A. Definition of Speaking Syakur (1987: p.

5) states that speaking is a complex skill because at least it is concerned with the component of pronunciation, grammar, vocabulary and fluency. Thornbury (2005: p. 4) define that speaking is interactive and requires the ability to cooperate in the management of speaking turns. It implies that speaking is an interacting activity where the speaker have to be able to manage the speaking turns when to speak and when to stop for instance. Based on Nunan (2003), what is meant by "speaking" is to: 1. Produce the English speech sounds and sound patterns. 2. Use word and sentence stress, intonation patterns and the rhythm of the second language. 3. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter. 4. Organize their thoughts in a meaningful and logical sequence. 5. Use language as a means of expressing values and judgements. 6. Use the language quickly and confidently with few unnatural pauses, which is called as fluency. Mackey Bygate (1997: p. 5) summarizes that speaking is oral expression involving not only the use of the right sound in the right patterns or rhyme and intonation, but also the choice of the words and the inflections in the right order to convey the right meaning. Based on the explanation above, it can be conclude that speaking is orally complex activity that interactive and requires the ability to producing English speech in right patterns by selecting appropriate words and sentences, and delivering them in correct pronunciation and good management of speech.

B. What to test in speaking Pronunciation (Intonation and stress) Vocabulary Grammar Fluency Organization INDICATORS CONTROL Indicators Pronunciation Theory Support Syakur (1987: p. 5) Pronunciation Grammar Vocabulary fluency Use word and sentence stress, intonation patterns and the rhythm of the second language (pronunciation ) Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter (vocabulary) Organize their thoughts in a meaningful and logical sequence (organization) Use the language quickly and confidently with few unnatural pauses, which is called as fluency (fluently) Mackey Bygate (1997: p. 5) The use of right sound (vocabulary) The use of right patterns (grammar) The use of right rhyme and intonation

Nunan ( 2003)

(pronunciation) Vocabulary Syakur (1987: p. 5) Pronunciation Grammar Vocabulary Fluency Use word and sentence stress, intonation patterns and the rhythm of the second language (pronunciation ) Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter (vocabulary) Organize their thoughts in a meaningful and logical sequence (organization) Use the language quickly and confidently with few unnatural pauses, which is called as fluency (fluently) Mackey Bygate (1997: p. 5) Grammar The use of right sound (vocabulary) The use of right patterns (grammar) The use of right rhyme and intonation (pronunciation) Syakur (1987: p. 5) Pronunciation Grammar Vocabulary Fluency The use of right sound (vocabulary)

Nunan (2003)

Mackey Bygate (1997: p. 5)

 Fluency

The use of right patterns (grammar) The use of right rhyme and intonation (pronunciation)

Syakur (1987: p. 5) Pronunciation Grammar Vocabulary Fluency Use word and sentence stress, intonation patterns and the rhythm of the second language (pronunciation ) Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter (vocabulary) Organize their thoughts in a meaningful and logical sequence (organization) Use the language quickly and confidently with few unnatural pauses, which is called as fluency (fluently)

Nunan (2003)

Organization

Thornbury (2005: p. 4) the management of speaking turns (organization) Nunan (2003) Use word and sentence stress, intonation patterns and the rhythm of the second language (pronunciation ) Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter (vocabulary)

Organize their thoughts in a meaningful and logical sequence (organization) Use the language quickly and confidently with few unnatural pauses, which is called as fluency (fluently)

C. How to test in speaking The phonepass phonepass test has supported Townshend et al., 1998; Bernstein et the at Brown, 2004 It is remarkable that research on the al., 200; Cascallar & Bernstein, 2000 construct validity of its repetition tasks not just for a test-takers phonological ability but also for discourse and over all production ability Directed response tasks Read aloud tasks questionnaires Picture- cued tasks Question and answer Giving instruction and directions 1. Giving a personal information 2. Describing a daily routine 3. Suggesting a gift and supporting ones choice 4. Recommending a place to visit and supporting ones choice 5. Giving directions 6. Describing a favorite movie 7. Telling a story from the pictures 8. Hypothesizing about future action Brown, 2000: p. 147 Brown, 2000: p. 147 Underhill (1987) Brown, 2000: p. 151 Brown, 2000: p. 159 Brown, 2000: p. 161 Lazaraton and Wagner (1996)

Dialogue completion tasks and Oral Brown, 2000: p. 149

9. Hypothesizing about preventive action 10. Making a telephone call 11. Describing an important news event 12. Giving an opinion 13. Defining a technical term 14. Describing information in a graph and speculating about its implications 15. Giving details about something Interview Games Oral proficiency interview Oral presentation Role Play Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. They have to express it in oral language. Simulation Suggests, they increase the selfconfidence of hesitant students, because in role play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility. Harmer (1984 Harmer, 1984

D. Items Activity 1- Interview

Audio Travelers Styles Speaking focus Procedure of activity 1. Warm up a. Ask to the students where they go on holiday and what they like to do b. Ask what they most people like to do on holiday c. Introduce the vocabulary and the expression that usually be used in the interview 2. Main Activity a. Listening to the audio material carefully b. Students is divide into group with 3-4 students per group, and tell them that students will do an interview like on the audio material c. Teacher give the copy of material for each group, the content is the question guidance for interview d. In group, student take a turn as the interviewer and the informant to get the information based on the question guidance e. Some of the students demonstrate the interview in front of the class 3. The guidance material 1. In the city, which places are the most important for a good holiday? Why? Good shop and restaurants Galleries and museum Caf and mall Others (mention) 2. In the countryside, which places are the most interesting to you? : asking and answering questions :

 Forest Mountains Rivers Others (mention) 3. On the beach, what do you usually spend the most time doing? Swimming in the sea Lying in the sun Doing water sports Others (mention) 4. Where do you usually spend the most of your holiday time? In the countryside In the city On the beach Others (mention) 5. What do you like doing the most on holiday? 6. What is your idea o f the perfect holiday?

Activity 2- Role Play

Audio Family Tension Speaking focus Procedure of activity 1. Warm up a. Ask and tell the students about the expression that usually used in conversation about advice : giving advice, and asking helpful question :

2. Main activity a. Listen to the audio material b. Divide the students into some groups with 2-3 students per group c. Give them the case of role play d. Practice it in front of the class 3. The guidance material a. You are a parent. All of your children grown up and left home to live in other cities, never visit you and never repay your phone calling. The neighborhood gives the advice to the children to not do something like that. b. You are a parent with teenage son does not respect you, does not help at home and argue a lot and your daughter start to copy him. Gives your son advice to not to do that. Activity 3- telling story Ask the students to share their experience on their last holiday E. Scoring rubric No. 1. 2. 3. No. 1. 2. 3. Pronunciation Aspect Poor pronunciation, incorrect stress and intonation pattern, strong foreign accent Adequate pronunciation, some slips on stress and intonation patterns, slight foreign accent. Native-like, mostly correct stress and intonation pattern, slight foreign accent Vocabulary Aspect Poor vocabulary, many repetitions of certain dictions and terms Adequate range of vocabulary, quite various dictions and terms used in communication Good and wide range of vocabulary appropriately 14-20 7-13 Score Scale 1-6 18-25 10-17 Score Scale 1-9

used, use of various dictions and terms in communications No. 1. Grammar Aspect Mistake in basic grammar, frequently use of wrong tenses in expressing certain meaning, no or very limited cohesive devices used 2. Occasional grammar slips, occasional use of wrong tenses in expressing certain meaning, use of some cohesive devices 3. Virtually no grammar mistakes, produce 18-25 completely cohesive sentences by using various cohesive devices No. 1. Fluency Aspect Very hesitant and brief utterances, sometimes difficult to understand, produce too many fillers and pauses during speech 2. Get ideas across, but hesitantly ad briefly, use controlled fillers and pauses during the speech, use short turns 3. Easy and effective communication, use very effective and appropriate fillers and pauses during the speech, use long turns 21-30 11-20 Score Scale 1-10 10-17 Score Scale 1-9