BACKGROUNDSpeaking is the process of building and sharing meaning through the use of verbal

and non-verbal symbols. Speaking is a crucial part of second language learning and teaching.

However, today’s world requires that the goal of teaching speaking should improve

students’ communicative skills because students can express themselves and learn how to

use a language.

Nowadays, many teacher agree that students should learn to speak the second

language by interacting to others. For this case, students should master several speaking

components’, such as: comprehension, pronunciation, grammar, vocabulary, and fluency. In

brief, English teacher should be creative in developing their teaching learning process to

create good atmosphere, improve the students speaking skill, give attention to the speaking

components’, and make the English lesson more exiting.

For this reason, the English teacher should apply appropriate method and technique

of teaching speaking. The method used by the teacher is Communicative approach. In

communicative approach, language is primarily a tool of communication. Thus, learning a

language means learning to perform communicative speech acts with it (Brickerton.1996: 1).

In general, speech acts are acts of communication. To communicate is to express a

certain attitude, and the type of speech act being performed corresponds to the type of

attitude being expressed. For example, a statement expresses a belief, a request expresses a

desire, and an apology expresses a regret. As an act of communication, a speech act

succeeds if the audience identifies, in accordance with the speaker's intention, the attitude

being expressed which realized in the language.

As a professional teachers in the language teaching, especially the teaching of English

a foreign language, teachers mostly spend much of time on appropriate teaching

methodologist for greater effectiveness in students acquisitions on English, designing and

implementing materials, test, and practice Teachers are responsible to educate the students

from little or no knowledge to sufficient English speaking environment.

1

The KTSP curriculum of teaching English takes emphasis of the curriculum that the

students are able to communicate in English by mastering the whole skills. However, it is

not easy to master all the skills; there must be one important skill that covers the whole

skills. Based on the statement above speaking is the most important skill that should be

mastered by students in order to communicate in English fluently.

In this case, the students must study hard to master it and the teacher should create

a good atmosphere in the classroom. However, it is contrary to the real situation in class.

Speaking activities do not work in class because many factors prevent students from

speaking English with their friends. They are afraid of making mistakes, of being laughed at

by his or her friends and of having lack of confidence in their ability.

Considering the problem, relating to speaking activities in class and helping students

to improve their speaking skill is part of the teacher’s job. He or she is expected to have right

teaching techniques to provide students with appropriate teaching materials and to create a

positive classroom environment. Therefore, the students will have opportunity to use

English among themselves. The teaching – learning process should not only happen between

teacher and students but also between students and students.

Speaking is an activity used by someone to communicate with other. It takes place

very where and has become part of our daily activities. When someone speaks, he or she

interacts and uses the language to express his or her ideas, feeling and thought. He or she

also shares information to other trough communication.

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CHAPTER I

ENGLISH TEACHING AND LEARNING EXPERIENCE

H A S D A R, S. P d.A. Learning Experience

I started learning English when I was at the first grade of Junior High School in 1986. It was my first experience of learning English. There was not English subject at Elementary School that time. I studied in MTs Muhammadiyah Sinjai. I then continued my Senior High School to the Elementary School Religion Teacher Training, Pendidikan Guru Agama, PGA Negeri Watampone. After graduating from PGA, I continued my Study to English Department of Institute of Teacher Training and Education, IKIP Ujungpandang.

1. Learning English in Junior High School

Learning English in Junior High School was my first experience of learning English. My secondary school was Madrasah Tsanawiyah, a Junior High School which organized and authorized by Religion Ministry, apart from Educational Ministry. Although the curriculum is different from SMP curriculum but its English curriculum is adopted from SMP curriculum. In English subject, the teacher used textbook of SMP. I learned English once a week for 80 minutes each.

First time I joined English class was an unforgettable experience for me. I wondered why the teacher read the words he has just written on the blackboard in a strange ways. Fortunately, one of my friend, named Musyawir gave a bit explain about that. At that time my teacher of English taught me ‘Personal Pronoun’, and it became my first experience of learning English.

During my Junior High School, I was taught by single English teacher, named Pak Muh. Yusuf. I admire him very much. He handle all English classes from first grade to third grade. He taught us English with grammatical approach, as the popular approach that time. Besides that, he sometimes asked his students to memorize, he thought, important vocabulary to know.

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Almost all the time of learning English during my secondary school was spent to learn grammar, specially tenses. We learned how to formulate a sentence using certain tenses. So that the use of certain rules of tenses was applied strictly. It seemed that learning speaking as other skills of language were not popular that time. By the way I enjoyed learning English during that time.

2. Learning English in Senior High School

After graduating from my secondary school, I continued my study to PGA Negeri Watampone. Here I was taught by a girl English teacher, named Ibu Sukinah. She had a good style in teaching English. She taught us English more communicatively than my previous experience in junior high school.

She introduced me the four skills in English language, though her style of teaching still took emphasis on translation method. Most of her materials were reading and the popular task was translating the reading passage into Bahasa Indonesia. My vocabulary became a bit developed during that time.

The teaching of speaking seemed to be ignored. But at least she sometimes asked her students to answer the reading question orally. There was not real effort to develop speaking skill.

3. Learning English at IKIP Ujungpandang.

My speaking skill begun to develop when I was studying at University. Here I got special subject named speaking subject. In this subject, we were “forced” to speak English. Even though “The Compulsion” to speak English during the speaking class had made me “shock” at the first semester. Fortunately, at the second semester I can adapt to the situation. And that is why I still could “survive” at English department until finishing my study there.

The teaching of speaking was very communicative. The lecturers gave us certain topic and we began to develop it in a small group and after that we made a presentation in front of the class. Sometimes the lecturers let us to choose our own topic to talk about during the speaking class.

B. Teaching Experiences

I started teaching English in 2000 at SMK Negeri 1 Enrekang. Teaching English at Vocational School has its own characteristics. It is different from Teaching English at other public school, such SMA. The Vocational School Curriculum is designed to support the students’ competence of certain professions, such as computer technician, electrician, secretary, accountant, entrepreneur, and so on.

4

Teaching Speaking, as other skills, is very important to the vocational school students. Later when they are at workplace, they are expected to be able to communicate in English. So that the teacher takes emphasis much on teaching speaking. In designing materials, specially to practice speaking, I usually try to adjust the materials with the students’ major. Take for example, when we are talking about text procedure, the materials should be:

1. Technical Support and networking, students will talk about “How to install software or hardware”.

2. Audio Video, students will talk about “How to install electric fuse”;3. Marketing, students will talk about “How to operate cash register machine”4. Office Administration, students will talk about “How to operate facsimile machine”,

and so on.

But all of the program studies have the same curriculum and syllable in vocational school. So that the variations of materials for each skill program should not have different based competence to achieve.

I usually use the PPP method of teaching speaking at SMK Negeri 1 Enrekang, Presentation, Practice, and Production.

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Teaching Speaking Materials

I realized that my students are lack of vocabulary. So that I asked them to bring any dictionary in every English class. In speaking class, sometimes I asked them to speak in relation to their major.

Experience in Teaching Speaking

GIVING INSTRUCTION

Language : Transitional makers/ signals Imperative

Technique : Presentation, Practice, and Production (PPP)

Materials :

I. Presentation:1. Show the students a picture.

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Ask the students this questions:

Do you have an email account? Have you ever sent an email? Can you explain how to send an email?

2. Present the student how to use of transitional makers and haw to make imperative.

Practice:

3. Divide the students into small groups of 3 or 4.4. Share the following text to each group, ask them in group to discus the message.

First of all, log in to Yahoo home page. Click on the 'GeoCities' link in the navigation pane to begin. Then, click the 'Sign Up Now' link. This will redirect you to the GeoCities start page, which will ask you a series of questions that Yahoo! needs to know before you can create your Website. Next, determine what you intend your Website for by pressing one of the buttons next to your choice. Click on each box that indicates how you heard about GeoCities. Enter the 'Verification Key,' which is the letters and numbers that appear in the displayed image. Click 'Submit' once you are done. After that, click the 'Build Website Now' button to create your site using Yahoo's Sitebuilder application. This program helps you create your Website even if you have no experience with coding or programming. Finally, click the 'Submit' button once you've finished making changes with Sitebuilder, and your Website will reflect the changes you've made

5. Ask the students to give instruction how to develop a blog in yahoo home page in their group.6. Review the students presentation.

Production

7. Ask the students In the group to take turn to give the instructions based on the situations below. You want to sell your cellular phone to your friend. You have to explain how to use each

feature on your cellular phone. You want to introduce one of traditional foods to your friend who comes from another region.

You have to explain how to make that food. Your friends’ notebook doesn’t work. You give him instructions how to reinstall operation

system in it.

Follow-Up

Make a last review for the students’ presentation.

This material is really impress the students from the Technical Support and Networking department. Almost all students understand to talk about computer, application, and networking system.

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CHAP TER II

METHOD OF TEACHING SPEAKING AND INTEGRATED SKILLS BASED ON BOOKS

Title : Practical English Language Teaching: Speaking

Author : Kathleen M. Bailey

Publisher : New York: McGraw-Hill ESL/ELT 2005

Pages : Pp.vii + 199

ISBN : ISBN 0-07-310310-1 (paper)

The book consists of five chapters:

(1) What is speaking?

(2) Speaking for beginning level learners,

(3) Speaking for intermediate level learners,

(4) Speaking for advanced level learners, and

(5) Key issues in teaching speaking.

Content is generally supported by current literature. Additionally, there are

authentic sample dialogues to support and illustrate points. Each chapter begins

with a Goals page that tells the reader what s/he should be able to do by the end

of the chapter. Each chapter ends with suggestions for further reading and

8

URLs of pertinent web sites. Within each chapter, there are Reflection boxes

and Action boxes. Words that appear in bold letters in the text are compiled in a

comprehensive glossary.

Chapter 1 offers an introduction to teaching and assessing speaking,

along with basic terminology and definitions. It includes an overview of the

evolution of methodologies for teaching speaking. In this section, the strong

version of communicative language teaching (CLT), where attention is largely

centered on meaning, is discussed. This version has become outmoded, though,

as the value of other important elements, such as form or context (Bax, 2003),

have gained currency. Current methodology calls for a more moderate form of

CLT with combined attention to form and meaning (e.g., Nassaji, 2000).

Chapters 2, 3 and 4 address teaching speaking by level (beginner,

intermediate, and advanced). Levels are identified per ACTFL (American

Council on the Teaching of Foreign Languages) guidelines. Syllabus design is

used as the starting point in each chapter. Next are principles for teaching the

language level in question, discussion of tasks and materials - with complete

descriptions of many activities and their applications - guidelines on teaching

pronunciation, and a section on assessing the particular language level.

Chapter 5 addresses a variety of common classroom situations, such as

learners' use of their L1, learners' reluctance to speak (or dealing with a

dominant class speaker), different learning styles, responses to oral errors,

activities with large classes, activities with multi-level classes, and technology's

role in teaching speaking.

The author has intended the book for in-service as well as pre-service

teachers and it is designed for use as a textbook in a teacher training course or

as a reference for individual professional development. However, while the book

is sound in terms of methodology, it is questionable how well the book succeeds

in being a useful resource for all targeted readers and uses. For a novice

teacher, the book has much to offer. The language is clear. There are step-by-

step guidelines for developing teaching materials. As an example, something as

9

straightforward as how to compile a picture file is explained. There are also

detailed instructions for carrying out classroom activities. Basic concepts, such

as "pair-work." and "group-work" and "simulation" , are elucidated.

Intonation and other features of pronunciation are addressed in various

sections of the book. While the intent to cover this aspect of speaking is

laudable, the presentation and content are weak for several reasons. First, the

phonetic symbols used are not those of a commonly used phonetic alphabet.

(The alphabet Bailey uses does not appear among six commonly used systems

cited by Celce-Murcia et al., 1996, p. 371). A lesser-known phonetic alphabet

will not have much practical application for teachers or learners. Second, in the

explanation of vowel production, it is stated that the vowel chart is often

"superimposed on a profile of a face, looking to the left" (p. 66). However, this

book only mentions the illustration without actually including it. Such an

illustration, which explicitly shows where in the mouth vowels are produced, is

useful as it is common for learners to have difficulty just feeling where vowels

are produced. Omitting this illustration is a shortcoming for a book otherwise so

explicit.

Finally, including at the beginner level the teaching of segmental

phonemes specifically is questionable for two reasons. First, at the beginning of

each chapter, the author cites the ACTFL guidelines that characterize the

language proficiency level. These guidelines for beginners (p. 30), however, do

not specifically reference pronunciation, though the intermediate ones do. So,

why is pronunciation introduced in the beginner chapter? Second, whether or

not to teach segmental is often determined by the learners' L1 and age rather

than by language proficiency level. For instance, a young adult learner may be

able to produce sounds accurately without having much vocabulary. Thus,

introductory information on pronunciation might have been better in a general

chapter pertinent to all levels.

The only possibly novel approach to the material is in its organization,

namely, by language proficiency level, but the rationale for this organization is

10

unclear. Chapters 2, 3 and 4 identify principles for teaching speaking at the

three levels (pp. 36, 96, 124). However, a look at these principles shows that

they are broad enough to apply at all three levels, and it remains unclear how

the author has determined these delineations. "Encourage learners to take

reasonable risks in speaking English" falls under the advanced learner

principles, but surely a case could be made for encouraging that advice at all

levels. Similarly, the intermediate level principle "Personalize the speaking

activities whenever possible" could apply as well to beginner and advanced

learners.

Altogether, there is tremendous overlap in material. This is confusing for the

reader. Why, for example, is self-evaluation only introduced at the advanced

level (p. 154)? Particularly with adult learners, even at a beginner proficiency

level, it is good practice to introduce self-evaluation (perhaps in a simpler

format than the book illustrates) so that learners develop independence in their

language learning from the start. Similarly, the explanations of different kinds of

speaking tests (placement, diagnostic, progress, achievement) appear in the

"beginner" chapter even though this information is relevant at all language

proficiency levels. The same type of overlap is apparent with the description of

activity types across levels. For instance, all three sections include picture-

based activities. Bailey is perhaps attempting to show scaffolding, (i.e., how the

same activity type can be applied at different levels by building on existing

knowledge), but this is not explicit. It might have been clearer to organize the

material by activity type and illustrate how one concept can be applied at

different levels.

It is equally unclear for which type of learner the activities are designed.

To illustrate, one picture-based activity (p. 58) consists of describing

photographs to learn lexical items for expressing size and shapes. It is intended

for beginner learners, but we do not know the age of the learners and what

learning goals they might have. The activity seems juvenile and devoid of an

explicit communicative purpose (which should be fundamental at all levels).

Although there may be a linguistic challenge, a cognitive challenge is lacking,

and the activity therefore seems an unlikely choice for adult learners. Similarly,

11

a Total Physical Response (TPR) activity (p. 62) which calls for colored paper for

mastering shapes, and presumably prepositions, may be appropriate at a

beginner linguistic level, but it does not take into account any other

characteristics about the learner.

Title : Studying Speaking to Inform Second Language Learning

Second Language Acquisition

Author : Diana Boxer and Andrew D. Cohen

Publisher : Cromwell Press Ltd. 2004

12

Cover : Dark Blue Cover

Studying Speaking to Inform Second Language Learning offers the applied language

research on spoken interaction in second and foreign languages and provides insights as to

how findings from each of these studies may inform language pedagogy. The volume is

organized to offer both empirical studies never before published, as well as overviews for

each section that weave together the important issues dealt with in the different chapters.

An important contribution is the focus on methodological issues. The authors provide

a set of pedagogical applications emerging from their studies whilst, in addition, the editor

spell out the key insights that can be gleaned from those studies. As such, the volume offers

an interviewing of perspectives rarely seen in applied linguistics texts.

The contributed chapters focused on discourse analysis from a wide variety of

perspectives: speech acts, speech events, interactional analysis, pragmatics, and

conversational analysis. The author includes both well-known scholars in the field as well as

recent doctoral recipients making important new contributions.

This book talk much about how to handle a research on speaking. Testing procedure

is elaborated well.

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Title : Essential Speaking Skill A Handbook for English Language Teacher

Author : Joanna Baker and Heatcher WestrupPublisher : Continuum inc. 2003Cover : Dark Blue Cover

Essential Speaking Skills is specially designed as a handbook for English language

teacher. It consists of the definitive guide to teaching speaking to students of English as a

second or additional language. There is much invaluable advice on teaching approaches and

practical classroom ideas and learning activities, the handbook is specifically designed for

teachers who teach large classes with very few resources. The clear explanations and the

activities are suited to both new and experienced teachers of English, and can be used in

junior and senior secondary school classrooms and for adult learners.

This handbook contains many practical activities for speaking lessons. It also includes

advise on how plan and organized speaking lesson well. We begin with a look at the

important of speaking lessons may differ, depending on where in the world students are

learning.

14

In some classes, students maybe very reluctant to speak English. In section 3 there is

a discussion about why students can be shy and the writer suggest some strategies which

can be used to encourage students to speak in class.

In section 4, there is a useful framework for teaching English and for planning and

structuring lessons. It is suggested how to incorporate speaking in each lesson, and give

practical guidance and ideas on how to organize these lessons. It is also explain how to link

speaking to the other language skills of listening, reading and writing.

One useful framework for organizing lesson is PPP, Presentation, Practice, and

Production model.

Section 5, 6, and 7 focus on classroom organization, how you can correct your

students during speaking activities and what materials you and your students can use in

speaking lessons.

The main part of the book, section 8 onwards, includes over 120 activities and

variations which we have seen or which have been used by teachers all over the world.

Sections 8 and 9 include ideas for starting lessons and presenting new language

through speaking. In section 10 and 11, we look at ways of using speaking to practice new

vocabulary, grammar, or functional language, and practicing speaking with different degrees

15

of guidance from the teacher. There are many suggestions for speaking activities in this

section.

You may be required to use the texts in your course books as the material for your

lessons. So, in section 12, the writer show how you can use speaking activities to improve

students’ understanding and retention of the text.

Section 13 focuses on pronunciation, and includes many different ideas about ways

to practice all the elements of this which a good English speaker needs.

Although examinations are often set by ministries and other educational institutes,

teachers frequently have to set and mark tests for their own students. Section 14 includes

some valuable ideas for setting, organizing and marking speaking tests.

16

Title : Communicative Language Teaching TodayAuthor : Jack C. RichardsPublisher : Cambridge University Press. 2006Cover : White Cover

On the first chapter of this book, It is explained that Communicative language

teaching can be understood as a set of principles about the goals of language teaching, how

learners learn a language, the kinds of classroom activities that best facilitate learning, and

the roles of teachers and learners in the classroom. Let us examine each of these issues in

turn.

Communicative competence includes the following aspects of language knowledge:

1. Knowing how to use language for a range of different purposes and functions

2. Knowing how to vary our use of language according to the setting and the

participants (e.g., knowing when to use formal and informal speech or when

to use language appropriately for written as opposed to spoken

communication)

3. Knowing how to produce and understand different types of texts (e.g.,

narratives, reports, interviews, conversations)

17

4. Knowing how to maintain communication despite having limitations in one’s

language knowledge (e.g., through using different kinds of communication

strategies)

The type of classroom activities proposed in CLT also implied new roles in the

classroom for teachers and learners. Learners now had to participate in classroom activities

that were based on a cooperative rather than individualistic approach to learning. Students

had to become comfortable with listening to their peers in group work or pair work tasks,

rather than relying on the teacher for a model. They were expected to take on a greater

degree of responsibility for their own learning. And teachers now had to assume the role of

facilitator and monitor. Rather than being a model for correct speech and writing and one

with the primary responsibility of making students produce plenty of error-free sentences,

the teacher had to develop a different view of learners’ errors and of her/his own role in

facilitating language learning.

Since its inception in the 1970s, communicative language teaching has passed

through a number of different phases. In its first phase, a primary concern was the need to

develop a syllabus and teaching approach that was compatible with early conceptions of

communicative competence. This led to proposals for the organization of syllabuses in terms

of functions and notions rather than grammatical structures. Later the focus shifted to

procedures for identifying learners’ communicative needs and this resulted in proposals to

make needs analysis an essential component of communicative methodology. At the same

time, methodologists focused on the kinds of classroom activities that could be used to

implement a communicative approach, such as group work, task work, and information-gap

activities.

Today CLT can be seen as describing a set of core principles about language learning

and teaching, as summarized above, assumptions which can be applied in different ways and

which address different aspects of the processes of teaching and learning.

Some focus centrally on the input to the learning process. Thus content-based

teaching stresses that the content or subject matter of teaching drives the whole language

18

learning process. Some teaching proposals focus more directly on instructional processes.

Task-based instruction for example, advocates the use of specially designed instructional

tasks as the basis of learning. Others, such as competency-based instruction and text-based

teaching, focus on the outcomes of learning and use outcomes or products as the starting

point in planning teaching. Today CLT continues in its classic form as seen in the huge range

of course books and other teaching resources that cite CLT as the source of their

methodology. In addition, it has influenced many other language teaching approaches that

subscribe to a similar philosophy of language teaching.

This book much present about the Contextual Language Teaching. The writer takes

much emphasis on PPP techniques, Presentation, Practice, and Production.

Presentation: The new grammar structure is presented, often by means of a

conversation or short text. The teacher explains the new structure and checks students’

comprehension of it.

Practice: Students practice using the new structure in a controlled context, through

drills or substitution exercises.

Production: Students practice using the new structure in different contexts, often

using their own content or information, in order to develop fluency with the new pattern.

19

Title : Powerful English SpeakingAuthor : A. J. HogePublisher : Ebook on The Effortless English Online 2009Cover : Red Black Cover

He is the creator of the Effortless English Teaching System and he is the Founder and

Director of The Effortless English Club- one of the most popular English learning systems in

the world. His audio lessons are best-sellers in over 25 countries and his radio podcast has

over one million listeners worldwide.

A.J. Hoge, the author of this book proposes an excellent method of learning English

speaking as a foreign language. The method is well known as ‘The Effortless English Method’.

The Effortless English system consists of three primary areas of mastery: Body, Mind, &

Method. It is very simple method. By mastering specific techniques in each area, you will

powerfully improve your English speaking ability. Your speech will become faster and you

will begin to speak English automatically.

The Effortless English system could be visualized as follows:

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When we talk about “Body” in Effortless English, we are mostly talking about

emotion. Emotion is energy. Emotion is what gives us the energy and the motivation to

study every day. Emotion gives us the confidence to speak. Positive emotion helps us to

learn faster, while negative emotions slow our learning. To learn very quickly, we must learn

to master our emotions-- and that requires mastery of our body.

In the Effortless English System, “Mind” means beliefs and focus. Our beliefs about

learning, education, and our own abilities strongly influences our learning ability. Powerful

beliefs lead to powerful learning, while weak beliefs lead to slow learning. Unfortunately, in

school most of us learned very weak beliefs. Therefore, most English students lack

confidence. They feel nervous about English. They think they are “not good at English”. They

believe that English speaking is very difficult. None of these beliefs are true.

Finally, to improve English speaking quickly students must master the Effortless

English “Method”. “Method” refers to the specific teaching and learning techniques that we

use in the system. In the method section, you learn exactly how to study and exactly what

kinds of lessons to use. Method is very important, but students absolutely must first master

Body & Mind in order to speak English easily. Remember, each part of the Effortless English

System is vital-- you must master all three areas in order to master English speaking.

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Title : Speak English FluentlyAuthor : Dr. Mahendra SaraswatPublisher : New Delhi. UPKAR PRAKASHAN 2002

Cover : Blue, Yellow Cover The book consists of 14 chapters:

01. Acquire the Power of Pronunciation Skill

a) Always remember that the practice material should be read ALOUD and that

too again and again to train your Tongue, your Lips, your Throat and other

organs of speech.

b) It is the Spoken language that comes first, and Written language only

afterwards.

c) The Spoken part of language is not the same as the Written part. Don’t try to

speak in written style of language.

d) Speak in a Natural Way, i.e., to speak in Word-groups. Learning and speaking in

words only can’t help you to gain speech fluency. UTTER each word-group as a

single word-unit or you can say in a single IDEA UNIT. Natural talk comes out in

idea–units only, i.e., the group of words.

e) You are not required to consciously stop to think about how to string the words

together. Speak out spontaneously.

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02. Let Yourself Grasp the Pompous Shortened Forms

To avoid the Fear of Grammatical Mistakes, don’t try to use the Long Forms of

starters at this stage.

Ensure maximum use of Shortened Forms like ‘I’ ll’ (Ail) for both ‘I shall’ and ‘I

will’; and

‘You’d’ (Yood) for both ‘You had’ and ‘You would’ and so on.

03. Bank Upon the Proficient Vocabulary

Build up your own Vocabulary Bank.

Have better acquaintance with words, i.e. Mono–syllabic words, and Poly–

syllabic words. Mono–syllabic words contain only one syllable. On the other

hand, Poly–syllabic words contain more than one syllable.

Mono–syllabic words generally need not any stress or extra effort to speak

them out, while Poly–syllabic words require stress as the situation demands.

Read out the given Mono–syllabic, and Poly–syllabic words ALOUD.

Practice Material requires frequent and several readings ALOUD.

04. Train Your Tongue

Grasp the Principles of Description, i.e. Important Combinations of Speech.

Pay due attention towards ‘Things to Remember’.

Understand the Action words and their three forms carefully.

There is no need to learn any text given here by heart including Practice

Material. Read it aloud not once, but several times to let your organs of

speech to acquire the speech habit.

05. Befriend with Speech Fluency Techniques

Grasp the idea of fundamental frames or structure style.

23

Understand the Parts of Speech, viz. Naming Part, Descriptive Part, and Action

Part.

Read the list of ‘Naming Frames’ and ‘Action Frames’ ALOUD.

Pick a Naming frame and conjugate it with different Action frames ; and

generate numerous idea-units.

Remember, substitution, i.e. conjugation of different Naming Frames with

different Action frames in various style is the secret of speech generation.

06. Let Down Your Fluency Obstacles

Understand carefully all the four types of word–junctions, i.e., (a) Consonant–

consonant junctions, (b) Consonant–vowel junctions, (c) Vowel–vowel

junctions, and (d) Vowel-consonant junctions, and grasp their style of flowing

into each other.

Master the gliding over at the word–junctions.

Take special care of the text given under heading ‘Things to remember’.

Read the practice material given in the chapter ALOUD several time.

07. Divide and Rule Your Speech

Divide your speech in chunks, wherever it is necessary.

A chunk is a piece of specific information.

A standard chunk shouldn’t contain more than eight words.

Grasp the Seven Tips given in the chapter for effective division of utter able

structure of word–group.

Try to speak out a standard chunk up to eight words within three seconds.

08. Realize the Beauty of Pauses

Pauses are the part and parcel of spoken part of English.

24

Pauses are the best way to tackle your hesitation during the conversation,

and provide required opportunities to think over subject–matter, selection of

words or word–groups, construction, correction and editing of structure.

Pauses, particularly junction pauses, facilitate to relieve your speech–organs

from undue pressure thereon, and immune your speech from faltering.

Hesitation is an essential phenomena of spoken English, and no one can

absolutely avoid it.

09. Speak in Rhythmic Fluency

Rhythm of Fluency depends upon the Rhythtech, i.e., a predetermined order,

and distinct up and down movements in your speech.

Rhythtech works primarily with the help of some spare parts like syllables—

the word or the part of word uttered by a single effort.

Rhythtech needs the proper arrangement of stressed and unstressed syllables

as well as the amount of time period invested in utterance thereof.

The Rhythm–flow of speech is virtually a well constructed chain of feet.

10. Control Your Speech Delivery

Speech initiators control your speech delivery efficiently.

Speech initiators are the group of words that are uttered at the beginning of

idea-units.

Speech initiators help you to develop effective Fluency Nucleus.

11. Tag Your Speech with Short Responses

Short Response is a right source of complete conveyance of your message, if it

is applied as per the demand of context.

In comparison to other Indian languages, English has a variety of Tags or Tag-

questions, in contrasts to popular belief that the Tags may be only like “isn’t it

?” or “is it ?”.

12. Secret of Successful Spontaneous Speech

Spontaneous speech making is an impromptu action, i.e., speech without

planning, preparation and organization in advance, thus having uniqueness of

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makeshift improvisation—composition and speech of your idea-units

simultaneously.

Spontaneous speech confers you the freedom of arranging your speech in

various styles like (a) Topic–comment order, (b) Comment–topic order, (c)

Repetition of References, etc.

It’s the spontaneous speech that provides you better chances for (a) Self–

correction, (b) Fronting, (c) Appendages, (d) Addition of Afterthoughts, (e)

Use of fragments, etc., thus, you’ve the appreciable freedom of speech.

Comment clauses play the commendable role in composition as well as

correction in spontaneous speech.

The Hallmark of spoken English is imprecision and vagueness.

13. Beautify Your Speech with Drops

Though adding something makes your English effective, but you can beautify

your spoken English even by some drops too.

I-We-You-They-He-She-It; Am-Is-Are-Was-Were; Has-Have Had; Shall-Will; A-

An-The, and There, can be the extra bulge in your spoken English which

requires to be shredded. It is the beauty of English that provides an

opportunity to do so.

14. The Final Touch

Besides so many things, the knack of conversation, i.e., framing up of

questions, plays an important role to gain speech-fluency.

The Secret of Success in any sphere is a single worded Mantra—REPETITION,

so of the spoken English. Keep it up.

Practice, yes Perfect Practice is the “SUPREME SUTRA” to get skill in any art,

so for the art of Spoken English. Keep it up.

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