English is not our language. English is foreign language for Indonesian people. We have to give attention in pronounce that language. Most problems when we learn other language is we got difficulties in pronounce that language. The Indonesian students said that English is very difficult, because the students have no motivation to learn for English. To response the student to learn English, The teacher must have a good strategy in teaching learning process. (Grugeon, 2005:84) said that some aspects to improve student speaking skill students are:
1. Taking opportunities to use talk in the classroomTalk in the classroom is crucial to learning. It is where answers to puzzling questions can be found. It is where thoughtful argument and discussion make way for the understanding of new skills and difficult concepts. It is where difficult issues, which emerge from the children’s literacy work, their math or science investigations, history or religious education (RE) studies, can be talked through. It is where children listen to and respects the views of each other and where everyone’s learning is empowered by talking about what they have learned. It is where children can be supported in raising their own questions about their learning.
2. QuestioningWhen teachers speak to children about their work, asking questions is the most commonly used strategy to assess their learning and progress. We can challenge children’s thinking if these questions are ‘kept open’, leading them into other areas of discussion and further questions. Puzzling questions, primarily used to explore interesting scientific questions, can be a really useful assessment opportunity, encouraging children to think independently or individually in an interesting way and to question their learning.
3. Talk partnersThis is one of the most successful and easily organized ways of helping students clarify and develop their ideas. Students can simply turn to the person next to them or work with a prearranged partner and talk through their ideas or response to a teacher’s question. This is particularly effective as part of whole-class discussion, whether in shared text time or outside the Literacy Hour, and for helping quieter students to feel that their ideas are valued.