10 activity over a long period, including in-depth interviews with students and
teachers. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter presents several theories related to the issue of this thesis. The researcher divides this chapter into two parts. The first part discusses the theories
related to limited scope of the research. Thereafter, the second part presents the several theories as the framework to answer the research questions.
A. Theoretical Description
This theoretical description is concerned with theories that are related to the key words used in this research. This part shows the definition and types of
responses, the nature of impromptu speech practice, speech practices in Communicative Language Teaching CLT approach, and Critical Listening and
Speaking 1 CLS 1 Class. The theoretical descriptions are presented as follows.
1. Definition and Types of Response
a. Definition of Response
Response is an action towards a situation. Response is an act or action of responding as by an answer, a responsive or corresponding act or feeling, or a
responding act to a motivating force or situation McKchnie, 1981. Response is closely related to how people react toward a stimulus. In addition, Hulse 1975
defines that psychological response as the action of nerve cells or the actions of single muscle movements that go into some complicated bit of behavior like
walking, closing the door, operating a crane, or saying the word psychology. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12 Response refers to any act or thought related to the satisfaction or reduction
of a drive Braun, 1979. In this research, the drive can be shown on the enthusiasm of the students to do impromptu speech practice. Their responses will
determine their satisfaction of the implementation of impromptu speech practice, whether they think that the implementation of impromptu speech practice help
them to improve their speaking skills or demotivate them instead. Therefore, the lecturer gives the activity to the students related to the topic discussed and then
the students are tested whether they understand or catch the information or not. This response will determine the effectiveness of lecturer‟s teaching method
which is used in the Class.
b. Types of responses
According to Borich 2000, response of students in the classroom consists of two kinds of responses, namely desired and undesired responses. Those
responses are seen from the point of view of the teacher as the center or stick holder of the teaching and learning process. Besides, Linsey, Hall, Delguardi,
Greenwood, and Thurston as cited in Borich 1996 state that responses are typically divided in verbal and nonverbal responses. In line with Borich, Yelon
1977 says that response is not only desirable, it is essential as an indication that learning has taken place and, that behavior has been modified. If in a situation the
students do not give any responses, the lecturers have no way of knowing whether learning has taken place or not. Therefore, the lecturers
need to evoke students‟ responses, since responses are essential in teaching and learning process.
13 Furthermore, Pavlov 1927 defines that there are two kinds of responses.
The first one is unconditioned response and the second one is conditioned response. Unconditioned response is the reflex response evoked by a stimulus
without any learning required. For giving the example of this kind of stimulus, Pavlov involved salivary responses in dogs. He attached to a dog‟s salivary gland
a glass funnel that directed the saliva to a container where it could be measured. In this way, Pavlov was able to determine that dry food required more saliva than
moist food and that nonfood objects required varying amounts of saliva, depending on how hard it was to spit them out. He also used a bell as a neutral
stimulus, since a bell was something that would not normally elicit salivation when presented by it. He paired the bell with meat powder, which when presented
to the dogs, it would naturally produce a salivation reflex. For the first time, the dog did not naturally salivate to a bell, but it had been conditioned to do so.
Immediately after being introduced, the neutral stimulus is paired with a stimulus that does elicit a reflex or emotional response. This reflex-producing
stimulus is known as the unconditioned stimulus. It is called “unconditioned”
because it involves no learning. After several pairings of the neutral stimulus the bell with the unconditioned response, the dog makes the same response to the
neutral stimulus as it does to the unconditioned response. At this point, the response in which the dog has been continued to make is called conditioned
response Huffman, 1997. Pavlov 1927 used the term unconditioned to refer to stimuli and to the
automatic, involuntary responses they caused. Such responses include blushing, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14 shivering, being startled, or salivating. In the experiment, food was the
unconditioned stimulus UCS: an event that leads to a certain, predictable response without previous training. Food normally causes salivation. A dog does
not have to be taught to salivate when it smells meat. This is an unconditional response UCR: a reaction that occurs normally and automatically when the
unconditioned stimulus is presented. Under normal conditions, the sound of a tuning fork will not cause salivation. The dog has to be taught, or conditioned, to
associate this sound with food. An ordinarily neutral event that, after training, leads to a response such as salivation is called a conditioned stimulus CS. The
salivation that it causes is a conditioned response CR. A conditioned response is learned. Controlling an anim
al‟s or a person‟s responses continuously so that an old response becomes attached to a new stimulus is called Classical conditioning
Kasschau, 1974.
2. The Nature of Impromptu Speech Practice
a. Definition of Impromptu Speech Practice
Impromptu speech practice is delivered in a spontaneous way. Ross 1995 says an impromptu speech practice is one that is delivered on the spur of the
moment without advance notice or time for detailed preparation. In addition, according to Koch 1988, impromptu speech practice demands the students to
speak spontaneously since it seldom gives time for advanced thought or preparation. When delivering impromptu speech, the speakers only have little
time to analyze the subject, audience, or occasion. The speakers must think on their feet to choose and organize the material. The impromptu speech practice can
15 impart spontaneity and directness to the delivery, but it can also result in
inappropriate statements, unexpressed thoughts, and repetitiveness Koch, 1988.
b. Giving an Impromptu Speech Practice
Impromptu speech practice is a type of speech which is delivered without any preparation. Beare 2009 states Impromptu speeches refer to those time when
someone get up in front of people and speak about a topic without preparation, or with very little preparation. In addition, Impromptu speech is a fancy phrase used
to indicate speaking for an extended length of time about a topic. Beare 2009 also adds that a speech should have an introduction, a main idea or point,
supporting evidence examples and conclusion.
1.
An Introduction Before giving a speech, the speaker should give an introduction. Dugdale
2006 states that in an introduction, there are some aspects to be spoken. The aspects are welcoming statements and self-introduction. Welcoming statements
may be various, for example “good morning, good afternoon, good evening,” or
giving a short poem to the audience. After giving a welcoming statements, the speakers can give a brief self-introduction.
2.
A Main Idea or Point In giving the speech, the speakers should have the outline or draft of the idea
to be explained. However, the impromptu speech speakers do not have many times to prepare it. Beare 2009 adds that speaker should put down interesting
topic which will be related in some way to the event or activity they are attending. For example, it is a homework assignment which is addressed, for instance, the
