1. The document discusses the key aspects of speaking skills, including pronunciation, grammar, vocabulary, fluency, comprehension, interactive communication, appropriateness, and complexity. 2. It explains that speaking requires not just linguistic competence but also sociolinguistic competence - understanding when and how to use language appropriately. 3. The document provides methods for teaching speaking skills in school, such as using interesting communicative activities, speaking English yourself as a model, and not overcorrecting students to maintain fluency.

1. 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

2. 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.

3. 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.

4. 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

5. 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

6. 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.

7. 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, Comprehension, Interactive
Communication, Appropriateness and Complexity

8. 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