CHAPTER 1 INTRODUCTION
A. Theoretical review 1. The nature of Speaking
8. Teaching Speaking
Teaching speaking is sometimes considered as a simple process of commercial language school around the world, which hires people with no training to teach conversation. Although speaking is totally natural, speaking in a language other than our own is anything but simple (Nunan, 2003: 48).
Based on the statement above that teaching conversation to the students in foreign language is simple. Because learning spoken language sometimes ignores the grammar rule and the other hand the students need to form good habit in English speaking practice. Furthermore, the writer will elaborate the
notion of teaching according to oxford advanced learner‟s dictionary teaching which means giving the instruction to someone else: give someone else ( knowledge, skill, etc).
The purpose of teaching speaking is to improve the oral production of the students. Richards and Renandya in Maulidar (2019) say that since the goal of language teaching is to provide learners with the communicative competence, classroom activities seem to be an important component of a language course.
Therefore, the teacher should consider some aspects in designing and administering such activities which can make the students easier to learn.
Moreover, teaching speaking skill emphasizes on the activities to make the students active and creative. West (1968) in Fauziati,(2002: 145) states that to increase students‟ speaking mastery the teacher must concern with the student –to –student –interaction. The great part of time in the process of learning speaking is dominated by students. Afterwards, it‟s dominated by the instructor.
This maximizes the students‟ competence in speaking. The students learn what they are going to say with other in front of the class and try to develop their creativity orally. Therefore, the writer tries to give definition of teaching speaking is the instruction of the teacher/tutor to the students to encourage them in using the language orally to express the ideas, feeling and opinion to someone else and also encourage the potential of the learners to develop their speaking skill naturally.
There are some principles of teaching speaking are as follows (Harmer, 2001: 102):
a. Help students overcome their initial reluctance to speak. Been couraging;
provide opportunity; start from something simple;
b. Ask students to talk about what they want to talk about.
c. Ask students to talk about what they are able to talk about.
d. Provide appropriate feedback.
e. Combine speaking with listening and reading.
f. Incorporate the teaching of speech acts in teaching speaking.
According to Hornby (1997: 37) teaching means giving the instruction to (a person): give a person (knowledge skill, etc.). While speaking means that making use of words in an ordinary voice. So, teaching speaking is giving instruction to a person in order to communicate.
Tarigan in Sulistya (2013) defines that speaking is a language skill that is developed in child life, which is preceded by listening skill, and at that periods peaking skill is learned. It means that speaking is the basic language. The process of speaking skill has happened or preceded by listening skill. Increasing listening skill is very beneficial for speaking ability.
Stoval in Zulfiqar (2013) stated that the goal of teaching speaking is communicative efficiency. Hence learners should be able to make them understood and try to avoid confusion in the message due to faulty pronunciation, grammar and vocabulary. In addition learners should be able to these skills mentioned correctly to create speaking fluently.
Stoval also stated that to help students develop communicative efficiency in speaking, instructor can use balance activities approach that combines language input, structured output and communicative output.
These approaches will be explained as follows:
Language input consists of contents oriented or form oriented. Content oriented input focuses on information as a report. It is commonly about description of an academic topic such as learning strategies and its use.
a. Structured output is actually focusing on correct form.
Brown (2001: 8) stated that a review of some of the current issues in teaching oral communication will help to provide some perspective to the more practical consideration is, conversational discourse, teaching pronunciation, accuracy and fluency, and the interaction effect.
If one thinks of speaking is manifested through the use of the organs of speech. It is said to productive and operates through the aural. If one thinks of speaking as exemplify use rather than usage, as being communicative activity, then it is both productive are receptive, both aural and visual.
Harmer in Rahman (2015) states that two people are engaged in talking to each other we can be fairly sure that they are doing so for a reason when one of these people speaks we can probably make the following generalization:
a. He wants to speak, want is used here in general way to suggest that speaker makes a definite decision to address someone; speaking may be forced on him some way but we can still say that he will intend in speaking, otherwise her would keep silent.
b. He has some communication purposed: speakers say things because they want something to happen as result of way say.
c. He selects from his language store: the speaker has a infinite capacity to create new sentences if he is a native speaker.
From the researcher point of view, Teaching speaking 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.
There are three components of speaking skill that are normally recognize as crucial aspects that should be mastered for learning English, namely pronunciation, vocabulary, and grammar. These three components should be understood well by teachers and students in order to apply and practice the improving of the students‟ speaking skill using Group Work (GW) Speaking covers two elements that cannot be separated one another they are accuracy which consists of grammar, vocabulary, and fluency which consists of effectiveness and accent.
a. Accuracy
According to Nunan in Pratiwi (2013) Accuracy means that the speakers are required to use the correct vocabulary, grammar, and pronunciation and also Heaton in Rahman (2015) Accuracy in speaking means someone can produce correct sentences in pronunciation, grammar and word choice so can be understood. There are three components accuracy: pronunciation, Vocabulary, and grammar.
1) Grammar
Grammar is one of the major language components. It pertains to sentence and word. It figures the categories such as noun, subject, imperative clause, and so on. One often presupposes that speaking communicatively does not have to use grammar. However, we sometimes do not realize that by ignoring grammar, we can misunderstanding which maybe it is not bad in relax
conversation but it can really bring about serious bad effect in formal conversation.
Simon and Schuster in Zulfikar (2013) defined grammar as the part of the study of language which deals with the forms and structure of words (morphology) and with their customary arrangement in phrases and sentences (syntax), formerly used to denote all phrases of language study (except that of the detailed meaning of words), as centered on morphology and syntax, and now often distinguished from the study of pronunciation (phonology) and that of word meanings (semantics). It can be said that a grammar is the system of word structures and word arrangements of a given language at a given time.
Besides, Littlewood in Zulfikar (2013) stated three meanings of grammar as: (1) the basic way a language is put together, (2) an explanation or description of the way language is put together, and (3) some rules about talking and writing properly. Therefore, they use grammar as the principles to put together the message that they convey.
The researcher concludes that accuracy is the quality of being accurate, exactness, or correctness in pronunciation, vocabulary and grammar. In this research, accuracy that is produced by students is one of aspect to be measured to know the students‟ speaking ability.
2) Vocabulary
It is impossible without mastering vocabulary. Therefore this element is somewhat essential to learn before practicing speaking. The students sometimes get trouble in memorizing all vocabulary that they know because they lack of practicing and use them. Thus, they need to practice more to keep them in mind..
Furthermore, Harmer (2001: 10) distinguishes two types of vocabulary in the
words, active vocabulary and passive vocabulary is the words, which we want students to understand, but they will not use themselves. In addition,
When speaking the language, the speaker conveys words based on his mind. Words are the means of communication. Literally, word has a meaning that is used in a certain proper context. Word is known as vocabulary used in structural sentence.
Simon and Schuster in Zulfikar (2013) defined vocabulary as (1) a list of words and sometimes phrases, usually arranged in alphabetical order and defined; a dictionary; glossary or lexicon, (2) all the words of a language, and (3) all the words used by a particular person, class, profession, etc., sometimes all the words recognized and understood by a particular person, although not necessarily used by that person.
Vocabulary is total number of words which (with rules for combining them) make up a language. It consists of content words; noun, verb, adjective and function words such as preposition, conjunction, article and pronoun.
3) Pronunciation
According to Alexander in Zulfikar (2013) pronunciation is the way in which a language or a word particular is pronounced. Teaching pronunciation deals with recognition or understanding the flow of speech and production of words. Teaching pronunciation is intended students can produce English speech which is intelligible in the areas where they use it. When a teacher teaches English, he makes sure that the students‟ utterances can be understood. They need to be able to say what they want to say. This means that students‟
pronunciation should be at least adequate for the purpose.
It is obviously, sending message orally without acceptable and good pronunciation is impossible. Certainly, pronunciation cannot be separated from intonation and stress. Pronunciation, intonation and stress are largely learnt successfully by imitating and repetition. Therefore, the teacher should have good standard of pronunciation in order that the students can imitate the teacher in teaching and learning process.
According to Carter and Nunan (1993: 147), pronunciation plays a central role in both personal and social intercourse. Correct pronunciation is the pronunciation that almost same with the native speaker and correct based on the phonological. When the students have good pronunciation, it will be easy to make sense what they say.
b. Fluency
The speaker may often have to search for a way to say. Contribution maybe limited to one or two simple utterance. According to Brown in Rahman (2015) states that fluency is the ability to use a language spontaneously and confidently and without undue pauses a hesitation. Fluency is an aspect that influences very much the students‟ ability in speaking English. The teachers have to guide the students to develop to master it to be fluent in speaking. In this case, the students can speak spontaneously by using a right language or the students do not use too many unnatural pauses but succeed in conveying the general meaning and fair range of expression.
Simon and Schuster in Rahman (2015) define fluency as the quality of flowing smoothness, freedom from harshness and the ability to write or to speak easily, smoothly, expressively, readiness, or smoothness of speech.
Speaking in front of the audience may hinder the students speak fluency, they may speak with some or more hesitation, then they should always keep up to practice their speaking, this condition will gradually release the students‟
hesitation.
Fluency refers to how well a learner communicate meaning rather than how many mistakes that they make in grammar, pronunciation and vocabulary.
Fluency is often compared with accuracy, which is concerned with the type, amount and seriousness of mistakes made. Therefore fluency is highly complex ration relate mainly to smoothness of continuity in discourse, it includes a consideration of how sentences pattern very in word order and omit element of structure and also certain aspects of the prosily of discourse.
As Brown (1983: 255) said that fluency is probably best achieved by allowing the “ stream” of speech to flow then, assumes of his speech spills over beyond of comprehensibility to “ riverbank” of instruction or someone detail of phonology, grammar, discourse will channel to speech or more purpose full course.
There are four characteristics of fluency activity are as follows:
1. The facts are usually whole pieces of discourse: conversation, stories etc.
2. Performance is assessed and how well ideas are expressed or understood.
3. Texts are usually used as they would be in real life.
4. Tasks are often simulated real like situation.
Based on the above definition, the researcher argues that fluency is the ability to produce communicative language even though it is not in perfect
utterances but in continuous speech and smooth. It asks students to perform it naturally as long as understandable and communicable. The researcher concludes that fluency is the ability to speak in an easy smooth manner. Fluency is also as an aspect to be assessed by the researcher because of this aspect as one of aspects that can indicate the students speaking ability.