7

CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter will discuss about Speaking, Teaching, Teaching Speaking, The
Strategies of Teaching Speaking, and Students Response.
2.1 Speaking
Baird stated that all of our relationship with other people is depended upon
communication. All of our achieement depends to some degree on the willingness of
others to listen to us, to beliee in us and to do as we ask. If we communicate well,
we will be able to establish and maintain desirable personal and professional
relationship, if we communicate badl!" we will be doomed to a life full with unhapp!
relationship and unsuccessful #Baird" $%&$'().
*ike writing, speaking is comple+ skill re,uiring the simultaneous use of
number of different abilities that often deelop at different rates #-arris" $%7.'&$ in).
/hile B!gate sa! that speaking is a skill that deseres attention eer! bit as much as
literar! skill, in both first and second language.
Beside another skills #listening, reading, and writing), speaking seems
intuitiel! the most important' people who know a language are referred to as
0speaker1 of that language, as if speaking include all other kinds of knowing' and
man! if not most foreign language learners are primaril! interested in learning to
speak #Baird" $%&$'7).
&
In dail! actiities, people generall! use speaking as a means of
communication. Although people cannot ignore the significance of writing, as another
form of communication, speaking is still more popular to the people. This condition is
much supported b! e+istent of technolog! such as telephone. Speaking is comple+
skill, because the speaker must able to use the sound s!stem, structure, and
ocabular! of the language correctl! of the same time. /hile in other word speaking
is uttering or articulating sound with the ordinar! oice e+pressing thoughts
#*ongman dictionar!, $%%2' 3(7).
Based on that consideration aboe, Speaking is thought to be the most
difficult skill to master because inoles linguistic and non linguistic factors.
*inguistic factors including s!nta+, sound s!stem, etc. non linguistic factors include
material and method that used situation of the class, interest and motiation. Speaking
abilit! in communication as the process of uttering words b! which information is
transmitted and transferred between indiiduals and group.

2.1.1 The Natue !" Speaking
In dail! interaction, we generall! use speaking, as a means of communication,
although" we cannot ignore the significance of writing, as another form of
communication is still more popular to the people. This condition is supported much
b! the e+istence of technolog!, such as telephone.
-ornb! #2442'&%) states that speaking use to show that what !ou are sa!ing is
true in a general. 5aking the use of language in ordinar! wa!. /hile" some other
e+pert sa! that speaking is uttering word or articulate sound with the ordinar! oice
e+pression thoughts. #Brown. $%%7 ' 27)
5onologue 6ialogue
7lanned 8nplanned Interpersonal Transactional
8nfamiliar 9amiliar 8nfamiliar 9amiliar
%
In speaking actiit!, we cannot tolerate the absence of listener, as in this
situation the presence of speaker of listener is necessar! to build up a mutual
communication.
7utting off this point, now we can make simple definition of speaking abilit!
in communication as process of uttering words b! which information is transmitted
between indiiduals or groups, or thinking content which is deliered to other people.

2.1.2 The T#pe !" Speaking
5uch of our language teaching energ! is deoted to instruction in mastering
:nglish conersation. -oweer, numerous others forms of spoken language are also
important incorporate into a language course. Brown #244$'2;4) state that the
classification the t!pe of oral language.
Figure 2.4.2.1 Types of oral language
In monologues, when one speaker uses spoken language for an! length of
time, as in speeches, lectures, readings, new broad casts and the like, the listener must
process long stretches of speech without interruption<the stream of speech will go on
whether or not the listener comprehends. 7lanned, as opposed to unplanned
monologues differ considerabl! in their discourse structures. 7laned monologues
$4
usuall! manifest little redundanc! and are therefore relatiel! difficult to
comprehend. 8nplanned monologues e+hibit more redundanc!, which makes for ease
in comprehension, but the presence of more performance ariables and other
hesitations can either help or hinder comprehension (adapted from Nunan 1991b:20).
6ialogues inole two or more speakers and can be subdiided into those
e+changes that promote social relationships #Transactional). In each case, participants
ma! hae a good deal of shared knowledge" therefore, the familiarit! of the
interlocutors will produce conersations with more assumption, implication, and
other meaning hidden between the lines. In conersation between or among
participants who are unfamiliar with each other, references and meanings hae to be
made more e+plicit to assure effectie comprehension. /hen such references are not
e+plicit, misunderstandings can easil! follow.
2.1.$ The Ski%% !" Speaking
Speaking to communicate is aboe all speaking clearl! of course, as with as
forms of communication. /hat we hae to communicate is er! important but if
we do not speak clearl! we ma! not suck in communicating an!thing at all ##in
5ahmudah, 244;'7).
It means that, when we sa! 0speaking1 clearl! we make the sound of
speech sufficientl! loudl! and this distinctl! that the listener can hae no doubt at
all what words we are sa!ing, and choosing words or message to cone! without
distortion.
$$
2.2 Tea&hing
In teaching :nglish, it re,uires good carefulness in conducting the strateg!
and e+act planning accordance with the students interest and their need to deeloping
their abilit! in speaking :nglish.
Based on the statement aboe, we should consider the students need and
abilit!, such as' the material should be meaningful, the material should be presented
appropriatel! with te+tual is to facilitate prediction and the material should be
releant to the students interest and to their successfull! in a second language.
And teaching learning process in the classroom should reflect the students
needs. It should also reflect the nature of the sub=ect. Since language is a comple+
phenomenon, it can be iewed as man! different things. >ood language teaching will
reflect a ariet! of aspects of language. *ewis and -ill #$%%2'22?2;) describe the
aspect of language as follows'
9irst, language is a s!stem. It means the certain items in a language ac,uire
meaning onl! b! relation to other items the language. This aspect needs to be
understood and internali@ed, because it cannot be learnt simpl! b! heart. The lecturer
must see it as the necessit! for actiities that lead to understanding.
Second, language is a means of communication. The emphasis is on the fact
that language is not used in a acuum but b! one person to another in order to
communicate a message. This iew seems obious but actiities of the traditional
language classroom ignored this aspect of language. *ecturer who recogni@ed it, the!
will see the necessit! for genuinel! interesting, indiiduall! teaching, pair work, and
man! other classroom actiities.
$2
Third, language is not an aesthetic e+perience. 5an! non natie language
lecturers hae studied :nglish e+tensiel! and hae achieed a er! high standard
themseles. The! ma! hae taken real pleasure in stud!ing man! kinds of :nglish
books. Students ma! be stud!ing :nglish in order to be able to read :nglish te+ts, but
the! neer tr! to use the language in real communications >ebhard #$%%('$;).
The role of instructional, within a functional or communication methodolog!
might be specified in the following terms. Such as' material will focus on the
communicatie abilities of interpretation e+pression and negotiation, material will
focus understandable, releant and interesting e+change of information, rather
presentation of grammatical form and material will inole different kinds of te+ts
and different media which the learner can use deelop their competence through a
ariet! of different actiities and tasks.
>ebhard #$%%(';) states that teaching is basicall! an interactie process
inoling lecturer, students, and task. 9rom this statement, we can describe that the
lecturer is one of the important factors in teaching learning process.
2.$ Tea&hing Speaking
A teacher and students is the onl! partner in the classroom. The! work
together on their teaching learning process. 5oreoer, a teacher and students hae
their own responsibilities. 0>ood students are students who responsible for their own
learning, for e+ample b! stud!ing in their own time, doing homework, and thinking
carefull! about what would be best for them #-armer, $%%&'%)1.
$3
Then, as a teacher, it is up to the teacher to encourage students to take charge
of their learning b! guiding the students in their choice of work either at home and b!
being aailable to discuss indiidual plans of stud! #-armer, $%%&'%). And also, he
stated that 0As a teacher, we hae to build a good perception to our students. And
haing this thought, we hope that both teachers and students will en=o! the process of
teaching and learning.1 In other words, in the teaching learning process, teacher
should make a fun actiit! but it is still in the serious lesson.
Teaching speaking is ital to the act of e+pressing oneself to be understood b! the
others. It cone!s the sense of e+posing the students to e+press their thought, ideas, and
feeling. It is considered to be important in terms of teaching language. Since it bring the
students to think creatiel!, and through speaking the! can e+press what are thinking about.
Some e+perts said that classroom actiities deelop learners abilit! to e+press their
ideas through speaking would be considered as an important component of language course.
The wa! of teaching speaking skill has been much more described through instructional and
education books. The teacher has responsibilit! that is to e+plore the ob=ectie, material,
techni,ue, ealuation, and media than used in the teaching speaking process.
2.' Tea&hing Speaking Stategie(
In the communicatie model of language teaching, instructors help their
students deelop this bod! of knowledge b! proiding authentic practice that prepares
students for real?life communication situations. The! help their students deelop the
abilit! to produce grammaticall! correct, logicall! connected sentences that are
appropriate to specific conte+ts, and to do so using acceptable #that is,
$.
comprehensible) pronunciation #:d!, 2447 in Aell!'$4). To make it well
communicatie, it needs factual strateg! to run it in the classroom.
Strateg! is plan designed to achiee a particular long?term aim, the strategies
in teaching speaking are'
2.'.1 Di(&u((i!n
A discussion is an argument for the sake of arriing at a decision. 6iscussion
takes places under formal and informal circumstances. Bften it is part of instructional
strateg! either in the contest of case stud! or perhaps a small groupCs discussion. The
discussion techni,ues or procedures, according to 6obson #in Sosanto 244&'$2), are
as follows'
$. The class is split into small group consisting of there to si+ members each.
2. A different discussion topic or the same topic of the discussing can be assigned
to each group.
3. The assigned topic is discussed b! each group or about $4 minutes prior to
class discussion. Br the class discussion, a spokesperson of each group is
supposed e+press or reports the groupCs opinion to the entire class the
spokesperson should be of a different person.
3. To conduct the discussion some suggested seating arrangements are e+hibited
underneath.
2.'.1.1 The R!%e !" Di(&u((i!n
There are the fie act roles inoled in small group discussion each of them
has its own function. #Dasihani E Rahma=a!anti in Sosanto 244&'$3?$&).
$;
Act roles'
-ow should the group leader toF
$. -elp the group diine the problem clearl!
2. -elp the group to come to the ob=ectie
3. :ncourage membersC opinions
.. Refer ,uestions back to the group
;. Asks ,uestions and make summaries. Tr! not to introduce personal iews
(. 5ake suggestion and its better not to direct them
/hat will good members doF
$. 6o the preparation before the discussion starts
2. 7articipate and help the group diine the ob=ectie
3. :ncourage a permissie atmosphere
.. 9ind fact when needed b! the group
;. Got dominate and tr! to understand what other member sa! mean
(. Got wait for others to e+press their ideas
/hat does a good note taker doF
$. /rite down the main points onl!
2. Records the issues and ,uestions discussed, the decision made, the proportions
of group and agreement and prominent minorit! opinions
3. Ask for clarification of decision
.. Assist the leader in reporting the discussion progress when needed
$. Hot down a summar! of some disagreements and agreements when the
discussion is thorough
$(
;. :dit a cop! of the discussion notes
9unctions of the obserer are'
$. Aiew the groups in action and report hisIher findings
2. :+amine how the group works rather than what does #ob=ectie iew)
3. >ie feedback b! suppl!ing insight into the operations of the group process
.. 5ake oral report to the group #describing and summari@ing how the group is
operating) with the permission of the leader
$. Ask the group to ealuate its pattern of operations in order to work toward
more efficient operation
The tasks of a consultant are'
$. Jontribute releant facts, points of iews, and e+periences to the group if
necessar!
2. Got state a final thought on the ideas under discussion
3. -elp the group at the close of the discussion to proide the results and record
of their discussion.
.. Suggest further steps to the take as a follow up action at the clone the
discussion.
2.'.1.2 T!pi& "! )i(&u((i!n
Topic for discussion ma!be obtained b! arious I innumerable wa!s, one of in
which is thorough brain storming. It will be each group representatie ma!
contribute the topic b! writing down the topic on the board. Aoting is carried out to
decide a topic is then put the discussion. Another wa! is selecting the topic" here some
$7
suggested discussion'
$. 9ree se+ lie
2. >ender differences
3. Jatacl!sm in our countr!
2.'.2 Da*a
/orking with drama is a useful wa!s to bridge the gap between guided
practice and freer actiities, dialogues which inole depend on the students
aailable. Some of the action are moement are ones which work best with students,
intonation is terrible important too, and the students loe to pla! around with this.
2.'.$ R!%e P%a#
Role pla! another wa! to presenting dialogues is thorough role pla!. In role
pla! the students are pretending to be someone else like the teacher or artist or one of
their parents, etc. for the students the teacher should go from the structured to the
more open t!pe of actiit! in real role pla!, the language sue comes from the students
themseles, so students hae to be familiar with the language needed before the
teacher can do the role pla! itself with them.
2.'.' +a*e( an) S!ng(
*anguage games and songs are intended to be gien for ariation to facilitate
teaching and learning. In addition games are important because the! hae certain
features in common with real communicatie eents there is a purpose to the
e+change also, the speaker receies immediate feedback from the listener on whether
$&
or not she has successfull! communicated. -aing students work in small groups
ma+imi@es the amount of the communicatie practices the! receie. -ere the sample
of the games and songs.
Information gap games, twent! ,uestions and whispering is presented
underneath, crossword pu@@le, complaints and responses. Sample songs" among other,
!our friend, I hae a dream, m! beautiful da!" etc.
2.'., Re-Te%% St!ie(
Between telling stories and reading is difference. If teacher do not hae a
book in front of their students, telling stories to students in all leel means that he
adapt the language to their leel after telling the students and report what hae
teacher telling.
2.'.. Pe(entati!n
7resentations are a great wa! to hae students practice all language s!stems
areas #ocabular!, grammar, discourse and phonolog!) and skills #speaking, reading,
writing and listening). The! also build confidence, and presenting is a skill that most
people will need in the world of work. It finds that students who are good presenters
are better communicators all round, since the! are able to structure and e+press their
ideas clearl!.
7resentation skills are e+tremel! useful both in and outside the classroom.
After completing a pro=ect, a presentation is a channel for students to share with others
what the! hae learned. It is also a chance to challenge and e+pand on their
understanding of the topic b! haing others ask ,uestions. And in the world of work, a
$%
confident presenter is able to inform and persuade colleagues effectiel!.
7resentations can also form a natural part of task based learning. B! focusing
on a particular language point or skill, the presentation is a er! practical wa! to reise
and e+t mid book, pair and group work. The audience can also be set a task, for
e+ample, a set of ,uestions to answer on the presentation, which is a wa! of getting
students to listen to each other.
2.'...1 The ai*( !" Pe(entati!n
7resentations normall! hae one or more of the following aims'
To informI raise awareness of an important issue
To persuade people to do something
9orm part of an e+am, demonstrating public speakingIpresentation skills in a
first or second language
Tr! to set a task where the! answer these ,uestions'
/h! are !ou making the presentationF
/hat do !ou want people to learnF
-ow are !ou going to make it interestingF
2., Stu)ent(/ Re(p!n(e
Response is an instance of responding" an answer or reaction, sa! or do something
in repl! or as reaction #Joncise B+fod :nglish 6ictionar!. $$
th
:dition). In this case, the
students response can be diided into 7ositie response and Gegatie response. This
24
diision was based on the students perception about the strategies that the speaking
lecturer implemented in the classroom.
It was called 7ositie response if the strategies can make the students highl!
motiated b! the lecturers strategies, the! can en=o! the classroom actiit! and there was
good improement of students capabilit! in speaking skill, it can be said >ood response
of the student. And on the contrar!, if the students felt bored and there was not good
atmosphere when teaching learning process in the classroom, it can be said Gegatie or
Bad response of students.
To make effectie teaching in speaking class, it needs the good response of
students" this ma! be gained through arious and en=o!able actiit! in the classroom.
5oon #2447 '7) states if the students en=o!ing the learning actiities, the! will be more
inoled and this ma! increase their desire to continue .This is er! positie for language
learning because if students want to continue with an actiit! for some time, it will gie
them more e+posure to language input and more chance to practice the language. The! will
also deelop more positie attitude toward :nglish, as the! will associate with something
en=o!able and pleasing.
She further states that if there friendl! atmosphere in the classroom, the lecturer
and students get on well together, than the! will both feel more secure and learning is more
likel! to be encouraged. Thus, it can be said that a teaching strateg! can be considered
useful if it can makes the students en=o! the learning and at the same gie more e+posure
to language input and more chance to practice the language.