Abstract:
People need good background knowledge before they speak. The purpose of the present
study was to
discuss the implication of students’ critical reading skill to their English speaking performance in
class
room activity. Researchers also would like to discuss the effect of multicultural atmosphere to
students’ speaking skill. This study employed descriptive qualitative design to explain students’
speaking ability after they read. Therefore, students’ speakin
g ability could be mapped out after being
stimulated by critical reading. The major finding of this study were the fact that reading and analyzing
the texts was important for students before they speak. Gaining previous information before students
speak ma
de them feel more comfortable and be able to deliver or speak up their ideas better. Besides,
the multicultural background of the students were not significantly affect their speaking ability. Yet,
some students felt difficult in pronouncing ‘f’ in ‘of’, ‘
v’ in very’, and ‘o’ in open’ correctly. This was
because of their pronunciation habit in their homeland.
