BACKGROUND

Speaking 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.

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 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.

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.

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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.

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

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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.

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.

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 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.

A. 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.

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”

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 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?

1. Present the student how to use of transitional makers and haw to

make imperative.

Practice:
2. Divide the students into small groups of 3 or 4.
3. 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

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

Production

7. Ask the students In the group to take turn to give the instructions based on the situations
below.

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 • 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.

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

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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 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

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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
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

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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 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

12
therefore seems an unlikely choice for adult learners. Similarly, 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

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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 Westrup
Publisher : Continuum inc. 2003
Cover : 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.

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 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.

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.

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 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 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.

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Title : Communicative Language Teaching Today
Author : Jack C. Richards
Publisher : Cambridge University Press. 2006
Cover : 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)

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 3. Knowing how to produce and understand different types of
texts (e.g., narratives, reports, interviews, conversations)
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.

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 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 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.

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Title : Powerful English Speaking
Author : A. J. Hoge
Publisher : Ebook on The Effortless English Online 2009
Cover : 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-

21
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:

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

22
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.

Title : Speak English Fluently

Author : Dr. Mahendra Saraswat
Publisher : New Delhi. UPKAR PRAKASHAN 2002

23
Cover : Blue, Yellow Cover

The book consists of 14 chapters:

1. 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.

1. 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.
1. Bank Upon the Proficient Vocabulary

✔ Build up your own Vocabulary Bank.

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 ✔ 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.

1. 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.

1. Befriend with Speech Fluency Techniques

✔ Grasp the idea of fundamental frames or structure style.
✔ 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.

25
 ✔ Remember, substitution, i.e. conjugation of different Naming
Frames with different Action frames in various style is the
secret of speech generation.

1. 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.

1. 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.

1. Realize the Beauty of Pauses

✔ Pauses are the part and parcel of spoken part of English.
✔ Pauses are the best way to tackle your hesitation during the
conversation, and provide required opportunities to think over

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 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.
1. 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.
1. 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.
1. 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.

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 ✔ 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 ?”.
1. 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 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.
1. 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.
1. 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.

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✔ 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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