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the opportunity for oral interaction from listeners is either

highly limited or ruled out together (Extensive ability).
In addition, Ur (1991: 120) says that the characteristics of a

successful speaking activity are as follows: Firstly, learners

talk a lot. As much as possible of the period of time allotted
to the activity is in fact occupied by learners talk. This may

seem obvious, but often most time is taken up with teacher talk
or pauses. Secondly, participation is even. Classroom

discussion is not determined by a minority of talkative
participants; all get chance to speak, and contributions are fairly

evenly distributed. Thirdly, motivation is high, learners are

eager to speak because they are interested in the topic and have
something new to say about it, or because they want to

contribute to achieving a task objective. The last, language is of
an acceptable level. Learners express themselves in utterances

that are relevant, easily comprehensible to each other, and of
an acceptable level of language accuracy.

The explanations above can be concluded that someone can

be said that he has a certain language competence if he/she can
produce oral language to participate in any kind of activity.

He/she can also respond the other one’s speaking to maintain

his/her social relationship. Besides, his/her language is
acceptable and easily comprehensible at the level of language

accuracy.

Based on the theories above, it can be concluded that speaking
is the most important aspect of productive skill to convey
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