1. Introduction Objective of communication is to sending a message to another people.

There are four function of communication involving delivery of the message, to be receive, understand the meaning, accepted the condition and receiver to take action.(Gouran Wiethoff and Doelger, 1995) Steward, Zimmer and Clark (1985) define communication as a two way process consist of sending a message and receiving a message either in writing or verbally. In oral communication the speaker is a sending device and the listener is the receiver device. The fact that, English language is widespread across the globe as a lingua franca, and be a communication medium in business, computing or advertising (Riemer, 2002). Evidence indicates that communication skills are what helped Homo sapiens evolve beyond our related ancestors, and that these skills have helped humankind develop into the advanced societies on Earth today (Pearce, 1998). (Aziz, (1988), Whaler and Cameron, (1995), Dale and Wolf, (2006)) agreed that the oral communication being the most important criteria for a job selection. Whether they work in an office or a store, they certainly spend much time in talking giving instructions or explanations, asking questions or answering them, promoting good, business relations, setting ideas, or selling personal qualities. It has been observed that diploma holders face several
challenges in the employment market because of low self-confidence; this is due primarily to a lack of communication skills. The main reasons for this are poor English language proficiency; lack of oral and written communication skills; and lack of proper representation techniques (Reimer and Patil(2004).

Base on understanding the importance of Oral Communication in English. I would like to elaborate this assignment to three sections, firstly the process of oral communication, following with the oral communication effectively and relating to actual happen in our working environment true interview a selection person.

2. Process of Oral Communication All people make use of communication either by writing and reading or listening and speaking, but the most of their time is verbal communication. These involving asking and answering, or participating in discussion or involving debating in the meeting and presenting orally. Gouran, Wiethoff and Doelger, (1995), illustrating the process of communication as two part ie sender encoding the information then sending via a selective medium, and receiver decoding the information. Since people talk much then writing, the process of encoding and decoding the information should be done as fast as it can in order to fulfill the objective of communication. Encoding and decoding the information can be taught and practice in order to improving the delivering the message. In India which English is a second language, they emphasizing the engineering exercises need to incorporate oral and written communication skills throughout the
curriculum and include presentation and communication as part of the marking process (Riemer, 2004).

3. Improving Oral Communication Skill Some University in Malaysia realized that their student is lack in communication skill. Therefore they tried to equip the student with communication skill to be able to make oral presentation, conduction a group discussion and to interviewing efficiently in order to suit job requirement at private sector (Menom and Rozana, 2007) These indicate that improving skill of communication particularly in oral skill become a major afford for the student (Hyne and Batia 1996, Merrier and Dick 1997, Dale and Wolf, 2002). Some university offer English for Specific Purpose Course to enhance their student in communication skill (reamer, 2002). Wahl (2000) state that, the oral communication and presentation skill are consider one of the best career enhance.

4. An Efficiency Oral Communication Having knowledge of a foreign language had been seen as having a good education, but it had not been defined why it was necessary. However, after English was accepted as an international language of technology and commerce, it was the time when a new generation of learners specifically knew why they were studying English, such as business people who wanted to sell their products, mechanics who had to read instruction manuals, doctors who needed to keep up with developments in their field, and students who had to read textbooks written in English (Hutchinson & Waters, 1987)

4.1. Listening Since most people talk much more than they write, they are judged more by their speech than by their writing. Speech is individual and reflects individuals' personalities. The words they use, the way they put them together, the sound of their voice (tone, pitch, volume, and rate) and their pronunciation all add up to that which others hear. They cannot separate their voices from their personalities. They contribute to each other in many ways. On the telephone, for example, an individuals voice represents his or her entire personality. Therefore, improving speech can result in improving the personality. (Clark, Zimmer, Tinervia, 1988) Stewart and others (1985) state that too often, people think that listening and hearing are the same thing, but there is a big difference. Hearing depends upon the ears, but listening uses the mind as well, and may even require the eyes. The ears enable listeners to hear sounds; the mind enables them to interpret these sounds, to recognize some of them as words, and to form the words into thoughts or ideas. With the mind, listeners are able to determine that an oral message is important, interpret the message, and react to it. Interpreting the message is a thinking process. It is dependent on both a listeners vocabulary and attitude. The listener must want to grasp the meaning of the words. People may not have considered the eye to be an important tool in listening. Yet, what a person sees when a someone is speaking is sometimes as important as what is heard, A smite, a quizzical glance, the expression

of boring or cheeringall the facial expressions and manners of a speaker have an effect on the meaning of the message. The problem of improving listening is not only on improving the physical tools, but rather on improving the use of these tools, so they become more effective in receiving messages. Certain surveys have shown that listening occupies more time than any other communication activity. People spend more time on listening than they do on talking, reading, or writing. Then, they can improve their ability to receive messages by improving their listening skills. According to Stewart and others (1985, 519), "the rewards of listening are great. They include increased knowledge, broadened experience, more friendship, increased job opportunities and promotions, development of facility in using language, and an increased appreciation of spoken words. Conversely, ineffective listening will have a negative effect in any of these areas, with disappointment and failure often being the results. Frequently, a student fails in his studies, not because he can't learn, but because he does not know how to listen. He has not mastered the listening requirements in successful social relations. In the same way, an employee may be fired. It is not because he is unable to perform his job well, but because he does not know how to listen to instructions. Improved listening certainly contributes to a healthy social life. People should listen attentively to others so that they can understand what the speaker is saying and why. In this way, good listeners gain a lot of new friends and deepen their existing friendships. In school, many class hours concern lectures and discussions, so increasing listening effectiveness would greatly increase learning productivity. Effective listening that results in improved teaming and remembering would also give students more time for other subjects and for extracurricular activities. The rewards of improved listening are more tangible when people have a job. It is often that the rewards are money. Beginning employees must listen to instructions and directions from their supervisors and co-workers. They must listen to suggestions and criticisms in order to improve their job performance. To advance in a job, they must know what is going on in their department and in the company. It is said that improved listening can enhance the chance of success in business. Chastain (1976) indicates that each medium of communication can reinforce other media to advance at a higher level

of learning. For example, listening can be reinforced with reading, speaking and writing to help understanding and memory. Listening, like reading, is a message-receiving skill, but listening is more difficult than reading because in general, listeners cannot relisten to a spoken message as they can re-read a written message. They must get the message right the first time, or they lose it. Reading about a topic in advance will enable listeners to listen more effectively to the speakers message because they have more knowledge to the topic, and thus can derive more benefits from it. When planning to attend an important committee meeting, if attendants examine the agenda and re-read the minute of previous meetings beforehand, they will be able to listen much more effectively during the meeting. 4.2. Speaking Speaking reinforces listening in various ways. Good listeners repeat to themselves the speakers important points, and then they rephrase them to their own words. This process adds to their understanding. Frequently, good listeners speak up (ask questions) in an effort to clarify what is meant. Speaking is often and aid to memory, this aiding listening retention. When we are introduced to another person, for example, we will be more likely to remember his/her name if we repeat it orally and use it in talking with him/her or in talking with others about him/her. Writing contributes to good listening, perhaps reinforcing listening more than any other communication skill. Frequently, listeners must take written notes in order to retain for future reference the information they hear. Students attending a lecture, secretaries taking a telephone message, and accountants receiving oral instructions from a supervisor always write notes to reinforce their listening. However, note taking should be done carefully. Listeners who spend too much time taking detailed notes may miss the important points of the message.

Stewart

(1972)

states

that

habits

of

efficient

communication

contribute greatly to individuals success in all areas of life, but particularly in business and industry. So important are habits of good listening that many large corporations, namely American Telephone and Telegraph, General Electric, and General Motors, provide listening training for many of their executives and supervisory personnel. These corporations know that administrators must be able to listen properly if they want to be effective. They know that successful supervisors or managers do not just give orders; they also do a lot of listening. They listen to their employees to find out what their employees think so that they can help to settle grievances and establish relations. They also listen to their employees because they know that the employees often contribute time and money-saving ideas when they have a sympathetic and appreciative audience. Listening is also extremely important to those below the management level. Many workers in business and industry rely on listening skills in order to carry out their daily assignments. Telephone operators must listen carefully so that they can handle the requests from hundreds of callers daily. Sales representatives must listen carefully to determine the desires of their customers. A large retailing organization found that two out of every three former customers had taken their business elsewhere because its sales personnel were indifferent to customers' needs. Moreover, the organization found that much of the indifference was expressed through poor listening (Cooper, 1991). Crosling and Ward (2002) state that oral communication covers a wide area, ranging from formal presentations to participation in teams and meetings.

For university courses to be focused appropriately, more detailed information on the spoken interactions is recommended. They also indicate that oral communication is an important aspect of the workplace, and the business graduate employees require effective skills in this area if they want to be successful in their careers. One instance of this idea comes from Australia, in which a recent government Department of Education, Training and Youth Affairs (DETYA) study looked into employer satisfaction. For new graduate skills, oral communication skills were three out of the seven sought in recent graduates (ACNeilson, 1998). In the United States, a report on a survey of employers in New Jersey claimed that oral communication was seen by employers as vital, but, interestingly, was an area for which graduates lacked preparation (Van Horn, 1995). The changing nature of business further underscores the importance of oral communication skills. With the increasing use of technology, issues of quality, innovation and competitiveness takes on a higher workplace focus (Camavale, Gainer and Meltzer, 1990). Indeed, communication and social interaction are the means for achieving in careers, enabling employees to team up and acquire new skills that facilitate the development of problem solutions (Mellinger, 1992). 4.3. Interpersonal 5. Finding 6. Conclusion

7. References

7.1. Gouran, Dennis S. Wiethoff, William E. and Doelger, Joel A.(1995), Mastering

Communication, Ally & Bacon, Australia.

7.2. (Pearce, T, (1998). Building personal skills into a master of engineering degree,

Global Congress on Engineering. Education, Cracow, Poland, 369-372

7.3. Marc J. Riemer, (2002), English and Communication Skills for the Global Engineer,

Global Jurnal of Engineering, Education, Vol.6, No.1 Australia

7.4. Devikamani Menon,

Ainun Rozana Mohd Zaid, (2007)Teaching Professional

Communication Skills in English, Proceedings of The Association for Business Communication 7th Asia-Pacific Conference, March 27-31 2007, Association for Business Communication