CHAPTER I

INTRODUCTION

A. Background of the Study

As a professional teachers in the language teaching, especially the

teaching of English a foreign language, teachers mostly spend much of time on

appropriate teaching methodologist for greater effectiveness in students

acquisitions on English, designing and implementing materials, test, and practice

Teacher are responsible to educate the students from little or no knowledge to

sufficient English speaking environment.

Mostly of the teaching method before the past few decades, found the

teacher tend to carry out the teaching process in the classroom by applying

traditional and monolingual principle ways of teaching with unsatisfactory. This

shows that teachers need enrichments with appropriate ways of teaching

atmosphere, that why in teaching English as the second language by applying

new and modified fashions in order that the result of the teaching learning

process would contribute more input to reach satisfied learning outcome. Whole

around the world recently, where the people encourage that English as their

target or second language used based on whole interactions and communication

holding the dominant role of very aspects of their life. English is most widely
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used in teaching learning process of broader Educational occasions either formal

or informal environment.

It is reasonable that English is progemmed as the first foreign or second

language in many countries on this earth, furthermore in present global era. That

is why experts on language and language teaching range must invent today

English teaching and learning environment.

In KTSP Curriculum, it is clearly stated that one of the objectives of the

English subject in Junior High School is developing the ability to communicate

in English, either in written or oral form which covers listening, speaking,

reading and writing. Unfortunately the fact has shown that the students are quite

difficult to improve their speaking ability because they are accustomed to use

their native language language in their daily life than using English. This is the

reason why we can not deny the fact that the students still considered speaking

skill as the most difficult skill to be mastered. In class, we as teachers often find

the students can hardly use English for communicative objectives even in the

simple form or we may find the students who are able to point the answer of the

question on a text but they can not explain their reason in choosing the answer. It

is also evident that in class, the students have limited time to practice their

speaking skills, and it resulted on their ability to use the target language, as the

old saying “Practice makes perfect”

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Considering problem, relating to speaking activities in class and helping

students to improve their speaking skill is part of the teacher’s job. He or she is

expected to have right teaching techniques to provide students with appropriate

teaching materials and to create a positive classroom environment. Therefore, the

students will have opportunity to use English among themselves. The teaching –

learning process should not only happen between teacher and students but also

between students and students.

Speaking is an activity used by someone to communicate with other. It

takes place very where and has become part of our daily activities. When

someone speaks, he or she interacts and uses the language to express his or her

ideas, feeling and thought. He or she also shares information to other trough

communication.

People communicate in various diferent formal and nonformal setting,

from giving a presentation in abusiness meeting to chatting at acoctail party.

Most speakers of language speak one way with their friends , another on a job

interview or presenting report in class, another talking to small children, another

with their parents and so on. These speaking activities are called daily language.

Nearly everybody has at least an informal and a formal style in speaking.

In an informal style therule of contraction are used more often, the syntactic rules

and agreement may be altered, and many words are used that do not occur in the

formal style.
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Informal style, although permitting certain abbreviations and deletions

not permited in formal speech, are olso rule governed. For example, question are

often shortened with the subject you and the auxilary verb deleted.. One can ask

You running the marathon? Instead of the more formal Are you running the

marathon?

In any speaking class, our students may be very different from one

another in terms of how they participate. Some iteractional differences are due

personality factor (such as being shy or having n outgoing nature). Other may

stem from cultural difference (e.g., some cuilures value silence more than other).

There many methode and thecnique to make improvement ability to

speaking skill. The other ways are doing group work or pair work, and limiting

teacher talk.

In this research, the researcher focuses to how influence of the daily

language toward speaking skill for students. The reason for using daily language

is give more opportunities to students to make turns in speaking during the times

allocated. The researcher assumes that daily languages are combination between

language practice and role play. They can express their ideas freely because they

do activities with their friends.

B. The Identification of the Problem

Based on the background of the study mentioned above, the

identification of the problems of the research are:

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1. How far the effectiveness of daily language toward speaking

skill?

2. How The English more interested to teach speaking use daily

language?

3. How the teachers more interested to teach speaking English

use daily language?

4. How to make students confident to talk in learning speaking?

5. How daily language more interesting for student to learn

English.

6. Why daily language suitable to teach speaking at nine grade?

C. The Limitation of the Problem

The researcher limits the discussing of the study about, “The Influence of

Daily Language Environment toward the Student’s Speaking Skill.” The

researcher fined the effective technique to teach using daily language for height

school ninth grade.

D. The Formulation of the Problem

Based on limitation of problem mentioned above, the problem of the

research can be formulated as follows; How the influence of daily language

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environment toward student is speaking skill s to the ninth grade of SMP Negeri

1 Cisauk Tangerang.

A. Benefit of Research

The researcher hopes that this thesis can develop education institution to

perform a language laboratory, teacher to use the approach and method

properly in teaching speaking to their students; it can be refer for English

teacher in studying which pursuant and guide liner of the better ways to achieve

the successful English Study.

The benefit of this research for elementary in SMPN 1 Cisauk that the

headmaster of the school knows actually teaching and teaching speaking are

really acceded by the teacher. The students of course the headmaster tries

provide the equipment of speaking so that, the students speaking can be

improved by practicing actively.

The students of STKIP Kusuma Negara can have a good reference for

their knowledge and someday they will make tries connected with learning

speaking. Then they may make some references of this thesis because this

thesis can be put in the library of STKIP Kusuma Negara and every body can

read it.

Using daily language in teaching speaking skill to the ninth grade

students of SMPN 1 Cisauk Tangerang. It motivates and encourages students of

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SMPN 1 Cisauk Tangerang; it motivates and encourages students to practice

speaking English. It makes them enjoy expressing their feeling, ideas, and

opinion and even in messages and suggestions and helps students to take port in

practice.
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CHAPTER II

THEORITICAL FRAMEWORK

A. Establishing an Academic Climate

When examining the research on climates that encourage student

learning, several factor surface from effective-school research1. One of the

factors that have implications for decision making about curriculum and

instruction encourages the teacher to focus class activities on completion of

meaningful academic objectives. The teacher presents the learning objectives to

the class and help students reach those objectives to the best of ability. The

issue in not completion of material but of holding students accountable, to

demonstrate understanding of the key concepts so they can use the knowledge

in meaningful way. Students are not motivated to learn when they are required

to memorize material that they cannot apply.

There factor that contributes to establishing of an academic climate is the

amount of time that student is involved with the content. Based on Fisher’s

state2, the teacher must consider three aspect of the involvement behavior:

1. How much time is provided by the teacher (allocated time)

1
S. Veenman. Perceived Problem of Beginning Teacher. Review of Education Reseach, (American
Education Reseach Journal 1984) p. 143-178
2
Gage, N and Fisher, The Scientific Basic of The Art of Teaching, (New York: Teacher
College Press, 1978)
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2. To what degree students are engaged during the time provided

(engagement rate or time-on-task)

3. How successfully students are engaged (academic learning time, that

high-quality time in which student devote themselves to and succeeds

in meaningful task)

B. Classroom Communication

Communication in a classroom setting is unique because there are highly

regulated patterns of communication between teacher and students, both of

whom definitely have different status, that are not present in any other

communication even or setting.

Barnes suggests that how much success a student achieves in classroom

depend on different patterns of communication that they are able to recognize

and that are set up by the teacher. 3 In fact the teacher who controls the whole

structure of classroom communication.

Even though it is the classrooms (and set up through teachers’ own use of

language), they are not always aware of these patterns and the effect they have

on their students’ learning. Barnes said, it is important for teacher to study the

communication pattern they have set up in their classrooms because in doing

so, they can attempt to seek answer to the following questions 4 :

3
D. Barnes, From Communication to Curriculum. (Middlesex: Penguin 1976). P. 120
4
ibid
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a. How are patterns of communication set up in class?

b. Who has decided these patterns of talk?

c. What are the effects of these patterns of talk on student participation?

d. How do these patterns change?

e. How do students (and teacher) learn them?

f. How much of this communication contributes to student learning and

how much perform other functions (what are these functions)?

g. Does teacher’s behavior match his/her sated intentions and beliefs?

C. Learning Style in Speaking Class

In any speaking class, students may be very different from one another in

term of how they participate. Some interact ional differences are due

personality factors (such as being shy or having an outgoing nature). Other may

stem from cultural difference (e.g., some culture value silence more than

others). Still other difference may come from students’ learning style.

Learning styles are “the way we learn things in general”5 They are

“natural and habitual, and preferred ways of absorbing processing and retaining

new information and skill”6

One learning style issue that influences learners’ speaking in class is the

contrast between reflectivity and impulsivity. Reflective learners prefer to think

5
H.D. Brown, Principal of Language Learning and Teaching, 3rd Edition (Englewood Cliftts,
NJ: Pretice-hall Regent, 1994), p.105
6
K. Kinsella. Understanding and Empowering Diverse Learners. In J. Reid, ed. Learning
Style in the ESL/EFL Classroom (Boston, MA: Heinle/Thomson 1995) p. 171
 11

about their answer or comments before speaking in class. They are generally

cautious, while impulsive learners tend to be more impetuous and may take a

gamble. They may respond immediately, often before they’ve thought through

their ideas completely. So in an English speaking class, impulsive learners are

typically those who will speak out quickly, perhaps without much concern for

accuracy. Reflective learners, on the other hand, will want to think through

what they have to say before speaking out in class.7

D. Fluency and Accuracy

Fluency is the extent to which speakers use the language quickly and

confidently, with few hesitations or unnatural pause, false stars, word searches,

etc.

Adopted the position taken by Hammerly. “Although the word ‘fluency’ has

long been used in everyday speech to mean speaking rapidly and well, in our

field it has largely come to mean speaking rapidly and smoothly but not

necessarily grammatically”8 In contrast, accuracy involves control over “the

linguist code” using the rules of language.9

E. Technique of Teaching English Speaking

Penny Ur said, also states some problems that may prohibit the students

to develop their speaking skill, which are inhibition, lack of ideas shy, low
7
Op cit. H.D. Brown. P. 113-114
8
H. Hammerly, Fluency an Accuracy : Toward balance in language Teaching and Learning.
(Clevedon, UK : Multilingual Matters, Ltd. 1991)p. 12
9
ibid. H. Hammerly
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participation, and students; preference to use their mother language10 And also

she says, “Of all four skills (listening, speaking, reading and writing) speaking

seem intuitively the most important.”11 Based on the statement above speaking

is the most important skill that should be mastered by students in order to

communicate in English fluently. Speaking is essential to all interaction and his

is an ability to understand and master about what an active process of

constructing a message, especially for student in high school.

It is important for us as language teacher to be aware of how much we

are talking in class so we do not take up all the time the students could be

talking.

Pair work and group work activities can be used to in crease the amount

of time that learners get to speak target language during lessons. One further

interesting point is that when the teacher is removed from the conversation, the

learner take on diverse speaking roles that normally filled by the teacher (such

as posing questions or offering clarification).

CHAPTER III

RESEARCH METHOLOGY

10
Ur Penny, A Course in Language Teaching : Practice an Theory (Great Britain : Cambridge
University Press, 1966).p. 121
11
Ibid. Penny Ur, p. 120
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A. Purpose of the Research

Speaking is learned in two board contexts: foreign language and second

language situations. The challenges of us as a teacher are determined partly by

the target language context.

The purpose of this research is for examining and improvement speaking

skill of students to learn the target language as a foreign language. Learning

speaking skill is very challenging for students in foreign language contexts,

because they have very few opportunities to use the target language outside in

the classroom.

B. Research Method

The researcher, use the fluently from daily language to make

improvement of speaking’ skill. Students' experiences, observations, and

interactions inside and outside of the classroom have an impact upon what they

say and how they say it. Speaking activities involve thought and reflection, and

provide opportunities for students to plan and organize for speaking.

C. Place and Time

The research will take a place at SMPN 1 Cisauk Tangerang ninth grade.
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D. Object of the Research

The object of the research is the students at Senior High School ninth

grade.

E. Technique of Data Analysis

The researcher attends to the data which are the result of applying

teaching speaking using daily language.

In the following section, the researcher explains about procedure of

teaching speaking. In order to communicate and interact with others, students

need to engage in a variety of formal and informal speaking situations,

depending upon their purpose for speaking. Some purposes for speaking

include the following:

1. to express personal feelings, ideas, or viewpoints

2. to tell a story

3. to entertain or amuse

4. to describe

5. to inform or explain

6. to request

7. to inquire or question

8. to clarify thinking

9. to explore and experiment with a variety of ideas and formats

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10. To converse and discuss.

E. Technique of Data Analysis

The researcher prediction there some advantages using daily language are

as follows:

1. The daily language can be used activity and interaction between

students like small discussion and sharing information

2. The daily language is more familiar with activities of the students

3. The daily language theme can be more variety

And disadvantages are as follow:

1. Teacher has to make preparation of theme before beginning in

class

2. The pronunciation from the native speaker (teacher) have to

clearly

3. The teacher must consider with influence from slang language

and make limitation when speaking activities on the class.

BIBLIOGRAPHIES
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Veenman S.. Perceived Problem of Beginning Teacher. Review of Education

Reseach, (American Education Reseach Journal 1984)

Gage, N and Fisher, The Scientific Basic of The Art of Teaching, (New York:
Teacher College Press, 1978)

Barnes D, From Communication to Curriculum. (Middlesex: Penguin 1976). P. 120

Brown H.D., Principal of Language Learning and Teaching, 3rd Edition (Englewood
Cliftts, NJ: Pretice-hall Regent, 1994)

Kinsella.K. Understanding and Empowering Diverse Learners. In J. Reid, ed.

Learning Style in the ESL/EFL Classroom (Boston, MA: Heinle/Thomson 1995)

Hammerly. H., Fluency an Accuracy : Toward balance in language Teaching and

Learning.(Clevedon, UK : Multilingual Matters, Ltd. 1991)

Penny. Ur, A Course in Language Teaching: Practice an Theory (Great Britain:

Cambridge University Press, 1966)