A. Speaki 1. Def
inv dep them pur
inte exp onl Spe in p
alw reco that imp
mos
ing
finition of S
Speakin olves produ pendent on mselves, th rpose for spe
Accord eractions w pressing our y expressin eaking is an producing w Ramela ways speak
ord their la t:" To mos portant aspe From th st important
THEO
Speaking
ng is an in ucing and r
the contex heir collectiv
eaking. It is ding to Nu which are r idea, and ng our ideas n interactive words and th an, (1992:1
language, a anguage. R st people m ect of learni
he statemen t skill in ma
CHAPTE
ORETICAL
nteractive p receiving in xt in which ve experien s often spon unan (1991 convention though in s, but also e process of he meaning
3) says that although th Related to s mastering th ng a second nts above, it astering for
ER II
L REVIEW
process of nformation. h in occurs nce, the phy ntaneous, op :40) "Spea nal ways o
our mind.” presenting f constructin
depends on t all human ey do not h speaking sk he art of sp d of foreign
t can be con reign langua
W
constructin It is form s, including ysical envir pen-ended in aking is th
of presenti ”Therefore,
new inform ng meaning n the contex n beings wh have any w kill, Nunan
peaking is language". ncluded tha age. Someo
ng meaning and meani g the partic ronment, an
nvolving. he same as
ng informa speaking i mation to o
always inv xt.
henever they writing syste n (1987:39)
the single
at speaking one who lea
g that ing is cipant nd the
s oral ation, is not
thers. volves
y live em to says most
fore fore whe learn skill but a
2. Speak
of kn They accom
expla train a
psych for so and h
comp reflec
ign languag ign languag en his capab
ner is succe l, it is not o also we hav
king Compe
Many lan nowing a la
can acquire mplishments Tarigan ( in and conv ability to th
Speaking hology, neur ocial control has language Davis in rises phono ction of som
ge can be s ge when he bility can be essful in lea only can be ve to see fro
etence
nguage lear anguage. Th
e and they a s in spoken (1990:15) s vey thinkin hink.
g is a form rologist, sem l. In additio e competenc Pringgawid ological and meone's lang
said to be su e masters sp e the measur arning langu seen from om their com
rners regard hey regard access their communica says that sp g, feeling a
m of hum mantic, and on, there is
ce.
dagda (2002 d semantic f guage comp
uccessful a peaking skil
rements wh uage or not the perform mpetence in
d speaking c speaking a r progress in
ation. peaking is t and idea. Tr
man attitude d linguistic reflection fr
2:52) stated field. It can
etence.
nd skillful lls. Thus sp henever the f
. But in ma mance of le n using the l
competence as the most
n terms of t
the compet rain speakin
e, which e factors, wh from someon
d that langu be said tha
in masterin peaking lang
foreign lang astering spe
arners in sp anguage.
e as the me important the most of
ence to exp ng ability m
exploit phy hich is impo
ne who is h
uage compe at speaking
ng the guage guage aking poken
easure skill. f their
press, means
ysical, ortant hearer
standa
In develo ardization. ved in speak
Pronoun th people can d Use stress a clearly enou Use the corr case or gend Use vocabu hat is appro partner.
Based on rally there sh Pronunciatio Spea using the vo
he learners not easy to p
anguage has putting soun present, the p
ase well if analyze the must analyze
oping the s In short, it king. The sp he distinctiv distinguish t and rhythmi ugh so that p
rect form of der. Put the w ulary approp opriate to the
n explanati hould be fou on
aking activi ocal cords o speak and s pronoun wo s it own sys nds together past or futu f they are g learners' co e the learns
speaking ab t is called peaker has t ve sounds them, this in ic pattern a people can u
f words, thi word togeth priately and e situation a
ion above, ur points, w
ity can be d or other mea sound more ord that belo
stem or cod r in order t ure (Finocch
given much ompetence ’ competenc
bility, some micro-skill to:
of a langua nclude mak
nd intonatio understand w is mean, for her in correc d use the r
and the rela
in measur which is take
described as ans to conve e natural is t
ong to forei de, that is it to talk abou hiaro, 1974: h time to do
much time ce in pronun
e criteria o l. Here is s
age clearly king tonal di on patterns what he said r example c ct word ord egister or l ationship to
ring speaki en into cons
s the act of p ey some me the duty of ign languag ts own char ut situations
02). The le o it, then t e to do it,
nciation.
or points ca some micro
y enough so istinctions.
of the lang d.
changes in t der.
language va the convers
ing compet sideration:
producing s essages. He the teacher ge because acteristic w s or event i earners to d the teacher
then the te an be o-skill
o that
guage
tense,
ariety sation
tence,
la
b w a p 1
m w b S 2
u k s c 3
r u in s
Hornb anguage is s When be understan want to say adequate fo pronunciatio ) Sounds
In ou make the va which are because the Spanish spea 2) Rhythm
Stud understood. know where sentences, e can be used 3) Intonatio Inton recognize th uncertain. T
ntonation. students use
by (1974: 6 spoken, way n we teach nd when the y. This me or the purp on, they are:
ur teaching arious sound English sp ey have diff
aker who sa and stress dents need t
We will m e they are st
tc. with app to change h on
nation mean hey need to They need t
When we e it with into
669) define y in which a
English we ey speak. T ans that th pose. There
:
g, we will w ds that occu peakers as fficulty with
ays, "Berry"
to rhythm make sure t
tressed, we w propriate str how sentenc
ns the pitch o recognize to understan teach langu onation that
es pronunci a word is pr e need to be They need t
heir pronun e are som
want to be ur in English foreign lan h individua " instead of
and stress that when t will make s ress and we ces and phra
h you use s e the sugge nd the relat uage, we w
is appropri
iation as th ronounced. e sure that o be able to nciation sho me aspects
sure that t h language. nguage, hav al sounds. F f "very".
correctly if they learn sure that the e will show
ases.
students ne est that spe tionship be will try to iate.
he way in w
our student o say when ould be at
that includ
the student Some prob ve art prec For exampl
f they are new words ey are able t them how
ed to be ab eaker is su etween pitch
ensure tha which
ts can n they least de of
s can blems,
cisely le the
to be s they to say
stress
4
a n a
id in th d b. Gram
wor the kno how me
say stru infl Eng
4) Accent One accent. In ot native spea accents, or s Som dea. It is w nclined to n hey are mor do not. mmar
The stud rds and sen speaker ar owing and w speech is ssage are co
Gramma ys that in a
ucture of th lection and glish langua
issue that c ther words, akers of th sounds like me teachers s
worth pointi native speak
re likely to
dy of gramm ntences are t
re able to a understand put togethe ommunicate ar and pron addition to he language d derivation
age.
confronts in how impor he language
Texans or r seem to thin ing out, how
kers. If they acquire the
mar shows h to - be put t arrange sent ding the gra er, how wo ed.
nunciation the sound . Learners m n and into
n teaching rtant is it for
e? Should residents of nk that the s wever, that y live in tar e accent of t
how langua ogether and tences or p ammar, the
rds and sen
has a close d system le
must be giv the other m
of pronunci r our studen they have f New Zeala
students sho some learn rget langua that commu
ge works. I d formed in phrases expr learners ar ntences are
e relationsh earners mus ven insight meaningful
iation is tha nts to sound
perfect B and for exam
ould aim fo ners seems ge commun unity than if
It states that language so ress an idea re able to
formed and
hip. Finocc st be taugh into word o
features o at the ds like British mple? or this
more nities, f they
t how o that a. By know d how
chiaro ht the
they them c. Voc
voc voc of acc lan dist
d. Flue
its spe
Gramma y master gr m to speak abulary
In speak cabulary, l cabulary, Fi the sounds cumulated q guage has tinguish bet
Content w The situation. it by readi Function w
The number of reading gr ency
Fluency speakers. H eak smoothl
ar is very us rammar, it i
fluently.
king comp limitations inocchiro sa
and the st quickly afte
been lear tween two i word
e content w The conten ing somethi word
e function w f function w rammar less
y is the abil Homby (197
ly and easily
seful to dev is easy for
petence, vo can hinde aid that earl tructure of
er the basi rned. Finn items:
words can b nt of words
ng like new
word need words is lim
son.
lity to speak 74:330) def y.
velop studen them to pro
ocabulary h er speakin ly stages sh the languag ic sound an nocchiro sa
be learnt in is unlimited wspaper, ma
to be learn mited and th
k in the lang fines that flu
nts speaking oduce sente
has an imp ng activity.
hould be sub ge. The vo nd structure aid within
n small gro d. The learn agazine, and
n as quickly he learners c
guage and b uency is the
g competen ence and it
portant rol . Dealing
bordinate to ocabulary ca e system o
vocabulary
oups around ners can dev d picture. Et
y as feasible can develop
be understoo e one's abil
nce. If helps
e. In with o that an be of the y we
d life velop tc
e, the p it by
voc abi to b in s
B. Situati
1. Def
on car vis tea ben inf
pai Su fol a. b.
If the cabulary, th lity to speak be fluent th speaking are
ional Pictur
finition of S
According it that cont rd is one of sual media, aching spea nefited in in form messag In Oxf inting, draw udjana (200
llowing: It should b It should b order to material.
learners h here are no
k in the lan he learners d
ea.
re Card
Situational
g to the wri tain situatio f the kinds o
, which us aking. Situa nstructional ges or lesso ford Advan wing, or ske 1:1) gives s
be appropri be appropri make the
ave master o difficultie nguage and b
do learn how
l Picture Ca
iter situatio on about ac of pictures. sed in teac ational pict l especially on material. ced Learner etch of some some criteri
ate for learn iate to the m students ea
red the pro es to achiev be understo w to speak
ard
nal picture ctivity, place Situational ching learn ture card a , in poundin
r Dictionary ething espec ion, of good
ning adjecti material giv asily unders
onunciation ve fluency. ood by its sp
or do get m
card is car es etc. A si l picture ca ning activity
as educatio ng illustrati
y, (1992:71 cially as wo d picture in
ives.
ven. They sh stand and
n, grammar . Fluency i peakers. In much opport
rd with a pi ituational pi ard is includ y, especial onal media
ion to expla
1) picture m ork art. n teaching, a
hould mater comprehen
r and is the order tunity
icture icture ded in lly in
have ain or
means
as the
c. d.
e. f. g.
2. Th
foll a.T P s b.T
P c.T P il d. T A w
It should b It should teaching m It should b It should b It should materials.
e Function
Accordin lows: To stimulate Pictures are stimulate dis To explain s Pictures are To aid learn Pictures are llustrate a f To remind A picture ca will stay lon
be easy to g be appropr more effecti
be appropri be appropri be approp
n of Picture
ng to Jenkin
e interest often to att scussion, w something th
used to exp ning
used in var fact that is d
an make the nger in the s
get or to mak riate to the ive and effic
ate to the ab ate to the st priate to he
s
ns in Sri (20
ract attentio which shape
hat is diffic plain activit
rious ways t difficult to u
students to students' min
ke.
time avail cient. bility teache tudents' inte elp the stud
002:7) the fu
on and some a course of cult to descr
ies, when th
to encourag understand.
o catch the le nd.
lability, it s
er.
erest and ab dents in un
unctions of
etimes pictu f study. ribe in word
he words ar
e learning. A
esson mater
should mak
ility. nderstandin
pictures are
ures are use
ds
e inadequat
A picture ca
rial easily, s ke the
g the
e as
d to
te.
an
e. T W to
3. The
Sad a.
b.
c. d.
e.
4. Pict
spe be Wi fro cer
To variety Where study
o help hold
e Advantag
diman (1990 They are object or are very m They are students, s The stude The situat asking the again "are It could b individual
ture Cards
Picture eaking com a good stim ith Situatio om the situa rtain idea an
ying is taken their intere
ges of Using
0:29) states able to ov event can b much needed able to cla so they can nts can be m tional pictu e students e picture A a be possible t ls have done
for teachin
e is an inte mpetence. N mulus of sp onal Picture ational pictu nd purpose.
n place over est.
g Pictures
that the adv vercome lim be taken int
d.
arify the pro avoid misu more interes ures are ex
"what do and B the sa to practice e something
ng Speakin
eresting me Nurgiyantoro
peaking, but e Cards stu ure. The pic
It can cons
r extended l
vantages of mitation of to the class
oblem in ev understandin sted in expl
cellent for you see?" ame?
complex se g.
ng
edia that is o (1998:254 t the picture udents can cture cards c sist of one p
line, learner
f picture as f space and room. In th
very field a ng.
anation from eliciting 'r the teacher
entences. Th
used to im 4) explains e based on
answer mu contain som picture or m
rs need vari
follows: time. Not his case, pic
and every a
m the teach real languag
r gives que
he pictures
mprove stud that pictur students' ab much inform
me activity, more.
iety
every ctures
age of
er. ge by estion
show
u a
b
Byrne using picture a. Picture c T approach exhauste should b cards. W will prov b. Picture c
A expressio given mu not work acceptab language activity. guidance students imaginat
e (1997:100 es card are: cards for in The pictures hed in this ed and all be invited t What is impli vide a frame cards for di At this stag
on and ther ust be accor king in gr ble dialogue
e to be used Therefore, e that needs
are in prov tion working
0) explains
nterpretation s cards in th s way, thei talk would to identify ied but not ework.
alogue prod ge, howeve refore the rdingly redu
oups, they es but they
d. Once aga , the teach s to be give viding an ef
g.
that techn
n
his section u ir visible f d soon be o
the 'unkno seen. It is th
duction and er, we are amount of uced. In add cannot on must also ain, then ta her must ga
en. Howeve ffective stim
iques of te
use to descr features wo over. Inste own' aspect hese unseen
role playin concern to f guidance
dition, since nly collabo first discus ake is a sid
auge carefu er, where h mulus: one t
eaching spe
ribe. If they ould be ra ad, the stu ts of the pi n features, w
ng
o stimulate the student e the studen orate to pro
ss the idea de product o
ully the am he must hel
that will set aking
were apidly udents icture which
e free ts are nts are
oduce s and of the mount
