Rini Masiku

Satriyanti Datu Panggala

Melisa Patrisia Pandiri

1. Why the oral ability needed by vocational school ?

The objective of learning English in SMK (Vocational Schools) is to make the students
able to communicate in English to support the students’ major skills. People may think
that the main ability to communicate in English is speaking ability. The ability to
communicate in English is the ability to understand and produce spoken or written
language that is integrated in four skills of English; they are listening, speaking, reading,
and writing.
Dari artikel A
A STUDY ON THE SPEAKING ABILITY OF THE SECOND YEAR STUDENTS
OF SMK TELKOM PEKANBARU
Oleh Azlina Kurniati, Eliwarti, Novitri
Page 3

2. Why speaking can improve by CLIL ?

Observation, of the CLIL lessons, and a questionnaire investigating the students’ attitude
to the approach, were also applied. The findings, of this research, show the effectiveness
ofCLIL in the speaking skills of students, as well as their favorable attitude to the new
teaching approach.
Dari artikel B
Developing the speaking skills of students through CLIL
A case of sixth grade Primary School students in Greece
Page 2

3. What the CLIL function in Speaking ?

The speaking skills training in the frames of CLIL approach includes such forms of
activities and technologies: classroom activities (debates; discussions; case analysis),
 self-guided activities of students (creative works, projects investigations), self-guided
work of students under the instructor’s supervision (lexical and grammar abilities
exercising formation of grammar skills).
Dari artikel C
CLIL Approach in Foreign Language Speaking Skills Development
Oleh Nataliya Belenkva
Page 3

4. Why CLIL used in speaking ?

Because, the students’ speaking skills in the frames of CLIL approach are improved on
the following principles: general: the principle of humanization, the principle of systemic
training, the principle of accessibility; specific: the principle focused on the objectives
and the output of the activity, the principle of competence training unity, the principle of
functional application, the principle of active speech practice relationship in all language
aspects training.
Dari artikel C
CLIL Approach in Foreign Language Speaking Skills Development
Oleh Nataliya Belenkva
Page 3

5. What the problem of vocational school in Speaking?

The problems that appear in student’s speaking are lack of self confident and anxiety.
They may confront with certain feelings that affect their English speaking such as
unconfident, shy, anxious, nervous, and worry. If the students themselves are not
believing that they are able to speak, it has become a big problem for them. As Lawtie
(2004s) states that speech difficulties can be affected by a person’s emotional state,
speech is often clearer when a person is feeling confident and relaxed, and this is one of
the most important factors to consider when communicating with people who have
speech difficulties. Therefore, finding a way out for solving speaking problems become
very essential so that the student can speak English better.
 Dari artikel D
A STUDY ON STUDENT’S ENGLISH SPEAKING PROBLEMS IN SPEAKING
PERFORMANCE
DeaAriesFitriani, RahayuApriliaswati, Wardah
Page 2

6. Definition of speaking
Tarigan (1990:3-4) defines that speaking is a language skill that is developed in child
life, which is produced by listening skill, and at that period speaking skill is learned.
Speaking can find in spoken cycle especially in Joint Construction of Text stage
(Departmen Pendidikan Nasional, 2004).
Ladouse (1991) speaking is described as the activity as the ability to express oneself in
the situation, or the activity to report acts, or situation in precise words or the ability to
converse or to express a sequence of ideas fluently.
Furthermore, Wilson (1983:5) defines speaking as development of the relationship
between speaker and listener.
Wallace (1978:98) stated that oral practice (speaking) becomes meaningful to students
when they have to pay attention what they are saying.
Dari artikel E
Definition of Speaking Skill (Skripsi Pendidikan Bahasa Inggris Gratis)
Posted by Ubaydillah Ibnu Sholihin
Page 1,2,3

7. What the component of speaking ?

The components of speaking skill
According to Vanderkevent (1990) there are three components in speaking
a. The Speakers
Speakers are a people who produce the sound. They are useful as the tool to express
opinion or feelings to the hearer. So if there are no speakers, the opinion or the
feelings or the feeling won’t be stated.
b. The Listeners
Listeners are people who receive or get the speaker’s opinion or feeling. If there are
no listeners, speakers will express their opinion by writing.
c. The Utterances
The utterances are words or sentences, which are produced by the speakers to state
the opinion. If there is no utterance, both of the speakers and the listeners will use
sign.
According to Harris (1974) there are five components of speaking skill concerned with
comprehension, grammar, vocabulary, pronunciation, fluency.
a) Comprehension
For oral communication, it certainly requires a subject to respond, to speech as well
as to initiate it.
b) Grammar
It is needed for students to arrange a correct sentence in conversation. It is in line with
explanation suggested by Heaton (1978: 5) that students’ ability to manipulate
structure and to distinguish appropriate grammatical form in appropriateness. The
utility of grammar is also to learn the correct way to gain expertise in a language in
oral and written form.
c) Vocabulary
Vocabulary means the appropriate diction which is used in communication. Without
having a sufficient vocabulary, one cannot communicative effectively or express their
ideas both oral and written form. Having limited vocabulary is also a barrier that
precludes learners from learning a language. Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed. So, based on this
explanation, the researcher concluded that without mastering vocabulary sufficiently
is English learners will not be able to speak English or write English properly.
d) Pronunciation
Pronunciation is the way for students‟ to produce clearer language when they speak.
It deals with the phonological process that refers to the component of a grammar
made up of the elements and principles that determine how sounds vary and pattern in
a language. There are two features of pronunciation; phonemes and supra segmental
 features. From the statement above, the researcher concluded that pronunciation is the
knowledge of studying about how the words in a particular language are produced
clearly when people speak. In speaking, pronunciation plays a vital role in order to
make the process of communication easy to understand.
e) Fluency
Fluency is the ability to read, speak, or write easily, smoothly and expressively. In
other words, the speaker can read, understand and respond in a language clearly and
concisely while relating meaning and context. Fluency can be defined as the ability to
speak fluently and accurately. Fluency in speaking is the aim of many language
learners. Signs of fluency include a reasonably fast speed of speaking and only a
small number of pauses and “ums” or “ers”. These signs indicate that the speaker
does not have spent a lot of time searching for the language items needed to express
the message. From the ideas above, the researcher concluded that another important
component is fluency. Fluency means the capability of someone speaks fluently and
accurately with little using pauses like „ums‟ and „ers‟, and so on.
Dari artikel A
A STUDY ON THE SPEAKING ABILITY OF THE SECOND YEAR STUDENTS
OF SMK TELKOM PEKANBARU
Oleh Azlina Kurniati, Eliwarti, Novitri
Page 5,6