………………………… 176 APPENDIX K Picture in Class
Situation……………………………………… 179
LIST OF TABLES
Table 2.1 Test of Spoken English Scoring Scale…………………………. 23Table 2.2 Oral Proficiency Scoring Categories………………………….. 27Table 3.1 Research Schedule……………………………………………… 35Table 3.2 List ofX MM B …………………............................................... 37
Table 3.3 Students’ Score Sheet …………………………………………. 40Table 3.4 Score Criteria …………………………………………………... 41Table 3.6 Students’ Observation Sheet ………………………………….. 42Table 3.7 Assessment Scale for Oral Ability ……………………………. 44Table 3.8 Criteria Scoring ……………………………………………….. 46 Table 4.1 Educational Facilities and Tools in SMK Saraswati Salatiga..52 Table 4.2 List of Teacher in SMK Saraswati Salatiga ………………….. 54
Table 4.3 List of Staff in S MK Saraswati Salatiga ……............................ 57Table 4.4 Distribution of Class of SMK Saraswati Salatiga ……………. 57Table 4.5 Score of Students’ Pre Test…………………………………….. 59Table 4.6 Criteria of Students’ Achievement of Pre-Test……………….. 59Table 4.7 Score of Students’ Post-Test in Cycle 1……………………….. 60Table 4.8 Criteria of Students’ Achievement of Post-test in Cycle 1…... 6061 Table 4.9 Table of Students’ Deviation of Pre Test and Post-Test in Cycle 1………………………………………………………………………. Table
4.10 Table of Students’ Observation Sheet in Cycle 1……………. 65
Table 4.11 Score of Students’ Post-Test in Cycle 2……………………… 6667 Table 4.12 Criteria of Students’ Achievement of Post-Test in Cycle 2………………………………………………………………………………
Table 4.13 Table of68 Students’ Deviation of Post-Test in Cycle 1 and Post-
Test in Cycle 2………………………………………………………...
Table 4.14 Table of Students’ Observation Sheet in Cycle 2……………. 72Table 4.15 Result of Teaching- Learning………………………………….. 86
LIST OF FIGURES
Research……………………………………………...
Figure 4.1 Coupon (Consist of83 Word)…………………………………….
LIST OF PICTURES
Picture 2.1 Test of Spoken English26 Guide………………………………...
Picture 2.2 Subcategories of Oral Proficiency29 Scores……………………
Picture 4.1 The Coupon (Consist of78 Pictures)…………………………….
ABSTRACT
Ismiatul Faidah. 2016. “THE IMPLEMENTATION OF TIME
TOKEN ARENDS METHOD TOIMPROVE STUDENTS ’
SPEAKING SKILLS OF THE TENTH GRADE STUDENTS OF
SMK SARASWATI SALATIGA IN 2015 /2016 ACADEMICYEAR”.
Graduating Paper. English Education Department State Institute for
Islamic Studies (IAIN) Salatiga Counselor: Ruwandi, S.Pd, MA.The objectives of this research are (1) to describe the implementation of time token arends to improve students‟ speaking skills. (2) to describe that time token arends method increases the students„ speaking skills. (3) to describe that the time token arends method significantly improve the students„ speaking skills. This classroom action research was conducted at SMK Saraswati Salatiga. The procedure of the research consisted of planning, action, observation, and reflection. The data were collected from spoken test, observation, interview and document. The observation during the process of English teaching and learning was conducted by the observer. In this research, the writer acted as the practitioner. The researcher used two cycle. The research findings showed: The mean of Pre-test 64.625, the mean of post- test 1 68.125, the mean of post-test 2 74.291. The implementation of time token arends method significantly improve student‟s speaking skills. This was proved from the result of t-test and t-table in cycle 1 (11.91>2.069) and the result of t-test and t-table in cycle 2 (10.26>2.069). It showed that the score of t-test was higher than the score of t- table. Based upon the finding of the data above the writer concluded that using time token arends increase students‟ speaking skills.
Keyword: time token arends method, speaking skills.
CHAPTER I INTRODUCTION Background of the Problem A. The Tenth Grade Students of SMK Saraswati still possess a big
problem in mastering speaking skills. English is not mother tongue for students, but English is a foreign language. So the students have a problem in speaking because they does not use English as a habit, students only learn English in school and not use English at home or in the environment around them to communicate with each other. English is also not used by students every day.
Unlike writing, speaking is a direct language performance. Speaking happens in real time, usually the person you are talking to is waiting for you to speak right then. When you speak, you cannot edit and revise what you wish to say, as you can if you are writing. According to Nunan (2003:50) as we saw in the speaking-writing contrast, there is limited time for planning and editing speech during conversation. And for less-than-proficient speakers, managing the components of language that must work together when we speak is very demanding indeed. In writing, more visual, permanent, delayed reception, pay attention with punctuation, delayed or no feedback and unlimited planning, editing, revision.
There are several factors need to mastering speaking skills as studying actual conversation didn‟t sound like the text book dialogues. To speak in a foreign language learners must master the sound system of the language, have almost instant access to appropriate vocabulary and be able to put words together intelligibly with minimal hesitation. In addition, they must also understand what is being said to them, and be able to respond appropriately to maintain amicable relations or to achieve their communicative goals.
In master speaking, we study about composed utterances. An utterance is something someone says. The next level is clause and phrase. A phrase is two or more words which function as a unit but don‟t have a subject or a verb marked for tense. Clauses are two or more words that do contain a verb marked for tense. Learn about free morpheme and bound morpheme. Pronunciation is covered elsewhere. Then learn about phoneme. A phoneme is a unit of sound in language that distinguishes meaning. After that in the last we learn about Stress, Rhythm, and intonation, it is important in speaking (Nunan, 2003:51-54)
In addition, culture is also needed in master speaking. when someone talk to others he is using their native languages and every person from different regions has different culture. We must know about our culture, culture is needed for us to communicate with other people from the same region or different regions. When we communicate with people from other region, The first thing discussed is about the culture because each region has different culture, so we have a diversity of language we need to know.
One of the problem raised in the interview at January 12, 2016. Based on the results of pre- interviews that have been conducted with Mrs. Nurhayati English teachers at SMK Saraswati Salatiga, the researcher found out some problems related to the instructional activities in there. Those problems are: 1) the students have low speaking ability because they rarely practice English to communicate with the others; 2) students are used to speak Bahasa than English language; 3) the students have low grammar, vocabulary and pronunciation mastery; 4) the students have low motivation in learning English; and 5) the teacher still uses monotonous and inappropriate teaching techniques.
The writer continued into interview to find the solution problem in master speaking. There is some solution such as use new method or technique.
Change the technique will be good and interesting for students. Teacher also can include games before teaching learning begin. The method are use in teaching speaking such as acting from script, discussion, communication games , simulation and role play, prepared talks, and questionnaires. The methods are use in classroom action research such as time token and cooperative complete sentence.
Offers, Time Token Arends is Time Token Arends is one of a little example from the democratic learning in school. Democratic learning is the learning process put students as a subject. They must change to more positive. From can not to can, from not understand to understand, from not know to
Offered the teacher way interested and conferred to try it out to improve students speaking skills. The teacher interested to try a new method or technique to improve students speaking skills. The teacher decided to try time token arends method in teaching learning in her class.
Teacher and observer agreement to use classroom action research to try out time token arends method. Teacher choose class X MMB as a class will be observe with 24 students. The observer and teacher do research at April 12-30, 2016. To know the improvement, observer must find any significant from the research. If significant, so time token arends method can improve students speaking skills. If not significant mean that time token arends cannot improve students speaking skills.
Based on the explanation above, the researcher wants to conducts a research entitled: THE IMPLEMENTATION OF TIME TOKEN ARENDS METHOD TO IMPROVE STUDENT
S‟ SPEAKING SKILLS OF THE TENTH GRADE STUDENTS OF SMK SARASWATI SALATIGA IN 2015/2016 ACADEMIC YEAR.
B. Identification of the Problems
Considering the important of the identification problem, the writer identifies the problems as follows:
1. The English teachers do not understand Time Token Arends Method
2. The English teachers do not comprehend that Time Token Arends Method can be used to improve students‟ speaking skills.
3. The English teachers are less interested in using Time Token Arends Method.
4. The English teachers a lot of times to prepare a new method.
5. The English teachers need a lot of energy to prepare and apply this Method.
.
6. The English teachers have not yet tried to use this Method
C. Statement of the Problem
Based on the background to the study the problem statements are formulated as follow :
1. How is the implementation of Time Token Arends Method to improve students‟ Speaking skills of the Tenth Grade Students of SMK Saraswati Salatiga in 2015/2016 Academic Year?
2. How far is the means of speaking skills of the Tenth Grade Students of SMK Saraswati Salatiga in 2015/2016 Academic Year by using time token arends method?
3. What is the implementation of time token arends method significantly improve the students‟ speaking skills of the Tenth Grade Students of SMK
D. Objectives of the Study
The purpose of the study are:
1. To describe the implementation of Time Token Arends to improve speaking skills of the tenth grade students of SMK Saraswati Salatiga in 2015/2016 Academic Year
2. To know the improvement of the speaking skills of the tenth grade students of SMK Sarawati Salatiga in 2015/2016 academic year .
3. To find out the significance improvement the students‟ speaking skills of the tenth grade students of SMK Saraswati Salatiga in 2015/2016 academic year .
E. Benefit of the Study
The researcher viewed that the following benefits may be derived from the study :
1. For the school To contribute to the SMK N 01 Salatiga with the new innovation of the Time Token Arends Method.
2. For the teacher The study can be used by the teacher to provide the better method to improve students‟ speaking skills.
3. For the students motivates the students to study speaking well, foster students' interest in learning. In addition, this model improves stude nts‟ knowledge in speaking skills.
4. To the other researcher It can lead to future researchers because it will be a good basis to know why students have low performance in speaking skills and its solving. the result of the research can be used as an input in English teaching and learning process.
5. For the writer From this research, the writer can learn some ways to give motivation for the students to improve speaking skills and study
F. Limitation of the Problem
The writer limits this research dealing with the improvement of students‟ speaking skills of the tenth grade in SMK Saraswati Salatiga through Time Token Arends Method.
G. Definition of the Keyterms
To avoid misunderstanding, the writer gives explanations or definitions of some key terms used in the study.
1. Time Token Arends Time Token Arends is one of a little example from the democratic learning in school. Democratic learning is the learning process put can, from not understand to understand, from not know to know. In other world they always active (Mukrimaa, 2014:118).
2. Speaking Skills Speaking is defined operationally in this study as a secondary stage students‟ ability to express themselves orally, coherently, fluently and appropiately in a given meaningful context to serve both transactional and interactional purposed using correct pronounciation , grammar and vocabulary and adopting the pragmatic and dicourse rules of the spoke language. In other words they are required to show mastery of the following sub competencies / skill are Linguistic Competence, Discourse Competence, and Pragmatic Competence (Zaher, 2006:30-31).
H. Review of Previous Research
To support this research, the writer takes review of related literature from the other graduating paper. The first research arranged by Kristiawan (2016) about
The Effect of Time Token Technique Toward Students‟ Speaing Skill at Science Class at High School 1 Parlaman. This research was experiment.The population in this research was students at grade XI of High School 1 Parlaman consist of 170 students. Cluster random sampling was used to determine two classes which consist of 68 students. MIPA1 was treated through time token technique while MIPA5 was treated through debate technique. The result of the study showed that the mean score of experimental was 75.71 with standard deviation 5.35. In order to prove the hypothesis, the t- test score of experimental class was compared with t-table score. It showed that the result of t-test of the experimental class was 2.094 while the result of t-table at a level of significance with a=0.05 was 1.997. It indicated that the t- score of experimental class was higher than t-table, 2.094>1.997. It means Ho is rejected and Hi was accepted. It was clear that time token technique gave significance effect towards students‟ speaking skill.
The second research arranged by Fentari (2016) about THE
INFLUENCE OF USING TIME TOKEN METHOD TOWARD SPEAKING ABILITY AT THE S TUDENTS‟ OF SMP N 1 BATANGHARI ACADEMICYEAR 2014/2015. The research design of this research is Quantitative Design. The population of this research is 625 students. It consists of 21 classes and average of each class consists of 32 students. The researchers conducted the research at the eighth grade of SMP N 1 Batanghari.
The researcher took 64 students from the total population as the sample. This research takes two classes: they are experimental class and control class. In Colleting the data, the researcher used test. The test comprised two tests: pre test and post test. To analyze data, the researcher used t-formula. The result of the study showed that t count 5,37 and t daf is 2,00 (on criteria1) and 2,66 (on criteria 2). It means that t >t . And the criteria of t is Ho accepted if
count daf count t count > t daf .
The research conducted by the researcher for his graduating paper was Time Token Arends Method to improve the students‟ speaking skills. The difference was showed at the object, used two variables, the method of research, and the research design. The researcher was choose object in the Tenth grade of SMK Saraswati Salatiga, the variable are Time Token Arends and speaking, the method is Classroom action research, the research design are cycle 1 and cycle 2.
I. The Graduating Paper Organization
The researcher wants to arrange the graduating paper in order to the reader can catch the content easily. It is divided into five chapters.
Chapter I is Introduction, consist of the background of the study, the research problem, the objectives of the study, the benefits of the study, limitation of study, review of previous research, and graduating paper organization.
Chapter II presents of underlying theories and theoretical framework of speaking and Time Token Arends. Chapter III discusses about research methodology which consists of Setting of the research, Method of the research, subject of the research, Data collection method, Research Instrument, Evaluation Criteria, the procedure of the research, the model of research, and technique of data analysis.
Chapter IV is Data presentation, Data analysis, Discussion and research summary of cycle I and cycle II. Chapter V the writer states the study in summary that includes of Conclusion and Suggestion. The last part is References and appendices.
CHAPTER II UNDERLYING THEORIES This chapter focuses on giving a theoretical foundation of the study. It aims at giving direction to what extent the study is conducted. This research concern on the use of Time Token Arends Method to improve students‟ speaking skills.
A. General Concept of Speaking
1. Definition of Speaking Speaking is defined operationally in this study as a secondary stage students‟ ability to express themselves orally, coherently, fluently and appropiately in a given meaningful context to serve both transactional and interactional purposed using correct pronounciation , grammar and vocabulary and adopting the pragmatic and dicourse rules of the spoke language. In other words they are required to show mastery of the following sub competencies / skill (Zaher, 2006:30-31) :
a. Linguistic competence : This includes the following skills : 1) Using intelligible pronounciation.
2) Following grammatical rules accurately. 3) Using relevant, adeque and appropiate range of vocabulary.
b. Discourse competence : This include the following skills: 1) Structuing discourse coherently and cohesively.
2) Managing conversation and interacting effectively to keep the conversation going.
c. Pragmatic competence: This include the following skills: 1) Expressing a range fuctions effectively and
2) Fluency: This means speaking fluently demonstrating a reasonable rate of speech.
2. Types of Speaking Performances Brown (2004: 140) describes five categories of speaking skill area.
Those Five categories are as follows:
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 teacher uses drilling in the teaching learning process. The reason is by using drilling, students get opportunity to listen and to orally repeat some words.
b. Intensive This is the students‟ speaking performance that is practicing some phonological and grammatical aspects of language. It usually places students doing the task in pairs (group work), for example, reading aloud that includes reading paragraph, reading dialogue with partner in turn etc.
c. Responsive Interaction and test comprehension but at the somewhat limited level very short conversation, standard greetings and small talk, simple requests and comments, giving instructions and directions. Those d. Interactive The length and complexity of the interaction which sometimes includes multiple exchange and/or multiple participants.
e. Extensive Teacher gives students extended monologues in the form of oral reports, summaries, and storytelling and short speeches.
3. Elements of Speaking The ability to speak fluently presuppose not only knowledge of language Features, but also the ability to process information and language on the spot (Harmer, 2001: 269).
a. Language features Among the elements necessary for spoken production, are the following: 1) Connected speech: effective speakers of English need to able not only to produce the individual phonemes of English. In connected speech sounds are modified (assimilation), omitted, (elision), added (linking), or weakened (through constrictions and stress patterning). It is for this reason that we should involve students in activities designed specifically to improve their connected speech.
2) Expressive devices: native speaker of English change the pith and stress of particular parts of utterances, vary volume and
(paralinguistic) means how they are feeling(especially in face- to-face interactions).
3) Lexis and grammar: spontaneous speech is marked by the use of a number of commons lexical phrases, especially in the performance of certain language functions. 4) Negotiation language: effective speaking benefits from the negotiator language we use to seek clarification and show the structure of what we are saying. We often need to ask for clarification when we are listening to someone else talks and it is very crucial for students.
b. Mental/ social processing Success of speaker‟s productivity is also dependent upon the rapid processing skills that talking necessitates.
1) Language processing : effective speakers need to able to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. Language processing involves the retrieval of words 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.
2) Interacting 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. And knowledge of how linguistically to take turns allows other to do. 3) (On the spot) information processing: quite apart from our response to other‟s feelings, we also need to be able to process the information they tell us the moment we get it.
4. The Principle for Teaching Speaking Speaking is closely related to listening. The interaction between these two skills is shown in the conversation. There are five principles for teaching speaking as (Nunan, 2003: 54) are:
a. Be aware of the differences between second language and foreign language learning contexts: speaking is learned in two board contexts, foreign language and second language situations. The challenges you face as a teacher are determined partly by the target language context. Learning speaking skill is very is very challenging for students in FL context, because they have very few opportunities to use the target language outside the classroom.
b. Give students practice with both fluency and accuracy: Accuracy is the extent to which students‟ speech matches what people actually say when they use the target language. Fluency is the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.
c. Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk: pair work and group work activities can be use to increase the amount of time that learners get to speak in the target language during lessons.
d. Plan speaking task that involve negotiation for meaning: it involves checking to see if you have understood what someone has said, clarifying your understanding, and confirming that someone has understood your meaning/by asking for clarification, repetition, or explanations during conversations, learners get the people they are speaking with to address them with language at a level they can learn from and understand.