INTRODUCTION

Speaking is a productive skill. Theoretically, according to O’Grady (1996), it is a

mental process. This means that it is a psychological process by which a speaker puts a
mental concept into some linguistic form, such as word, phrases, and sentences used to
convey a message to a listener. So the speech production is the process by which the
speakers turn their mental concept into their spoken utterances to convey a message to
their listeners in the communicative interaction.

DEVELOPING FLUENCY IN SPEAKING

The instructional material to be designed will focus on developing students’

fluency in speaking. The term fluency is defined as the ability to use the language
quickly and confidently without too many hesitations and unnatural pauses that cause
barriers in communication. Fluency in speaking is an important aspect of learning
English. Fluency in speaking English can be achieved effectively through the following
tasks. Most verbal communication tasks aimed at developing fluency in English involve
rehearsal and repetition of speaking activities (Larsen-Freeman & Anderson, 2000).

CONTENT

Unit II: Types of Speeches

In this unit, students will learn on how to develop fluency in speaking and
improve their speaking skills needed to participate verbally in discussions, exchange
thoughts and information, make clear and convincing presentations, and interact with a
variety of audiences.

Lesson 1: Types of Speech According to Purpose

a) Expository/Informative Speech
b) Persuasive Speech
c) Entertainment Speech
Lesson 2: Four Methods of Speech Delivery

a) Reading from a manuscript

b) Memorized Speech
c) Impromptu Speech
d) Extemporaneous Speech

REASONS/SUPPORT

Nordquist (2018) argued that to achieve fluency in English speaking, one must
have a thorough comprehension of English grammar fundamentals as well as
appropriate reading habits. Speaking while reading increases confidence and improves
fluency. Practice speaking every day by having a conversation with someone to improve
your English speaking proficiency. Throw in the new term or phrase you just learnt
every now and then. But remember; do not let your fear of making grammatical errors
stop you.

Many students equate being able to speak a language as knowing the language
and therefore view learning the language as learning how to speak the language, or as
Lestari (2012) wrote, “success is measured in terms of the ability to carry out a
conversation in the (target) language.” Therefore, if students do not learn how to speak
or do not get any opportunity to speak in the language classroom they may soon get de-
motivated and lose interest in learning. On the other hand, if the right activities are
taught in the right way, speaking in class can be a lot of fun, raising general learner
motivation and making the English language classroom a fun and dynamic place to be.

REFERENCES:
Lestari, R. (2012). Principles for Teaching Speaking. Retrieved from:
https://rinaaghna.wordpress.com/2012/11/28/teaching-material-development-speaking-
2/

Nordquist, R. (2018). Fluency in Language.ThoughtCo. Retrieved from: Fluency in

Speech and Writing: Definition and Examples (thoughtco.com)