A study on the current situation of using speaking skills of first year students at the english faculty, thuongmai university and some suggested improvement solutions

THUONGMAI UNIVERSITY
ENGLISH FACULTY
------

GRADUATION PAPER
Topic:
A STUDY ON THE CURRENT SITUATION OF USING
SPEAKING SKILLS
OF FIRST- YEAR STUDENTS AT THE ENGLISH FACULTY,
THUONGMAI UNIVERSITY AND SOME SUGGESTED
IMPROVEMENT SOLUTIONS

Supervisor:

Ha Thi Vu Ha (M.A)

Student:

Le Thi Thu Thao

Class:

K54N4

Student Code: 18D170185

HANOI - 2022


ABSTRACT
Nowadays, English has become the most widely used language. Using English

fluently will bring many opportunities and is a basic condition for accessing and
updating knowledge sources from all over the world. In which, speaking skill is
recognized as an extremely important skill. This study aims to find out the current
state of using English speaking skills of first-year English majors at Thuongmai
University, and after the analysis process, obtain the results and data to from which to
propose some effective solutions to improve this situation. To conduct the study, 100
first-year English majors were invited to participate in this study. Specifically, they
received a survey questionnaire that asked them to fill it out with their own opinions.
At the same time, they also conducted personal interview questions to determine the
reality of learning English speaking skills. I have applied both qualitative and
quantitative methods in my research with data collection tools such as questionnaires
and interviews. The results of the study will highlight the reality that students face
when using speaking skills, in order to find out the most effective causes and solutions
to improve their English speaking skills.

i


ACKNOWLEDGEMENTS
First and foremost, I would want to express my gratitude to Ms. Ha Thi Vu Ha,
my adviser at Thuongmai University's Faculty of English. When I fell into a snag or
had a question about my research or writing, the door to her office was always open.
She always let me do my own work on this assignment, but she always pointed me in
the proper path when she thought I needed it.
I'd also want to thank the 100 first-year English majors who participated in the
study project's validation survey. The validation of the survey could not have been
completed without their enthusiastic participation and input.
Finally, I want to convey my heartfelt gratitude to my parents and friends for
their unwavering support and encouragement throughout my years of study, as well as
during the research and writing of this thesis. Without them, this feat would not have

been possible. Thank you very much.
Author
Lê Thị Thu Thảo

ii


TABLE OF CONTENTS
ABSTRACT....................................................................................................................i
ACKNOWLEDGEMENTS..........................................................................................ii
TABLE OF CONTENTS............................................................................................iii
LIST OF ABBREVIATIONS.......................................................................................v
LIST OF TABLES AND FIGURES...........................................................................vi
CHAPTER 1: OVERVIEW OF THE STUDY..........................................................1
1.1. Rationale.................................................................................................................1
1.2. Previous studies......................................................................................................2
1.3. Aims of the study....................................................................................................3
1.4. Research Subjects...................................................................................................4
1.5. Scope of the study...................................................................................................4
1.6. Research methodology...........................................................................................4
1.6.1. The place and time of research............................................................................4
1.6.2. Participants...........................................................................................................4
1.6.3. Methods of data collection...................................................................................5
1.6.4. Method of data analysis.......................................................................................6
1.6.5. Data collection procedure....................................................................................6
1.6.6. Data analysis and statistics..................................................................................6
1.7. Organization of the study......................................................................................6
CHAPTER 2: LITERATURE REVIEW....................................................................8
2.1. Overview of speaking.............................................................................................8
2.1.1. Definition of speaking..........................................................................................8

2.1.2 The role of speaking skills.....................................................................................9
2.1.3 Types of speaking................................................................................................10
2.1.4 Components of speaking skills............................................................................11
2.2 The main factors influencing learners’ English speaking skills........................14
2.3 Problems in speaking English..............................................................................16
2.4 Strategies in speaking English effectively...........................................................19
CHAPTER 3: RESEARCH FINDINGS...................................................................21
3.1. Questionnaire findings.........................................................................................21
iii


3.1.1 The reality of speaking skills of freshmen at English Faculty - Thuongmai
University.......................................................................................................................21
3.1.2 Difficulties in speaking English of the first-year English majored students....29
3.2 Discussion on the reality of speaking skills of freshmen at English Faculty –
Thuongmai University................................................................................................33
3.3. Interview findings.................................................................................................34
CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS............................36
4.1. For English faculty and teachers at Thuongmai University............................36
4.2. For first-year English-major students................................................................37
4.3 Recommendations and suggestions for TMU to help students improve their
speaking skills..............................................................................................................39
CONCLUSION............................................................................................................41
REFERENCES
APPENDIX

iv


LIST OF ABBREVIATIONS

Abbreviations

Meaning

WTO

Word Trade Organization

GPA

Grade Point Average

MA

Master of Arts

TMU

Thuongmai University

EFL

English as a foreign language

v


LIST OF TABLES AND FIGURES
Table 3. 1: The origin of the students and the students’ English learning time............21
Chart 3. 1: The students' assessment of learning the speaking skills............................22

Chart 3. 2: Students attitude toward learning English speaking....................................23
Chart 3.3 Students’ evaluation their level of speaking..................................................25
Chart 3.4 Students’ frequency of practicing English speaking skills............................26
Chart 3.5 Students’ feeling in speaking English...........................................................27
Chart 3.6 Students’ participation in speaking class.......................................................28
Chart 3. 7: The frequency of students speaking and having problems in learning
English speaking skills..................................................................................................29
Chart 3.8: Student’s difficulties and problems faced in speaking English....................30
Chart 3.9: Students’ solutions to overcome and improve their English speaking skills.......32

vi


CHAPTER 1: OVERVIEW OF THE STUDY
1.1. Rationale
English has become a prominent language in the present globalization trend, as it
is the official language of more than 53 countries and territories, and the second
language of almost 100 countries and languages. More than a billion people use it
every day in practically every profession, including trade, healthcare, media, and
tourism. It may be argued that if someone speaks English well, they will be able to
obtain a passport that will allow them to connect with the modern world in the current
and future globalization age. To put it another way, it is a nice gateway for each
individual to develop their knowledge and thinking, generate good possibilities, and
learn more interesting things in life. Knowing English will also help you make more
international friends because it is used as a bridge in most gatherings and forums
around the world to share knowledge and experiences. Because most higher-paying
professions go to those who speak strong English, English is a bright light in
professional growth. Simply said, English is the dominant business language around
the world, and students who operate in a globalized setting must be able to
communicate in English. According to JobStreet Kuala Lumpur statistics, people who

are proficient in English earn 22 percent more than those who are not.
It is now hard to stay up with global standards without having a working grasp of
English. Because of its importance and benefits, the English language has grown in
importance. It allows students to reach out in an ever-changing world, giving them
access to an unbelievable amount of information and insight into something new and
exciting.
Furthermore, when Vietnam joins the WTO, studying English will become more
important than ever. As a result, the first requirement for Vietnamese students to be
able to integrate into the international economy and exchange cultures with countries
all over the world is that they have solid English abilities, particularly speaking skills.
The major goals of learning English, according to Nunan (2003), are to learn to talk
and communicate. Many foreign or second language learners, according to Richards
(2008), place a high importance on developing English speaking abilities.
1


Because of the impacts from their mother tongue, the reality of using students'
English speaking skills is still challenging, and their language ability or learning
methods are not going in the right way, according to my research and experience... It is
fair to say that Vietnamese students in general, and TMU in particular, continue to
struggle with English communication.
Therefore, in connection with helping first-year English majors to use speaking
skills better, I would like to conduct a research project “A study on the current
situation of using speaking skills of first-year students at the English Faculty,
Thuongmai University and some suggested improvement solutions” aims to find
out the English speaking status of first-year English majors and also propose solutions
to contribute to solving those challenges.
1.2. Previous studies
In the past there have been many outstanding studies done related to this field
such as:

Firstly, a study on “Improving students’ speaking skill through speaking board
games of grade VIII of SMP N 13 Yogyakarta in the academic year of 2013/2014”
was conducted by Lia Amalia Nirmawati at English Education Study Program English
Education Department Faculty of Languages and arts Yogyakarta State University.
The subjects of the study are students of class VIII A of SMP N 13 Yogyakarta. In
addition, English teachers, researchers and research collaborators have worked
together to find problems in the process of teaching and learning English, thereby
evaluating and reflecting on the use of actions that have been adopted. The study's
major data, which was gathered through interviews, was qualitatively examined, and it
was backed up by other material, such as images and videos, which were also analyzed
and used qualitatively. For a quantitative study of student scores, descriptive statistics
are used. The results of the research suggest that using board games to teach speaking
has enhanced students' speaking skills in a number of areas, including vocabulary,
pronunciation, and reflexes, making them more confident in their ability to
communicate in English. Furthermore, this aids in the improvement of the student's
GPA. Through the board game of speaking, research is carried out to discover and
solve problems associated to speaking skills.
2


Secondly, an action research project on “Enhancement of students’ English
speaking in Bangladesh: theory and practices” to yield positive results improves
communication at Manarat International University Studies and is conducted by Zillur
Rahman, A.F.M. Moshiur Rahman and Mst. Kulsum Begum. Towards the goal of
identifying students’ strengths and weaknesses, focusing on methods of improvement
and solving problems students face to improve speaking skills to research new
methods in education and travel, work abroad encourages students to learn languages,
develop fluency. The research method is qualitative such as actual classroom
observations and research papers, literary journals, semester papers, interviews,...In
this study, several factors related to the improvement of students’ speaking skills were

pointed out and at the same time highlighted the importance of its applicability in
Bangladesh.
Also, another study on “Three-step interview strategy to enhance speaking skill
of second year college students” by Nguyen Hai Quynh, MA. Thai Nguyen University
of Sciences - Thai Nguyen University and Vu Thi Van, MA. Viet bac Art - Culture
College made. This study was conducted using a semi-empirical method to determine
the effectiveness of using the three-step interview strategy in teaching speaking to
second-year university students at Viet Bac College of Culture and Arts. Method of
building a questionnaire for 40 students in two classes TNK5 and QLVHK6, in which
TNK5 control group and QLVHK6 is the experimental group. It has since determined
the level of speaking skills of second-year university students in all respects. And from
the results of the study, it can be concluded that the three-step interview strategy
brings positive results in teaching students’ English speaking skills.
1.3. Aims of the study
This study delves into the analysis of the current situation of English speaking
skills of first-year students at TMU and, more importantly, offers effective solutions to
help students improve their English speaking skills, specifically with the following
main purposes:
Firstly, the study presents the underlying theories of speaking skills to help
readers have a basic understanding of speaking skills. Readers will gain insight into

3


the context of the research based on the theories that have been included in detail and
clarity.
Secondly, the study incorporated outstanding previous research findings relevant
to the topic. From there, in order to lead and show readers the necessity of studying
this topic, and after having studied it carefully, they can see the difficulties to find
solutions to help freshmen improve their speaking skills.

Finally, it shouldn’t be noted that this paper shouldn’t be considered exclusively
for first-year English majors at TMU, but rather that the analysis and results of this
paper can be applied to other students. Specifically, those who want to refer to how to
learn better and who are having problems in the process of improving their speaking
skills.
1.4. Research Subjects
In this research, the research subject is the current situation in using speaking
skills for the first-year English-major students at TMU.
1.5. Scope of the study
One of the compulsory subjects that first-year students of the Faculty of English,
TMU must study in the curriculum is English speaking course. This paper is based on
the data collected from giving first-year students of the Faculty of English at TMU a
questionnaire and personal interviews to determine the research and analyze the
current situation of technical learning English speaking skills and offer solutions to
help students overcome problems. The results of this study were limited to the students
who participated in the study. But I emphasize that this study is a useful reference for
everyone, including English majors or non-English majors.
1.6. Research methodology
1.6.1. The place and time of research
The study was carried out in the second semester of the academic year 20212022 at TMU.
1.6.2. Participants
This study involved 100 first-year students from the English department of TMU.
They are studying in the second semester, at course K56N of the school year 20212022. With the age from 18 to 19, most students have studied English for at least 7
4


years (4 years of secondary school and 3 years of high school).However, their English
backgrounds almost show that they mainly have access to English theory and
grammar, so students have little opportunity to practice their English skills. For that
reason, when studying at TMU, their English level is not good in terms of skills and

has become a huge obstacle in the learning process.
1.6.3. Methods of data collection
In this study, there are two main instruments used to analyze and find the results:
self-created questionnaires (including 10 statements) and interviews.
1.6.3.1. Questionnaires
The questionnaire was designed by the researcher for students because they
found that they could easily collect the data in a form with possibly no error, thereby
finding the most necessary information. To complete the survey questionnaire for
research purposes, 100 first-year English majors from TMU participated.
In this study, the survey questionnaire provided 10 closed-ended, multiple-choice
and open-ended questions to:
- Get information about students’ difficulties in learning English speaking skills.
- Determine the frequency with which English speaking abilities are used
(whether they use it a lot, a little, or hardly none at all) and the students' level.
- Recognize how students have improved their English speaking abilities.
To ensure the reliability and validity of the results, learner surveys are broadcast
directly to learners K56N during class breaks and collected instantly. Due to the fact
that it was recess, these pupils were able to devote their full attention to answering ten
questions on what they had just witnessed. Before requesting students to complete the
survey questionnaire, the researcher must explain the goal, meaning, and clarification
of the survey questions in order for the results to be as accurate and objective as
possible.
1.6.3.2. The interview
An interview was conducted with four students from three classes K56N, Faculty
of English at TMU. They all enthusiastically helped the researcher. This is done to
collect students’ opinions to deeply understand the situation of using English and offer
solutions to improve this problem. The researcher used the results of the human
5

interview to enhance his depth of knowledge and give data analysis once the interview
was completed. The outcomes of the interviews were written down in great detail.
1.6.4. Method of data analysis
From the answers of the first-year English-majors in the questionnaire, the
researcher collected information and obtained data for statistical analysis and answered
the research questions.
1.6.5. Data collection procedure
First, the data collection process started with the distribution of 100
questionnaires to first-year English majors at TMU. This is a crucial stage in the
process of gathering information about how to improve your English speaking
abilities. In addition, three other students were invited to participate in the interview
process. After the data has been collected, the data analysis process is started.
1.6.6. Data analysis and statistics
The information obtained through questionnaires and interview responses is
sorted quantitatively (using percentages and numbers) and qualitatively. In order to
help the research results achieve the most reliability and accuracy, the data obtained
from the interview will be used qualitative analysis method. Thus, through which the
researcher has collected data from two different sources and consists of two parts as
follows:
- The reality of using English speaking skills of the first-year English majored
students at TMU.
- Proposals to help improve students’

English speaking skills for first-year

English majored students at TMU.
The data of the survey questionnaire will be presented and analyzed carefully in
the form of charts. Personal interviews are presented by citing relevant responses. As
for the data, they are analyzed descriptively.
1.7. Organization of the study

This study is divided into four chapters covering the following specific contents:
Chapter 1: Overview of the study: this chapter presents an overview of the
research problem. It includes the rationale, some prominent previous studies relevant
to the present study, and the aims of the study. Next are the participants, the scope of
6


the study, and research methodology. Finally, generalization is the organization of the
study.
Chapter 2: Literature review, this section is the focus of the study. This chapter
provides terms and concepts related to speaking skills, speaking skills concepts, and
roles, aspects and components of speaking skills. In addition, there are key factors that
affect speaking skills and the reality of using this skill.
Chapter 3: Research findings, present research results, discuss results and
summarize main results.
Chapter 4: Recommendations and suggestions, in this chapter, some
recommendations will be made for teachers and students of TMU and first-year
students majoring in English to help students improve their speaking skills.

7


CHAPTER 2: LITERATURE REVIEW
2.1. Overview of speaking
2.1.1. Definition of speaking
Many academics have given varied definitions of the term "speak" in the
scientific literature. Speaking, according to Burns and Joyce (1997), is defined as the
interaction between people from which meaning is constructed in relation to the
reception and processing of information. Furthermore, the shape and meaning of the
discussion are influenced by the context, the participants, and the conversation's goal.

As a result, speaking has a significant impact on human-to-human communication. As
a result, if learners do not focus on learning to speak or practicing regularly when
learning a foreign language, they will eventually lose interest in speaking English.
Speaking, according to Brown (1994: 1), is primarily a process of collecting
information, then producing and processing data with correct information, and finally
having the ability to communicate information. Brown (2001: 267) also stated that
being able to communicate in a language entails being able to communicate
effectively. Bygate (1987) defined speaking as the generation of auditory cues that
cause listeners to respond with various verbal responses. It is defined as the methodical
combination of sounds to make coherent phrases. According to Richards and
Renandya (2002: 204), effective oral communication requires not only the ability to
utilize language, but also an attention on linguistic characteristics such as pitch, stress,
and language tune. It is well understood that non-verbal components are critical in
aiding the direct transmission of a message. According to Haryudin and Jamilah
(2018: 61), English is a language that learners must actively practice on a daily basis.
Because of frequent practice, students will develop the habit of forgetting to use
English in class and in everyday life, which will aid their ability to speak fluently.
When discussing the nature of spoken language, Brown and Yule in Nunan
(1989: 26) discussed how language teaching, in particular, has not paid enough
attention to the right style of teaching when primarily focusing on teaching short,
discrete pronunciations. Written language, on the other hand, frequently employs

8


highly structured and difficult-to-understand sentences. The transaction function and
the interaction function are included in the fundamental language function.
Speaking ability is the emphasis and purpose of communication, according to the
definitions mentioned above. Because of its connected features like as grammar,
pronunciation, emphasis, and vocabulary, it might be considered a challenging portion

of learning a foreign language. The ability to use language appropriately for the
purpose of expressing meaning, thereby conveying or absorbing information from
others through communication, is a more detailed definition of speaking skill.
2.1.2. The role of speaking skills
Language is a tool that allows individuals to communicate with one another. It
expresses the speaker's and the person with whom they are communicating ideas when
communicating with each other. And it goes without saying that we can't communicate
with each other without language. A language can only exist in written form if it lacks
speaking.
Speaking is the most crucial skill to develop when studying a foreign or second
language. "Speaking is the skill that the students will be graded on the most in real
world settings," according to Brown and Yuke (1983). A well-rounded communicator
is someone who is fluent in all four language skills: hearing, speaking, reading, and
writing. However, the ability to speak fluently provides benefits that are distinct from
the others. The ability to communicate verbally one's thoughts, opinions, and feelings.
This demonstrates the importance of speaking ability, which reflects the sharing of
ideas in the form of sentiments with others. Robert Frost once shared that “I am a
writer of books in retrospect, I talk in order to understand, I teach in order to learn”.
Widdowson (1978) divides language users into receptive and effective languages
based on their actions. Speaking and writing are effective skills, but reading and
listening are acquisition skills. Because they entail the production of language,
speaking and writing are referred to as productive skills. While vocalizing allows
people to speak orally, writing abilities allow them to communicate in writing.
"Speaking is the most often used language skill," according to Morley (1999) and
Scarcella (1992). Speaking abilities, in particular, are critical talents in the career
development process to provide a stepping stone for personal development, more
9


confidence, better work possibilities, public speaking, group debates, and

presentations. In today's society, effective communication is essential for obtaining
better work prospects. As a result, solid oral communication skills are required to fully
appreciate the possibility. Alternatively, in the present technological era, it is critical to
demonstrate a candidate's talent during the interview, as this is an opportunity for
individuals who wish to apply for a job to demonstrate their abilities. It is largely
determined by the candidate's ability to communicate verbally. Furthermore, when
speakers or specialists in a certain sector wish to market items or train new employees,
they must apply presentation skills. Speaking is almost crucial in this case since it
reflects how people express their messages to others.
2.1.3. Types of speaking
In the teaching process, each teacher will have different teaching methods to
improve students’ speaking ability. According to Brown (2007 : 327), there are some
types of speaking that are specifically outlined below as follows:
a. Imitative
According to Darjowijojo (2005: 1), learners typically do not perceive language
use to be overly difficult, if at all, because it is an iterative process that gradually
becomes a habit. In fact, even a newborn as young as one and a half years old may
imitate words he hears, even if he has no concept what they mean. This is a systematic
process of association in which the speaker imitates one word, two words, and then
gradually upgrades to complicated sentences. As a result, the ideal way to learn is for
students to develop the habit of listening to native speakers' presentations on a regular
basis and, most importantly, practicing it. It's important to remember that imitation
isn't meant to produce meaningful contact; rather, it's meant to focus on certain aspects
of linguistic form. Brown (2007: 328) claims that learners' phonics and grammar
issues are caused by hearing and orally repeating particular linguistic sequences.
b. Intensive
Expertise is not the same as imitation. Whereas imitative delves into aspects such
as pronunciation or phonetics, while in-depth generalizes and expands further when it
comes to the fact that the speaker must also know the meaning in order to fulfill
certain tasks. According to Brown (2007 : 329) intensive speaking versus imitative

10


goes beyond being able to practice some phonetic or grammatical aspect of the
language.
c. Responsive
Because of its effects, responsive has an indispensable role in the dialogue,
namely, it aids in persuading learners to respond correctly when requested or
commented upon. When someone asks, "How are you?" it's a common example.
Learners frequently respond with "fine," "not bad," and can even question the speaker,
"How about you?" The speaker is motivated to talk on time, it might be expressed
once more.
d. Interactive
Interaction is a category that shares many of the same properties as responsive.
Both of these styles of communication have the same goal of reacting to your
interlocutor's discussion. The difference is in the amount of persons who are taking
part in the discussion. In an interaction, Rahmawati and Ertin (2014: 201) stated that
the number of speakers makes sense because most people require more than two
people in a discourse.
e. Extensive
Summaries, short talks, and tales are all examples of expansion. Expansion is the
most advanced level of speaking ability, as well as the most difficult to master.
Because it is not only a way to respond in a brief conversation, but it also requires the
speaker to have a longer response in order to enhance their speaking skills.
f. Interpersonal (dialogue)
Interpersonal communication is more important than providing information to
listeners in a discourse in preserving social ties. Interview, discussion, and
conversation are examples of these categories.
2.1.4. Components of speaking skills
The ability to communicate ideas clearly and fluently is referred to as speaking.

Comprehension, grammar, vocabulary, pronunciation, and fluency are some of the
components of speaking, according to Syakur (1987; 5).

11


a. Comprehension
Comprehension is simply defined as the ability to perceive and process pieces of
language in order to comprehend anything. Because the most important thing for us to
do when participating in a discussion with another person is to have the other person
comprehend the conversation, comprehension is considered as a critical component in
speaking. Understanding another foreign language, on the other hand, is far more
difficult because it needs both direct observation and inference from verbal reactions,
among other factors. Participants must thoroughly comprehend the nature of the study
project, even if the methods are technical and dangerous (Cohen et al, 2005: 51). As a
result, when the speaker might declare that comprehension refers to the speaker's
understanding of what he or she is saying to the listener in order for the information to
be correctly understood. It also serves the function of assisting the listener in swiftly
comprehending the information included in the speech. The subject must, without a
doubt, respond and talk actively during oral conversation.
b. Grammar
Grammar is very important since it is the foundation for writing and speaking
correct sentences. Grammar is the foundation for anticipating the knowledge of both
ideal speakers and listeners of the language, and it is based on language theory.
Grammar is a set of rules that can be utilized to generate all grammatical or wellformed statements in a language (Purpura, 2004 : 6). The grammar of a language,
according to Harmer (2001: 12), is the ability of words to change their form and be
combined into sentences. The function of grammar, according to the aforementioned
statements, is to appropriately order the meaning of sentences depending on context
and to avoid misunderstandings in various communication scenarios. Furthermore,
according to Batko (2004: 24), grammar refers to the fundamental rules and structures

of language, which include how to produce clear and exact sentences as well as proper
word forms.
c. Vocabulary
When using any language, vocabulary is always important since without it, the
structures we've acquired become quite difficult to put to use in order to communicate
effectively. The speaker in communication has the ability to adapt his vocabulary on
12


the fly. In other words, vocabulary is the most important aspect in efficient oral and
written communication of speakers' ideas, feelings, and thoughts. Language is the
foundation root of language learning, and it is not an exaggeration to suggest that it is
the key to success in communication. If a foreign language learner has a restricted
vocabulary, they will have a tough time communicating since while grammar is
important, vocabulary is essential. When speakers use vocabulary frequently in regular
conversation, it becomes familiar (Turk, 2003 : 87). Oral vocabulary refers to the
words learned when speaking or reading aloud. Writing vocabulary refers to the words
learned when writing or reading silently. Also included in vocabulary are single words,
complex terms, and idioms (Richards and Schmidt, 2002 : 580).
d. Pronunciation
A proficient English speaker must be able to pronounce words correctly.
Rhythm, intonation, articulation of peripheral motions, eye contact, and body language
are all aspects of pronunciation (Fraser, 2001 : 6). Pronunciation, in essence, is the
knowledge that goes into a profound understanding that pronunciation is a technique
for students to pronounce clearly when they speak (Kline, 2001 : 69). Because
pronunciation aids in the accuracy and understand ability of spoken words during the
communication process. This also means that even if students' vocabulary and
grammar are poor, they will be able to communicate successfully if their pronunciation
and intonation are good. To pronounce English, it is not enough to memorize a list of
sounds or individual words. It is primarily intended to assist learners in practicing

specialized English in order to make the speaker's thoughts easier to comprehend
(Gilbert, 2008 : 1). Not only that, but pronunciation is a blend of rhythm, intonation,
manner of speaking, body language, gestures, and peripheral eye contact (Fraser,
2001 :6).
e. Fluency
Fluency is defined as the capacity to communicate or talk clearly and fluently, or
the ability to express words without interruption through speech. When speaking, a
speaker can speak pretty swiftly and just occasionally pauses, which is a sign of
fluency. Fluency is the goal that pupils strive for when learning to speak, or, to put it
another way, communication. It is not necessary to spend a lot of time communicating
13