speaking

THE CONCEPT OF SPEAKING

A.    Speaking As Productive Skill.
Speaking is one of the four language skills. If students want to speak English fluently, as Harmer says  [2oo7 ]    they have to be able to pronounce correctly. In addition, they need to master intonation, conversation, either  transactional or interpersonal  conversation. Transactional function has its main purpose  conveying information and facilitating the exchange of goods and service, whereas the interpersonal function is all about maintaining and sustaining  good relations between people. Speaking is called productive skill because  when we speak we produce the language.

B.     Speaking As Oral Communication skill.
When  communicating  his or her idea  some one utters  English sounds  and he or she expects  the response from the listener. Talking about communication, Harmer [1993] puts forward the nature of communication as  follow: Communication happens when the  listener can give the response to the speaker after the listener understands  the  message given. The message can not be understood when pronunciation is not clear This is the evidence that mispronunciation can cause the  students to have misunderstanding. In the following section the writers of the module provide  a review  of twenty vowel phonemes.

1.    Twenty Vowel  Phonemes
Studying a target language means studying its elements, which  consist of phonemes, morphemes, syntax and lexicon. Phonemes refer to words, syntax refers to grammar and structure and lexicon refers to meaning.
In this section, we will study the 20 vowel phonemes, those are :

2.     About  Intonation.

Hello dear participants .Can you do the exercises? Have you discussed how would you present it to our colleagues later? Practice again and again would be better and try to learn the 2o vowel phonemes by heart. Now you are expected to review  intonation because we frequently find out that most learners need to practice intonation.

C.     Models of Learning And Teaching Speaking.
The goal of learning and teaching English in junior and senior high school even in primary school is C.C [communicative competence].It is C.C which is designed based on Celce and Murcia[Department Of Education,2004],and it covers discourse competence, actional competence, linguistics competence, socio cultural competence, and strategic competence. Based on the 2004TEFL high school syllabus,2006 TEFL high school syllabus and KTSP teacher of English should teach English communicatively. It means that teacher should encourage the learners to have C.C by creating the atmosphere of the class which is rich in communication In  other  words, the characteristics of the class should be students centered, cooperative, the students  should work in the small groups, they should be very active in discussing the tasks and exercises’ Dealing with the above characteristics of the class we put forward the following models of learning and teaching, CLT, CTL, Educational Drama and TPR Plus Speaking .the reason why we focus on those four models of teaching  because they are not against School based Curriculum or they are relevant to S B C or KTSP.

1.    CLT [Communicative Language Teaching].
We describe CLT based on two terms of CLT those are CLT in The Western Context and CLT in THE Indonesian context {Mulyana,Kim,1997]..Richards [2001] writes that the term CLT is used for substituting the term Communicative Approach, which  has become an umbrella term.[Savignon1994, Turner 1994 in Mulyana Kim 1997.] It means that CLT is not  an approach or a method but it is a set of approaches which have similar belief that the goal of language teaching is Communicative  Competence.

CLT in the western context  is different from CLT in the Indonesian Context, in terMs of  each goal and the term of English used .In the Western context CLT is used for teaching English as a second  language and the goal is C.C but it is designed based on Hymes [in Mulyana Kim 1997] which covers four components those are: grammatical competence , discourse competence, sociolinguistic competence, and strategic competence.           

a.    Communicative Language Teaching (CLT) In the Indonesian Context
English language is taught at school and spoken as a foreign language in Indonesia. It is one of the compulsory subjects to be learned at school based on the High School syllabus. The following lines will describe the characteristics of Communicative Language Teaching (CLT) in the Indonesian Context. Based on the curriculum (2004, 2006 and KTSP) are mentioned that the learners have to produce the production skills; they are Spoken and Written. It means that the goal of language teaching is to make the communicative competence and to develop procedures for the teaching of the four language skills that acknowledge the independence of language and communication. In teaching-learning process focuses on the learners and the teachers are as facilitators. It can be seen in the process that learners are more active than the teachers. The learners work in pairs or groups employing available language resources in problem solving tasks. 

Communicative Language Teaching in the Indonesian context has the following characteristics (Mulyana, Kimtafsirah, 1997:51):
1)    One of the goals of CLT in the Indonesian context is to develop reading abilities followed by speaking, listening and writing abilities, in addition, enhancing vocabulary, and mastering the elements of language based on the learners’ need. However, the goal of CLT in Western Context is also adapted, that is communicative competence.
2)    CLT in the Indonesian context is equal to the ‘Meaning Based Approach’. According to Fuad Abdul Hamid (Hamid, 1996:8), the Meaning_Based Approach adopts the following beliefs :
•    Language is an instrument for the expression of meaning reflected in the structure of the language,
•    Meaning is determined by linguistics as well as situational features, basic to the development of meaningfulness in language teaching supported by cross cultural understanding.
•    Meaning can be represented by different oral or written sentences. A sentence may have different meanings depending on the context in which it is used.
•    Learning a foreign language is learning to communicate in a foreign language, written or oral, as a target language. Learning to communicate in a foreign language entails the necessity to learn other aspects of the target language.
•    Learning motivation is a significant factor determining the success in learning. The degree of motivation is mostly determined by the degree of meaningfulness of the teaching materials and the teaching learning activity plays a significant role in achieving successes in learning.
•    Learning materials and activities become more meaningful when reflect the needs of the learner in terms of experience, interest, values, and future prospect.
•    In the teaching learning process, the student should be considered an important subject, rather than a mere object of instruction.
•    In the teaching ¬learning process, the teacher serves as a facilitator that helps the students develop their language skills.
   
3)    The elements of CLT in the Indonesian context include :
•    Teaching communicative competence to EFL students,
•    Teaching language as communication,
•    Teaching communicating in the target language either teaching learners to have productive skills or receptive skills. Most communication occurs between students.

4)    Classroom environment of CLT in the Indonesian context :
•    Usually a large class.
•    Learners speak the same L1
•    The teachers are non-native speakers of the target language,
•    The teachers need more information on error correction.

CLT in the Indonesian context needs a place for ‘grammar discussion’ (Mulyana, Kimtafsirah, 1997:51). Teachers need support to find the way to help their students. The current myth that CLT means ‘no grammar’ is not true. Long and Crookes (1992), Ellis (1992), Holliday (1994), Thompson (1996) explain how a focus on grammar in the context of CLT is desirable.