The cognitive approach and communicative tasks also called socio-cultural and information processing

theories (Kasper, 2001: 525). Communicative tasks are generally aimed at fostering students’ abilities
to achieve communication in real time. McCarthy and Carter (2001) argue that approach it cannot be
presumed that achieving communicative effectiveness via task performance will set up the essential
conditions that support longer-term language acquisition.

Pendekatan kognitif dan tugas komunikatif disebut juga teori sosio-kultural dan pemrosesan informasi
(Kasper, 2001:525). Tugas komunikatif umumnya ditujukan untuk membina kemampuan siswa untuk
mencapai komunikasi secara real time. McCarthy dan Carter (2001) berpendapat bahwa pendekatan
itu tidak dapat dianggap bahwa mencapai efektivitas komunikatif melalui kinerja tugas akan
menyiapkan kondisi penting yang mendukung akuisisi bahasa jangka panjang.

The socio-cultural and information processing theories, as well as the cognitive approach and
communication tasks (Kasper, 2001: 525). Communicative assignments are designed to help students
improve their ability to communicate in real time. According to McCarthy and Carter (2001), it cannot
be assumed that obtaining communicative effectiveness through task performance will create the
necessary conditions for long-term language acquisition.

According to Harris (1974) there are five components of speaking skill concerned with
comprehension, grammar, vocabulary, pronunciation, fluency.
a) Comprehension
For oral communication, it certainly requires a subject to respond, to speech as well as to initiate it.
b) Grammar
It is needed for students to arrange a correct sentence in conversation. It is in line with explanation
suggested by Heaton (1978: 5) that students’ ability to manipulate structure and to distinguish
appropriate grammatical form in appropriateness. The utility of grammar is also to learn the correct
way to gain expertise in a language in oral and written form.
c) Vocabulary
Vocabulary means the appropriate diction which is used in communication. Without having a
sufficient vocabulary, one cannot communicative effectively or express their ideas both oral and
written form. Having limited vocabulary is also a barrier that precludes learners from learning a
language. Without grammar very little can be conveyed, without vocabulary nothing can be
conveyed. So, based on this explanation, the researcher 6 concluded that without mastering
vocabulary sufficiently is English learners will not be able to speak English or write English
properly.
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 two
features of pronunciation; phonemes and supra segmental features. From the statement above, the
researcher concluded that pronunciation is the knowledge of studying about how the words in a
particular language are produced clearly when people speak. In speaking, pronunciation plays a vital
role in order to make the process of communication easy to understand.
e) Fluency
Fluency is the ability to read, speak, or write easily, smoothly and expressively. In other words, the
speaker can read, understand and respond in a language clearly and concisely while relating meaning
and context. 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 spent a lot of time searching for the language items needed to express the message.
From the ideas above, the researcher concluded that another important component is fluency.
Fluency means the capability of someone speaks fluently and accurately with little using pauses like
„ums‟ and „ers‟, and so on.

The capacity to read, speak, or write fluently, smoothly, and expressively is referred to as fluency. To
put it another way, the speaker is able to read, understand, and react in a language in a clear and
succinct manner while also relating meaning and context. The capacity to talk fluently and accurately
is known as fluency. Many language learners strive for speaking fluency. A moderately fast rate of
speech and a modest number of pauses and "ums" or "ers" are signs of fluency. These signals imply
that the speaker has not spent a significant amount of time looking for the linguistic pieces required
to deliver the message. The study found that fluency is another significant component based on the
arguments presented above. Fluency refers to a person's ability to communicate fluently and
accurately with few pauses such as "ums" and "ers," for example.

The research employs a pre-experimental research method with a one-group pre-test and post-test
design. The treatment will be conducted after the pre-test and before the post-test. The design is
present in the following table:
Figure 3.1. Research
Pre-test Treatment Post-test

O1 X O2

Source:Sugiyono (2012: 111)

Where:
O1 = Pre-test
X = Treatment
O2 = Post-test

1. Pre-test
The students will be given oral test as a pre-test to assess and examine students’ prior knowledge on
pronunciation and vocabulary skill in English. The pre-test will take one meeting.

2. Treatment
The treatment will be given after students have taken the pre-test. The treatment of this research is
as follows:
a. The teacher gives prior knowledge about pronunciation.
b. The Spinning Wheel media is explained by the teacher.
c. The teachers give an example how to use Spinning Wheel media.
d. The students try to use Spinning Wheel media.
e. After the board stops, the topic to be discussed can be known and this continues to the next group
until everyone gets the topic to be discussed.

3. Post-test
The post-test will be given to the students after giving treatment to determine whether the students'
pronunciation and vocabulary have improved
The following actions will be taken by the researcher when gathering data:
1. The researcher requests permission from the class's teacher.
2. As a sample of this research, the researcher comes to the class to do a pre-test.
3. The researcher will use Spinning Wheel media after completing the pre-test.
4. At the final meeting, the researcher will administer a post-test to the students.

F. Data Analysis
The collecting data through the pre-test and post-test by the researcher will be analysed by the
following procedure:
1. Scoring the students’ correct answer of pre-test and post-test
Students’ Score= The number of students correct answer × 100
Total score
Source: Shofa (2013)

Pronunciation
5 = equivalent to and fully accepted by educated native speaker
4 = errors in pronunciation are quite rare
3 = errors never interfere with understanding and rarely disturb the native speaker.
Accent may be obviously foreign.
2 = accent is intelligible though often quite faulty.
1 = errors in pronunciation are frequent but can be understood by a native speaker
used to dealing with foreigners attempting to speak his language.

Fluency
5 = has complete fluency in the language such that his speech is fully accepted by
educated native speakers.
4 = able to use the language fluently on all levels normally pertinent to professional
needs. Can participate in any conversation within the range of this experience with
a high degree of fluency.
3 = can discuss particular interest of competence with reasonable ease. Rarely has to
grope for words.
2 = can handle with confidence but not with facility most social situations, including
introductions and casual conversations about current events, as well as work,
family and autobiographical information.
1 = (no specific fluency description. Refer to other four language areas for implied
level of fluency.)

Vocabulary
5 = speech on a levels is fully accepted by educated native speakers in all its features
including breadth of vocabulary and idioms, colloquialisms, and pertinent
cultural references.
4 = can understand and participate in any conversation within the range of his
experience with a high degree of precision of vocabulary.
3 = able to speak the language with sufficient vocabulary to participate effectively in
most formal and informal conversations on practical, social, and professional
topics. Vocabulary is broad enough that he rarely has to grope for a word.
2 = has speaking vocabulary sufficient to express himself simply with some
circumlocutions.
1 = speaking vocabulary inadequate to express anything but the most elementary
Needs
 The speaking test is the tool use to gather data in this study. The test will be used in both the pre
and post-testing phases. The pre-test will be used to determine and measure the students' prior
knowledge of speaking accuracy before they are treat with Spinning Wheel media and the post-test
will be used to determine whether the students' speaking accuracy improve after treatment.