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A (Regular)
ENGLISH APPLIED LINGUISTICS
Speaking is the process of building and sharing meaning through the use of verbal and
non-verbal symbols. Speaking is a crucial part of second language learning and teaching.
However, today’s world requires that the goal of teaching speaking should improve students’
communicative skills because students can express themselves and learn how to use a language.
Nowadays, many teacher agree that students should learn to speak the second language
by interacting to others. For this case, students should master several speaking components’,
such as: comprehension, pronunciation, grammar, vocabulary, and fluency. In brief, English
teacher should be creative in developing their teaching learning process to create good
atmosphere, improve the students speaking skill, give attention to the speaking components’, and
For this reason, the English teacher should apply appropriate method and technique of
language means learning to perform communicative speech acts with it (Brickerton. 1996: 1).
attitude, and the type of speech act being performed corresponds to the type of attitude being
expressed. For example, a statement expresses a belief, a request expresses a desire, and an
apology expresses a regret. As an act of communication, a speech act succeeds if the audience
identifies, in accordance with the speaker's intention, the attitude being expressed which realized
in the language.
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B. The Notion of Speaking
. Studying English without practice speaking is useless. Through speaking, one can
express their minds, ideas and thought freely and spontaneously. To most people, mastering the
art of speaking is the single most important aspect of learning a second or foreign language, and
success is measured in terms of the ability to carry out a conversation in the language.
(O’Grady, 2000:310). Mental process also called as “a process of thinking”. We use word,
phrases, and sentences to convey a message to a listener. A word is the smallest free form (an
item that may be uttered in isolation with semantic or pragmatic content) in a language, while a
phrase is a syntactic structure that consists of more than one word but lacks the subject-predicate
organization of a clause. When we combine these words into one group, then it become a
sentence.
Many students regard speaking ability as the measure of knowing a language. These
students define fluency as the ability to converse with others, much more than the ability to read,
write, or comprehend oral language. They regard speaking as the most important skill they can
acquire, and they assess their progress in terms of their accomplishments in spoken
Generally, students need to recognize that speaking involves three areas of knowledge
(Burnkart: 1998):
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right
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Functions (transaction and interaction): Knowing when clarity of message is essential
(interaction/relationship building)
Social and cultural rules and norms (turn-taking, 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.
Speaking is making use words in an ordinary voice, uttering words, knowing and being
able to use language; expressing oneself in words; making speech. While skill is the ability to do
something well. Therefore, we can infer that speaking is the ability to make use of words or a
language to express oneself in an ordinary voice. In short, the speaking skill is the ability to
perform the linguistics knowledge in actual communication. The ability functions to express our
Speaking is also one of the language arts that is most frequently used by people all over
the world. The art of speaking is very complex. It requires the simultaneous use of the number of
According to Syakur there are at least five components of speaking skill concerned with
a. Comprehension
For oral communication certainly requires a subject to respond to speech as well as to initiate
it.
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b. Grammar
explanation suggested by Heaton (1978: 5) that student’s ability to manipulate structure and to
distinguish appropriate grammatical form in appropriate ones. The utility of grammar is also
to learn the correct way to gain expertise in a language in oral and written form.
c. Vocabulary
One cannot communicative effectively or express their ideas both oral and written form if they
do not have sufficient vocabulary. Without grammar very little can be conveyed, without
vocabulary nothing can be conveyed. (Willid, 1990). So, vocabulary means the appropriate
d. Pronunciation
Pronunciation is the way for students’ to produce clearer language when they speak. It deals
with the phonological process that refers to the component of a grammar made up of the
elements and principles that determine how sounds vary and pattern in a language. There are
constantly mispronounces a range of phonemes can be extremely difficult for a speaker from
e. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency in speaking is
the aim of many language learners. Signs of fluency include a reasonably fast speed of
speaking and only a small number of pauses and “ums” or “ers”. These signs indicate that the
speaker does not have spend a lot of time searching for the language items needed to express
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D. Teaching Speaking
According to Hornby (1995: 37) teaching means giving the instruction to (a person): give
a person (knowledge skill, etc). While speaking means to make use of words in an ordinary
voice. So, teaching speaking is giving instruction to a person in order to communicate. Tarigan
(1990: 3-4) defines that speaking is a language skill that is developed in child life, which is
preceded by listening skill, and at that period speaking skill is learned. It means that speaking is
the basic language. The process of speaking skill has happened or preceded by listening skill.
able to make themselves understood, using their current proficiency to the fullest. They should
try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and
to observe the social and cultural rules that apply in each communication situation (Burnkart.
1998:2).
Teaching speaking, in my opinion, is the way for students to express their emotions,
communicative needs, interact to other person in any situation, and influence the others. For this
reason, in teaching speaking skill it is necessary to have clear understanding involved in speech.
1) Discussion
The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in
their discussion groups. Here the teacher can form groups of students and each group works
on their topic for a given time period, and present their opinions to the class. Fauziati (2002:
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134) states that the main aim of group discussion is to improve fluency, grammar in probably
Role play has appeal for students because it allows the students to be creative and to put
themselves in another person’s place for a while (Richard, 2003: 222). While simulation is
very similar to role-play but here students can bring items to the class to create a realistic
environment. For instance, if a student is acting as a singer, he or she can bring a microphone
3) Interviews
Conducting interviews with people gives students a chance to practice their speaking ability
not only in class but also outside and helps them becoming socialized. After interviews, each
4) Reporting
In class, the students are asked to report what they find as the most interesting news. Students
can also talk about whether they have experienced anything worth telling their friends in their
5) Prepared Talks
A popular kind of activity is the prepared talk where a student makes a presentation on a topic.
Such talks are not designed for informal spontaneous conversation; because they are prepared,
they are more ‘writing-like’ than spoken orally. However, if possible, students should speak
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6) Dialogue
Dialogue is one of the media in teaching speaking. It helps the students practice in speech,
pronunciation, intonation, stress. Dialogue also increase students’ vocabulary. The primary
stress) in teaching speaking like native speaker. Therefore, in teaching learning uses dialogue
(short and long), the students are motivated by the teachers question to reason rather than to
recollect. Dialogues is two sides communication, it means we just not have to express
something but we should have to understand what another peoples said (Podo and Sulaiman,
1995: 25).
Again, sometimes spoken language is easy to perform, but in some cases it is difficult
(Brown, 2001: 270). In order that they can carry out the successful speaking, they have to fulfill
1). Learners talk a lot. As much as possible of the period of time allocated to the activity is in
fact occupied by learners talk. This may be obvious, but often most time is taken up with teacher
talk or pauses.
2). Participant is even. Classroom discussion is not dominated by a minority of talk active
participants. All get a chance to speak and contributions are fairly evenly distributed.
3). Motivation is high. Learners are eager to speak because they are interested in the topic and
have something new to say about it, or they want to contribute to achieve a task objective.
4). Language is of an acceptable level. Learners express themselves in utterances that are
relevant, easy comprehensible to teach other and of acceptable level of language accuracy.
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E. Method and Technique of Teaching Speaking
A researcher needs to know the definition of method and technique in teaching English.
Fauziati (2002: 5) has pointed out that method is treated at the level of design in which the roles
The method requires students to translate whole texts word for word and memorize numerous
grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to
The direct method of teaching was developed as a response to the Grammar-Translation method. It
sought to immerse the learner in the same way as when a first language is learnt. All teaching is done
in the target language, grammar is taught inductively, there is a focus on speaking and listening, and
Like the direct method, the audio-lingual method advised that students be taught a language directly,
without using the students' native language to explain new words or grammar in the target language.
However, unlike the direct method, the audio-lingual method didn’t focus on teaching vocabulary.
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Community Language Learning (CLL)
It is an approach in which students work together to develop what aspects of a language they
would like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts
The method relies on the assumption that when learning a second or additional language,
development and that the process allows for a long period of listening and developing
movement
The Natural Approach (NA) is a method of foreign language teaching which aims to apply
the principles of natural language acquisition into classroom context. Meaning is considered
as the essence of language and vocabulary (not grammar) is the heart of language.
The Silent Way is an approach to language teaching designed to enable students to become
independent, autonomous and responsible learners. he main objective of a teacher using the
Silent Way is to optimize the way students exchange their time for experience.
Suggestopedia
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Communicative Language Teaching (CLT).
foreign languages that emphasizes interaction as both the means and the ultimate goal of
From all the above methods, the writer prefer to Communicative Language Teaching
(CLT). Brumfit (1979) in his theory define that CLT attempts to communicative activities may
be encouraged from the very beginning. Thus language learning is learning to communicate.
Language is created by the individual often through trial and error, and fluency and acceptable
language is the primary goal: accuracy is judged not in the abstract but in context. Through this
Harmer (2001: 86) explains that the aim of Communicative Language Teaching as
follows:
The communicative approach or CLT have now become generalized terms to describe
learning sequences which aim to improve the student’s ability to communicate, in stark
contrast to teaching which is aimed more at learning bits of language just because they
exist and without focusing on their use in communication.
Related to the expert contribution, the writer concludes that the goal of CLT method is to
Fauziati (2002: 6) describes that technique is classroom practice done by the teacher
when presenting a language program. This is the way the classroom activities are integrated into
Previously, there are six ways to promote activities of speaking skills, one of them is
dialogue. The writer are interested in dialogue as the technique of teaching skills because
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dialogue is the interaction between people with different points of view, intent on learning from
one another.
for the appropriation of newly encountered language features. A balance needs to be found,
however, between security and challenge. Making the task too easy, as when students are given
unlimited time to simply read a dialogue aloud, is unlikely to motivate the students to make the
kind of adjustments in the current state of their knowledge that are needed in order to integrate
new knowledge. On the other hand, placing too much performance pressure on learners too soon
may have the risk taking that is necessary if their competence is to be extended, one way to ease
pressure on learners is to give them sufficient time to rehearse before asking them to perform in
Finally, the writer concludes that dialogue is one of teacher’s technique in teaching
speaking. Dialogue is the conversation between two or more people to share ideas or view
points. Today dialogue is used in educational program. Fact, dialogue used in such school to
improve the students’ speaking ability by treat them to represent their conversation in pairs to the
class.
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REFERENCES
Brumfit, C.J., & K. Johnson (Eds). 1979. The Communicative Approach to Langugae Teaching.
Oxford: Oxford U.P.
Burnkart, Grace Stoval. 1998. Spoken language: What It Is and How To Teach It.
http://www.nclrc.org/essentials/speaking/goalsspeak.htm.
Harmer, Jeremy. 2002. The practice of English Language Teaching. England: Longman
Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary of Current Language. Oxford:
Oxford University Press
Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language..
http://itesjl.org/Articles/Kayi-TeachingSpeaking.html.
Podo and Sulaiman. 1995. Bahasa Sebagai Ketrampilan Suatu Bahasa. Bandung: Angkasa
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Richard-Amato, Patricia A. 2003. Making It Happen, Third Edition. United States :Pearson
Education
Syakur. 1987. Language Testing and Evaluation. Surakarta: Sebelas Maret University Press
Tarigan, H. Guntur. 1990. Berbicara Sebagai Suatu Ketrampilan Berbahasa. Bandung: Penerbit
Angkasa
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