Chapter II
Chapter II
Theoretical Framework
This chapter will provide some theoretical framework related to the topic,
method. There are many various definitions of speaking from many English
language experts. Therefore, the writer only chooses several definitions that based
on some opinion are important to talk about. The first definition speaking is a skill
This may involve expressing ideas and opinions; expressing a wish or a desire
and maintaining social relationships and friendships. Another expert states that
Speaking is human verbal communication which set out with the ability of
utilizing mechanism that will involve oral production language, it is the main
Richards and Renandya (2002, p. 204) state that effective oral communication
interactions that involves not only verbal communication but also paralinguistic
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interactive language functions is a key importance and in which it is not what you
say that counts but how you say it what you convey with body language, gestures,
eye contact, physical distance and other nonverbal messages (Brown 2007,
the word of speak, is say words. Based on some various definitions above, the
effort to use language freely, being able to speak which puts more emphasis on
form of oral language that is inevitably used to communicate ideas and feelings,
no matter what the language is. Speaking includes some components which
The writer conclude that speaking is the ability to use the language in ordinary
way by speech is not only matter of transferring some messages to other person
but is also communication, which needs more who one person to communicate
with. According to the Donough and Shaw (1993 p.151), as a language skill,
teaching. They mostly use all of their times in the class by teaching grammar and
Based on the definition above the writer define English speaking ability as an
ability or skill that the learners have to communicate, to convey meaning, and to
In learning speaking, the main goal is to able to speak well so they can use it
English speaking. The success of learning English can be seen and measured from
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their performance in speaking and how well they present their English in
communication.
English as the target language should be mastered well, either its language
into a meaningful interaction of the target language that only found in natural
communication. Learners learn to speak and concerned to the message that they
are conveying and understanding. Ratih in Syakir 2002 explained that when
people speak, they construct ideas in words, express their perception, their
feelings and their intentions, so that interlocutors grasp meaning of what the
speakers mean. If the learner does not have speaking skill, does not understand the
English words that saying by the speaker, does not acknowledge the language,
they cannot grasp meaning of the speaker’s mean. In that condition, they cannot
be said success in learning English, because they did not have a meaningful
interaction of English conversation. So, for people who want to speak English
well, besides learning the knowledge of the language, they need to practice it.
aspect. Linguistic aspect is the main requirement that the English learner should
grammar and word order, vocabulary, and general speed of speech, sentence
should master the linguistic aspect and posse the non-linguistic aspect. They both
correlate each other. So, English speaking ability here not only focuses on the
knowledge of language that the learners have, but also focuses on the personality
dimension that will affect them in presenting their knowledge of English and they
2.1.2.1 Pronunciation
Pronunciation is the way for students’ to produce clearer language when
they speak. It deals with the phonological process that refers to the component of
a grammar made up of the elements and principles that determine how sounds
vary and pattern in a language. There are two features of pronunciation; phonemes
2.1.2.2 Vocabulary
In Oxford Advanced Learners’ Dictionary (Hornby, 1984, p. 461)
known to a person and a list of words with their meanings, especially at the back
of a book used for teaching a foreign language”. Vocabulary in this study covers
the selection and the use of varied words that used by students. In short, the writer
particular language which is necessary for students to use in speaking and writing.
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2.1.2.3 Structure
According to Pooley in Olfah (2004), grammar describes the way of
ideas. Ideas are generally expressed in sentences. Sentences are made by grouping
and arranging words. Therefore, grammar is also the study of words in sentences.
sentences orally. The writer concluded that grammar is the way of language works
2.1.2.4 Fluency
According to Bryne in Syakir (2004) the main goal in teaching the
indicates how well or how smooth a speaker expresses ideas in terms of sentences.
Fluency in speaking is the quality of being fluent and it needs the intensity or
practices, talent, habit and proper speech. Perfect fluency will be identified by
limited pause of utterance. Speaker with imperfect fluency will stop and start to
talk in uttering the sentences. Refers to the typical speaking, the more pauses
subject performs a speech the more indicates that he has poor fluency in uttering
student performs speech, he might think for a while to find the other words to
2.1.2.5 Comprehension
Comprehension is the power of understanding an exercised aimed at
be aware of understanding whatever said by speaker or toward the topics that are
order to speak better. There are pronunciation, structure, vocabulary and fluency.
Yet, speaking means making up a language in ordinary way that involving those
components.
ranging from asking students a set of questions to request them to give a detailed
presentation. This way aims to get the students to speak in order to improve his or
her comprehension. From the explanation above, the writer concluded that
Teaching is not only transferring knowledge to the students, but also making
the process of teaching and learning more fun. To make the class fun, every
teacher has a different style in teaching. According to Brown (2000, p.7) that
Teaching also has specific goal that leads to modification and encourage the
(Richard and Schmidt, 2002, p. 515). The teacher strategies in teacher speaking
The students must be give presentations and talks, because before they
applicated their skills in real life, the teachers must be give about speaking in real
life so that sustained their speaking skill preparation before practically in real life.
a. Show-and-tell
explain about that. Then, tell to them about significance topic like a hobby, sport,
b. Presentations
2.2.1.2 Stories
The teacher can give example simple story to them, like an activity, or
another subject for develop students’ speaking skill. The teacher can also make
students’ skill for real-life language use. Drama is the more general term,
encompassing both role-play and simulation. Give them simple theme for drama,
These are the strategies for teaching speaking, all of them can improve and
Hymes, Gumperz and Labov and the writings of Austin and Searle on speech acts.
2001). The aims of the communicative approach are (a) „to make communicative
competence the goal of language teaching and (b) develop procedures for the
language and communication‟ (Richards and Rodgers, 1986, p. 66). There are
communicative language teaching (CLT) method in the classroom, there are still
Since the main goal of CLT is communicative competence and its emphasis is
on communication, several theorists and teachers state that CLT does not involve
teaching grammar at all. These ideas have been argued by Thompson (1996) who
claims that learners will learn better if they themselves are involved in what they
learn and see the relevancy in their learning. In other words, the method has
moved from „teacher covering grammar to the learners discovering grammar. The
communication skill, it seems that CLT ignores the other three important skills in
language learning which are listening, reading and writing. Again, Thompson
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(1996) points out that communication does not only take place through speech,
actually communicating with our reader and when we read, we are having
communication with the text as well as the writer of that particular text. That is
why when we read, we can argue with what the author writes in the paper. The
third misconception about CLT is the narrow scope of using other techniques
besides pair work which means role play in most of the activities conducted in the
classroom. Thompson (1996) once again, opposes the view by stating that we
should look at pair work from another angle such as it can actually work as a
preliminary stage to any contribution from the learners. The last misconception
about CLT is the demand on the teacher is practically greater. It means that the
point of view, this is not a misconception about CLT, instead a challenge to the
language. He concludes that these misconceptions could arise from teachers who
approach to teaching, rather than as a teaching method with a clearly defined set
that students have the ability to communicate actively using the English language
CLT is a new method used today that criticizes language methods that
in their ability to communicate and convey their wishes, ideas, ideas, thoughts in
the real context of daily life, not only memorize English sentences that are
cultural.
principles about the goals of language teaching, how learners learn a language, the
kinds of classroom activities that best facilitate learning, and the roles of teachers
and learners in the classroom. Let us examine each of these issues in turn.
we can clarify this term by first comparing it with the concept of grammatical
language that accounts for our ability to produce sentences in a language. It refers
phrases, clauses, sentence patterns) and how sentences are formed. Grammatical
competence is the focus of many grammar practice books, which typically present
a rule of grammar on one page, and provide exercises to practice using the rule on
the other page. The unit of analysis and practice is typically the sentence. While
clearly not all that is involved in learning a language since one can master the
rules of sentence formation in a language and still not be very successful at being
able to use the language for meaningful communication. It is the latter capacity
functions
knowing how to vary our use of language according to the setting and the
communication)
one’s language
strategies)
The type of classroom activities proposed in CLT also implied new roles
in the classroom for teachers and learners. Learners now had to participate in
peers in group work or pair work tasks, rather than relying on the teacher for a
model. They were expected to take on a greater degree of responsibility for their
own learning. And teachers now had to assume the role of facilitator and monitor.
Rather than being a model for correct speech and writing and one with the
the teacher had to develop a different view of learners’ errors and of her/his own
speaking, these are several reasons CLT good for teaching speaking:
statement in his TEFL book that communicative means a language learners need
to understand and express. The important thing here is between the speakers and
the listener can understand each other, even there is an error in grammatical form.
For instance, when one asks someone's address "Where do you live?" Even
Kingsbury's, and Tony Yeadon's statements learning a language like learning how
to fly or play the piano. It is never enough simply to 'to know' something. It tells
speaker if he / she does not always practice, a driver will not be a good driver, if
he / she just knows how to drive it in the book, but is not practicing.
keeping on practicing. The students will be allowed to open or use the teaching by
using CLT minimize the students to forget the vocabularies has been memorized
language form.
Forth, Fluency and acceptable language are the primary goal which is the
grammatical form relates to acceptable language, even though they make some
errors before. For example, the students will get some challenging in pronounce a
word, yet it will never happen after he / she use the word more often in
communication, and also the grammar error will minimalize or eradicate because
of the listener sometimes will correct our grammar Mistake or it can be we self by
productive, as with CLT was gained much satisfied result and according to
statistics both experimental Urban as well as Rural group was highly, significantly
concluding this had to do with the teacher’s role and the implementation of ESA
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(Engage – Study –Activate) method. While, in rural area the teachers used
behavior theory with the direct method which did not contribute with so good
performance.
Students’ Speaking Skill said speaking is a productive skill that involves using
speech to express meaning to other people. In his journal Bayu stated that
difficult to clarify what they want to say. In addition, CLT could motivate the
negotiate meaning, expand their language resources, notice how language is used,
could motivate the students to be active and had a great participation in speaking
activity during teaching and learning process in classroom and his conclude that
language teaching because by applying the method teaching speaking can be more
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