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1. Preliminary Human life can not be separated from speaking activities. speaking is a means to communicate between humans. Speaking as a means of communication, in order to meet human nature as a social creature that needs to interact with fellow human beings. Speaking is regarded as the most perfe...

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aspect of speaking skill.pdf Fatmawaty Alimuddin 10535618614

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1. Preliminary Human life can not be separated from speaking activities. speaking is a means to communicate between humans. Speaking as a means of communication, in order to meet human nature as a social creature that needs to interact with fellow human beings. Speaking is regarded as the most perfect tool and able to bring good thoughts and feelings about things that are concrete or abstract (Effendi, 1985: 5). In line with the development of science and human technology is required to have good speaking skills. A person who has adequate speaking skills will more easily absorb and convey information both orally and in writing. Speaking skills consist of four aspects, namely listening, speaking, reading, and writing. Students must master these four aspects to be skilled in speaking. Thus, learning language skills in schools not only emphasize the theory alone, but students are required to be able to use the language as its function, namely as a tool to communicate. One aspect of language that must be mastered by students is to speak, because speaking skills to support other skills ( Tarigan, 1986: 86). This skill is not a kind of skill that can be passed down from generation to generation even though it is by nature every human being can speak.

2. Studies Library According to Tarigan (1981: 15), speaking is a form of human behavior that utilizes very intense physical, psychological, neurological, semantic and linguistic factors. Furthermore Tarigan (1986: 3) argues that speaking is the ability of a person to pronounce articulation sounds or words that aim to express, express and convey the thoughts, ideas and feelings of the person. While Brown and Yule in Nunan (1989: 26) argue that speech is to use an oral language consisting of a short, incomplete or fragmented utterance in the sphere of pronunciation. The pronunciation is closely related to the reciprocal relationship made between one speaker and the listener. Meanwhile, according to Djago Tarigan (1995: 149) speaking is a skill to convey the message through spoken language. The link between the message and the spoken language as the medium of delivery is very heavy. The message received by the listener

is not in the original form, but in another form that is the sound of language. The listener then tries to divert the message in the form of the language into its original form.

3. Writing method The type of writing used in this paper is Library research. Namely techniques that are descriptive by describe or describing and analyze aspects of the ability to read.

Techniques collection data used are Writing studies Library where the authors collect some data from several sources of reference and by way of Internet searching that is by searching for references from the internet either from articles, e-books, journals and others 4. Discussion A. What speaking is Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Language functions (or patterns) that tend to recur in certain discourse situations (e.g., declining an invitation or requesting time off from work), can be identified and charted (Burns &Joyce, 1997). For example, when a salesperson asks "May I help you?" the expected discourse sequence includes a statement of need, response to the need, offer of appreciation, acknowledgement of the appreciation, and a leave-taking exchange. Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence). Finally, speech has its own skills, structures, and conventions different from written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996). A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act.

B. The Aspects 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). 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). 6. Interactive Communication

Thornbury (2005:129) Interactive communication refers to the ability of a candidate to interact with the interlocutor and the other candidates by initiating and responding appropriately and at the required speed and rhythm to fulfil the task requirements. Brown (2001:269) The most difficulties faced by students in speaking are the interactive nature of communication. In speaking, especially when they are having conversation they are engaging in a process of negotiation of meaning. Thus, learners usually have problems in how to say things, when to speak, and other discourse constants. Although they have difficulties in this aspect, assessing students through the way they interact is good to train them to have natural speaking. 7. Appropriateness Harmer (2001:24) The term of appropriateness is related to some variables. When people are communicating they have to see what effects to achieve the communicative purpose. Those variables are: a) Setting b) Participants c) Gender d) Channel e) Topic 8. Complexity Halliday (1985:87) It is wrong that written language is highly organized, structured, and complex while spoken is disorganized, fragmentary, and simple. Brown, Anderson, Shilock, and Yule is Nunan (2004:86) What made speaking difficult were related to the type of information that had to be conveyed and were concerned the scale of the task and interrelationships among the different elements involved. The spoken language is complex in a different way. The complexity of written language is static and dense, while spoken is dynamic and intricate.

How to teach speaking at school A completely different reason for student silence may simply be that the class activities are boring or are pitched at the wrong level. Very often our interesting communicative speaking activities are not quite as interesting or as communicative as we think they are and all the students are really required to do is answer 'yes' or 'no' which they do quickly and then just sit in silence or worse talking noisily in their L1. So maybe you need to take a closer look at the type of speaking activities you are using and see if they really capture student interest and create a real need for communication. Another way to encourage your students to speak in English is simply to speak in English yourself as much as possible in class. If you are shy about speaking in English, how can you expect your students to overcome their fears about speaking English? Don't worry if you are not completely fluent or don't have that elusive perfect native accent, as Swain (1985) wrote "We learn to speak by speaking" and that goes for teachers as well as students. The more you practise the more you will improve your own oral skills as well as help your students improve theirs. 5. Conclusion In indonesian english is still a foreign language, many students think english is a difficult learning, it's all caused by lack of vocabulary mastery owned by student and habit of student who glued to gramatical when want to speak english which make them take a long time if want Reveal or when to speak English. Can not be separated from the obstacles that make the students difficult to speak English, then create aspects of assessment that should be assessed in Speech include Pronunciation,

grammar,

vocabulary,

Fluency,

Communication, Appropriateness and Complexity

Comprehension,

Interactive

References Anonym . http://area.dge.mec.pt/gramatica/whatspeakingis.htm. Accessed on a date 2012 Anonym. blogspot.co.id/2013/02/aspects-of-speaking-performance.html. Accessed on a date February 2013 Anonym . haterulez.blogspot.co.id/2012/08/the-components-of-speaking-ability.html. Accessed on a date august 2012 Anonym . https://www.skillsyouneed.com/ips/effective-speaking.html...