The Components of Speaking Skill

1 Pronunciation

 

Pronunciation is the way for students to produce clearer language when they are speaking. It means that the student can communicate effectively when they have good pronunciation and intonation even though they have limited vocabulary and grammar. Pronunciation refers to the traditional or customary utterance of words. From that statement can be concluded that pronunciation is the way for students to produce the utterance words clearly when they are speaking (Kline, 2001:69). English pronunciation does not amount to mastery of a list of sounds or isolated words. Instead, it amounts to learning and practicing the specifically English way of making a speaker’s thoughts easy to follow (Gilbert, 2008:1).

Moreover, pronunciation includes all those aspects of speech which make for an easily intelligible flow of speech, including segmental articulation, rhythm, intonation and phrasing, and more peripherally even gesture, body language and eye contact (Fraser, 2001:6). Based on the statement above can be concluded that Pronunciation includes many aspects that include articulation, rhythm, intonation and phrasing, and more peripherally even gesture, body language and eye contact

2 Grammar

Grammar is needed for the students to arrange correct sentences in conversation both in written and oral forms. Grammar is defined as a systematic way of accounting for and predicting an ideal speaker’s or hearer’s knowledge of the language. This is done by a set of rules or principles that can be used to generate all well formed or grammatical utterances in the language (Purpura, 2004:6). Moreover, the other definition of grammar stated by Greenbaum and Nelson (2002:1) argue that Grammar refers to the set of rules that allow us to combine words in our language into larger units.

The grammar of a language is the description of the ways in which words can change their forms and can be combined into sentences in that language (Harmer, 2001:12). Thus, from the statements above can be concluded that the function of grammar is to arrange the correct meaning of sentences based on the context; in addition, it is used to avoid misunderstanding in each communicator.

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

 

Vocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structure and function we may have learnt for comprehensible communicative. It can be said that one key the success in communicative, which is the power of words.

Vocabulary means the appropriate diction or the most important thing in a language especially in speaking; furthermore, knowing many vocabularies we will be easier to express our ideas, feeling and thoughts both in oral or written form. In spoken language, the vocabulary tends to be familiar and everyday (Turk, 2003:87). It means that in spoken language or speaking, the vocabulary used must be very familiar and it is used in everyday conversation in order to understand the spoken discourse. Vocabulary is a basic building block of language learning. Students need to know words, their meanings, how they are spelt and how they are pronounced. Thus, when teaching vocabulary, the teachers have to

make sure that they explain the meaning as well as the spelling and pronunciation. Vocabulary is the knowledge of meanings of words. What complicates this definition is the fact that words come in at least two forms: oral and written.

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).

Moreover, Vocabulary is a set of lexemes including single words, compound words and idioms (Richards and Schmidt, 2002:580).

4 Fluency

 

Fluency is defined as the ability to speak communicatively, fluently and accurately. Fluency usually refers to express oral language freely without interruption. In teaching and learning process, if the teacher wants to check students’ fluency, the teacher allows students to express themselves freely without interruption. The aim is to help students speak fluently and with ease. The teacher does not correct immediately whereas the idea being that too much correction interferes with the flow of conversation (Pollard, 2008:16).

5 Comprehension

Comprehension is an ability to perceive and process stretches of discourse, to formulate representations the meaning of sentences. Comprehension of a second language is more difficult to study since it is not; directly observable and must be inferred from overt verbal and nonverbal responses, by artificial instruments, or by the intuition of the teacher or researcher. Comprehension refers to the fact that participants fully understand the nature of the research project, even when procedures are complicated and entail risks (Cohen et al., 2005:51).

Therefore, in speaking can be concluded that the comprehension refers to the speakers’ understanding about what are they saying to the listeners in order avoid misunderstanding information; in addition, its function is to make the listeners easily to catch the information from the spe

Techniques of Teaching Speaking

Techniques of Teaching Speaking

Speaking is a crucial part of the language learning process.Techniques are needed in which they use to help themselves expand their knowledge of the language and their confidence in using it. Some techniques are presented primarily based on Pollard (2008) as describesbelow. Pollard (2008: 35) states students need to feel that there is real reason for speaking. This is often referred to as the communicative element. For example that the students are communicating something the others do not know or that the others would like to hear about. All aspects of teaching are important to introduce variety and to choose topics that think will interest your students. Some techniques to involve real communication include: information gap, tasks involving an element of persuasion, problem solving and role play.

1. Information gap

Each student in the group has some information required to complete the task or activity. The aim is to share the information and to complete the task. Students do not know what the others are going to say and as such it imitates real life conversation.

1. Discussions: reaching a consensus

Choose one of the following subject: 10 things to take into space, 10 things to take to a desert island, 10 things to take into a desert. Ask students to work alone and brainstorm 10 things they would take with them. Alternatively, prepare a list of 20 objects and each person chooses ten from list. Ask students discuss their lists in pairs and to came to a consensus.

1. Discussions: moral dilemma

A variation on the theme of consensus. Explain to students that a single mother who does not have much money has been caught stealing milk. She explains why she did it: to feed her young children. Give students roles, for example store detective, social worker, and shoplif’er’s friend. Allow time for preparation in group: all the social workers together, all the store detectives work together, and all the friens work together. When everybody is ready, regroup the students so that there is 1 store detective, 1 social worker and 1 friend in each group ; students say how they would deal with the situation. They have to concince each other that their opinion is the valid one.

1. Discussions involving opinions

Try to use topic that will generate varying opinions rather than having everybody agrees. Typical examples include life in the city and life in the country, enviromentalissues, and traditional and alternative medicine. You can also use controversial subjects and topics that are currently in the news. Discussions involving opinions work well in a group that has something to say.

1. Debates

This involving choosing a controversial topics; one speaker presents one point of view on the topic and a second speaker presents a differing opinions. Debates are good at advanced levels. It is a good idea to give some input on the topic matter first.

1. Spontaneous conversation

real uncontrolled conversation breaks out in class. Students communicate something about themselves that others are interested in ( something the student did at the weekend, a film they saw, a place they visited). If time allows, it is good to allow this type of conversation because it has a real communicative purpose. The teacher’s role throughout is to prompt, help with language or communication difficulties. Correction should be kept to a minimum and carried out at the end of the discussion. This type of conversation can be excellent when it isspontaneous but it works less well if the teacher contrives to make it happen.

1. Role play

This involve students taking on a role and carrying out a discussion with each person playing their role. For example, the local council wishes to introduce a new system and location for dumping waste. Some students play local councilors others are local residents, others are member of environmental organization and others are managers and employees of the compeny being ask to carry out the work. The teacher describes and set up the situation. The students prepare in groups, those playing the same role prepare together. Then, they form new groups to carry out the discussion.

In this present study, role play is one of techniques that can be use in Think Pair Share in which the teacher can set many topics or situation. Students pretend they are in various social contexts and have a variety of social roles the teacher gives information to the learner such as who they are and what they think or feel in pair or group discussion and students have to carry out the discussion.