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CHAPTER II LITERATURE REVIEW
In this chapter, the researcher would like to discuss the theories related in this study. There are two major parts in this chapter that will be discussed:
theoretical description and theoretical framework. The theoretical description discusses the related theories about the model of instructional design, jazz chant,
and speaking skill. The theoretical framework discusses the significance of the theories in designing the materials
A. Theoretical Description
This part is divided into three different sections. The first part is the model of instructional design. It discusses the model of instructional design that is used in
this research. The second part is the jazz chants which discusses the technique used in the design. The third part, the speaking skill, is being discussed because the focus
of the research is to improve the ability of speaking.
1. Speaking Skill
a. The Nature of Speaking
According to Brown and Yule 1983, spoken language consists of short, often fragmentary utterances, in a range of pronunciations. They also differentiate
two basic language functions. They are the transactional function that is mostly concerned with the transfer of information and the interactional function, in which
the primary purpose of speech is the maintenance of social relationships. Another PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
thing that is need to be considered in developing speaking skills is between monologue and dialogue. Brown and Yule 1983 state that the ability to give an
uninterrupted oral presentation is quite distinct from interactional purposes. They also suggest that most language teaching is concerned with developing skills, in
which a learner is required to make one or two utterances at a time.
b. The Difficulties in Speaking Skill
According to Brown 2007, there are eight things that make speaking difficult, namely:
1 Clustering,
Fluent speech is phrasal, not word by word. Learners can organize their output both cognitively and physically.
2 Redundancy
The Speaker has an opportunity to make meaning clearer through the redundancy of language.
3 Reduced forms
Students who do not learn colloquial contractions can sometimes develop a stilted quality of speaking that stigmatizes them.
4 Performance variables
According to Brown 2007, one of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number
of performance hesitations, pauses, backtracking, and corrections and one of the most salient differences between native and nonnative speakers of a language is in
their hesitation phenomena. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5 Colloquial language
Language learner sometimes are not well acquainted with the words, idioms, and phrases of colloquial language.
6 Rate of delivery
In teaching spoken English, a teacher is needed in order to get the students an acceptable speed along with other attributes of fluency.
7 Stress, rhythm, and intonation
The stress, rhythm, and intonation of spoken English carries important messages, therefore students need to know where to use the perfect stress, rhythm
and intonation. 8
Interaction According to Brown 2007, learning to produce waves of language in a
vacuum – without interlocutors – would rob speaking skill of its richest component:
the creativity of conversional negotiation. Those are the eight difficulties which might be experienced by the eighth
grade students of English club of SMP Pangudi Luhur 1 Yogyakarta. Brown 2007 believes that the eight difficulties are mostly happened in language learners
especially in speaking skill. Teachers who are teaching English speaking should consider on those difficulties to help the students improving their speaking skill.
c. Principles of Teaching Speaking Skill
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