speaking

A. Definition of Speaking Ability
Speaking in development of the relationship between speakers on his hearer. Speaking as a communicate activity has a kind of scope or area that skills can apply. Speaking needs performance, expression, intonation, stressing, pronunciation, grammar and confidence to explore the idea or opinion.
In speaking ability, the most effective tool for communication is speaking, because it can be comprehended quickly. The most human beings use speaking to express message from a speaker to a hearer in all situation and condition such as relaxes situation where speaking is needed.
Speaking is used more often and it is more important to make students or adults orally express their message to show their feeling, ideas, happiness, angry and emotion. Systematic and continues instruction must be developed in order to teach and reinforce the basic attitude skill and abilities of their expression and implement their use in meaningful communicational situations. Speaking scope is limited in grammar, vocabulary, and pronunciation accuracy because they are more important in speaking than writing. In speaking, the students must have many vocabularies. They should master vocabulary to effect that they can use it fluently add to their feeling of competency in expression. Fluency in language is developed through communication of complete understanding of meaningful words.

B. Language as a tool of communication
People in the world need to communicate to each other in order to do or achieve what they want or need. To do this, people must be able to express their feeling and thought by using a communication tool that is a language. Language is primarily an instrument of communication among beings in a community. There are four language skills to be taught to the students. There are: Listening, Speaking, Reading, and Writing. The most frequent from used is speaking. It is daily means of communicating to ideas other persons.
C. Teaching and learning English a foreign language
As we know English language is the international language. Many people in the world communicate to one another by using English. Although each nation has its own language. The English language is also bridge or tool of communication. In Indonesia the English language must be learnt at junior and senior high school as one of the compulsory subjects. But the Indonesian students still have some difficulties in learning the English language, and one of the Barriers is their mother tongue.
Therefore, the English teacher should find a way how to make the students practice their English language, by practicing it in dialogue forms so that they will be to speak English well. The English teachers must give the students some opportunities to practice the speaking skill, so that the students will find it easier as their habit. This is the way that helps both students and teachers solved the problem.

D. The Speaking Skill and the use of Dialogues in English Teaching
Our task an English teacher is to think about how to give the students some practice in our teaching instructions. It means we should give them chance to practice their English so that, they can express their thought orally.
Everything in dialogues are meaningful and relevant to the situation of the students everyday life. This of course will be very important for the students who learn the English language and dialogue is well suited for practicing language in realistic communication situations.

Strategies for Developing Speaking Skills

Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.

1. Using minimal responses

Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.
2. Recognizing scripts
Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.
3. Using language to talk about language
Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.
By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom