Teaching Speaking

By :

Widya Ningsih syahril

Silviana putri ramadayanti siden

ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM
FACULTY OF TEACHER
TRAINING AND EDUCARION
KHAIRUN UNIVERSITY
2023

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 TABLE OF CONTENT

TABLE OF CONTENT...........................................................................................................2
ABSTRACT...........................................................................................................................3
INTRODUCTION..................................................................................................................4
DISCUSSION........................................................................................................................5
CONCLUSION......................................................................................................................6
REFERENCE.........................................................................................................................7

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ABSTRACT

3
 INTRODUCTION

When we talk of a person who knows a language, we usually tend to mean that that
person is able toproduce meaningful sentences in that language; in other words (s)he can
speak that language. Thus theclaim that (S)he knows English usually includes the
statement that (S)he can speak English. The teachingof a second or foreign language
therefore, one way or other covers the teaching of speaking skills. It issafe to assume that
many learners starting to learn a foreign language usually seek an improvedcompetency
in their productive skills; namely writing and speaking. These learners assess their
progressin the target language in terms of their ability to speak fluently in
communication.

Speaking is considered to be the mostly sought skill for an individual to be accepted

competent in aforeign language. Speaking is more than to form grammatically correct
sentences; it rather covers broad areas of mechanics, functions, pragmatics and social
interaction. Therefore, any foreign language teachingmethodology used in the classroom
throughout the history has always sought to develop ways to improvethe competency of
learners in these areas. In contemporary methodologies the emphasis in speaking is
fluency rather than accuracy. In a typical classification the speaking activities in a foreign
languageclassroom usually falls into one of these categories: Awareness raising activities,
Controlled activities and Autonomous activities. There are also some speaking strategies
that can be implemented to encourage the unmotivated students to produce

teaching Speaking is a crucial English ability with a complex process that involves the
direct interaction of thoughts and languages. It is not just immediately accessible to the
both students in official education and those taking courses in informal education, such
English english classes. Students must be exposed to enough of the languages to learn it.
As a result, kids are able to internalize pronunciation, intonation, and emphasizing in
addition to vocabulary, syntactical general understanding, grammatical order, and word
spelling.

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Developing your speaking abilities is crucial today. There are two factors that contribute
to its significance. The initial one is for academic use. In order to present or debate any
subject, particularly English subjects, many educational institutions now use English as
their primary language of communication.

This essay discusses the planning specific exercises that allow students to practice
speaking while things simultaneously focusing on key linguistic components that
can increase accuracy is necessary for teaching speaking. This chapter examines
important aspects of teaching speaking that can improve language learners'
fluency, accuracy, and complexity as well as teach them how to effectively
control their cognitive and affective learning processes. It does so by drawing on a
solid scientific background.

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DISCUSSION

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CONCLUSION

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 REFERENCE

Lowe, C. (2003). Integration not eclecticism: a brief history of language teaching, 1853 –
2003
retrieved from http://www.ihworld.com/ihjournal/articles/03ABRIEFHISTORY.pdf
Mennim, P. (2003). Rehearsed oral output and reactive focus on form. ELT Journal, 57/2
in Harmer, J.
(2007). The Practice of English Language Teaching. U.K.: Lon

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https://books.google.co.id/books?
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XvhO&sig=Rc_FtUr2fWBahaFuKe-zcEpWNNQ&redir_esc=y#v=onepage&q=teaching
%20speaking&f=false

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The introduction is to introduce readers to what teaching speaking is and what
will be discussed in the essay. For the use of grammar in this discussion it is
thought that there are still not many because they have not mastered grammar
enough. Suggestions in this essay we should read a lot of books or journals to add
insight related to the discussion of this essay and improve the quality of grammar
by looking for websites that can help to improve the grammar we use