Professional Documents
Culture Documents
Preliminary
Human life can not be separated from speaking activities. speaking is a means to
communicate between humans. Speaking as a means of communication, in order to meet
human nature as a social creature that needs to interact with fellow human beings.
Speaking is regarded as the most perfect tool and able to bring good thoughts and
feelings about things that are concrete or abstract (Effendi, 1985: 5). In line with the
development of science and human technology is required to have good speaking skills.
A person who has adequate speaking skills will more easily absorb and convey
information both orally and in writing.
Speaking skills consist of four aspects, namely listening, speaking, reading, and
writing. Students must master these four aspects to be skilled in speaking. Thus, learning
language skills in schools not only emphasize the theory alone, but students are required
to be able to use the language as its function, namely as a tool to communicate. One
aspect of language that must be mastered by students is to speak, because speaking skills
to support other skills ( Tarigan, 1986: 86). This skill is not a kind of skill that can be
passed down from generation to generation even though it is by nature every human
being can speak.
2. Studies Library
According to Tarigan (1981: 15), speaking is a form of human behavior that
utilizes very intense physical, psychological, neurological, semantic and linguistic
factors. Furthermore Tarigan (1986: 3) argues that speaking is the ability of a person to
pronounce articulation sounds or words that aim to express, express and convey the
thoughts, ideas and feelings of the person.
While Brown and Yule in Nunan (1989: 26) argue that speech is to use an oral
language consisting of a short, incomplete or fragmented utterance in the sphere of
pronunciation. The pronunciation is closely related to the reciprocal relationship made
between one speaker and the listener.
Meanwhile, according to Djago Tarigan (1995: 149) speaking is a skill to convey
the message through spoken language. The link between the message and the spoken
language as the medium of delivery is very heavy. The message received by the listener
is not in the original form, but in another form that is the sound of language. The listener
then tries to divert the message in the form of the language into its original form.
3. Writing method
The type of writing used in this paper is Library research. Namely techniques that
are descriptive by describe or describing and analyze aspects of the ability to read.
Techniques collection data used are Writing studies Library where the authors
collect some data from several sources of reference and by way of Internet searching that
is by searching for references from the internet either from articles, e-books, journals and
others
4. Discussion
A. What speaking is
Speaking is an interactive process of constructing meaning that involves
producing and receiving and processing information (Brown, 1994; Burns &
Joyce, 1997). Its form and meaning are dependent on the context in which it
occurs, including the participants themselves, their collective experiences, the
physical environment, and the purposes for speaking. It is often spontaneous,
open-ended, and evolving. However, speech is not always unpredictable.
Language functions (or patterns) that tend to recur in certain discourse situations
(e.g., declining an invitation or requesting time off from work), can be identified
and charted (Burns &Joyce, 1997). For example, when a salesperson asks "May I
help you?" the expected discourse sequence includes a statement of need,
response to the need, offer of appreciation, acknowledgement of the appreciation,
and a leave-taking exchange. Speaking requires that learners not only know how
to produce specific points of language such as grammar, pronunciation, or
vocabulary (linguistic competence), but also that they understand when, why, and
in what ways to produce language (sociolinguistic competence). Finally, speech
has its own skills, structures, and conventions different from written language
(Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996). A good speaker
synthesizes this array of skills and knowledge to succeed in a given speech act.
B. The Aspects of Speaking Skill
1. Pronunciation
2. Grammar
Moreover, Nelson (2001:1) states that grammar is the study of how words
combine to form sentences. Thus from statement above can be concluded that
grammar is a rule that is needed for the students to combine correct sentences
in conversation both in written and oral forms. Grammar refers to the
fundamental principles and structure of the language, including clear and
correct sentence construction and the proper forms of words (Batko, 2004:24).
3. Vocabulary
Oral vocabulary is the set of words for which we know the meanings when
we speak or read orally. Written vocabulary consists of those words for which
the meaning is known when we write or read silently. These are important
distinctions because the set of words that beginning readers know are mainly
oral representations. As they learn to read, written vocabulary comes to play
an increasingly larger role in literacy than does the oral vocabulary (Hiebert
and Kamil, 2005:3).
4. Fluency
5. Comprehension
6. Interactive Communication
Thornbury (2005:129) Interactive communication refers to the ability of a
candidate to interact with the interlocutor and the other candidates by
initiating and responding appropriately and at the required speed and rhythm
to fulfil the task requirements. Brown (2001:269) The most difficulties faced
by students in speaking are the interactive nature of communication. In
speaking, especially when they are having conversation they are engaging in a
process of negotiation of meaning. Thus, learners usually have problems in
how to say things, when to speak, and other discourse constants. Although
they have difficulties in this aspect, assessing students through the way they
interact is good to train them to have natural speaking.
7. Appropriateness
a) Setting
b) Participants
c) Gender
d) Channel
e) Topic
8. Complexity
A completely different reason for student silence may simply be that the
class activities are boring or are pitched at the wrong level. Very often our
interesting communicative speaking activities are not quite as interesting or as
communicative as we think they are and all the students are really required to do
is answer 'yes' or 'no' which they do quickly and then just sit in silence or worse
talking noisily in their L1. So maybe you need to take a closer look at the type of
speaking activities you are using and see if they really capture student interest and
create a real need for communication.
5. Conclusion
In indonesian english is still a foreign language, many students think english is a
difficult learning, it's all caused by lack of vocabulary mastery owned by student and
habit of student who glued to gramatical when want to speak english which make them
take a long time if want Reveal or when to speak English.
Can not be separated from the obstacles that make the students difficult to speak
English, then create aspects of assessment that should be assessed in Speech include
Pronunciation, grammar, vocabulary, Fluency, Comprehension, Interactive
Communication, Appropriateness and Complexity
References
Anonym . https://www.skillsyouneed.com/ips/effective-speaking.html