Chapter two is theoretical framework which consists of four parts; the first is speaking discuss about speaking, the elements of speaking, the goals of
speaking, and the difficulties of speaking. The second is interest deals with the interest, the role of interest. And the third is affecting factors of interest in
speaking at MTsN Parung, and the fourth is the correlation between students‟
interest and their speaking score. Chapter three is the implementation of the research. It consists of two
parts, first is research methodology which consists of purpose of the study, place and time of the study, technique of sample taking, technique of data collecting,
and technique of data analysis. The second is research finding which consist of data description, and data interpretation.
And in the last chapter the writer gives conclusion and suggestion.
CHAPTER II THEORETICAL FRAMEWORK
A. Speaking
As stated before in the first chapter that speaking is one of the four skills that play a significant role in mastering English. The people learning speaking
deal not only with their cognitive basis to learn the forms of language but also deal with some internal psychological materials that affect people in learning
process.
1. The Understanding of Speaking
According to Widdowson speaking is defined as usage and use. Speaking, in the usage sense, involves the manifestation either of the
phonological system or the grammatical system of the language or both by using the speech organs. In term of use, however, the act of speaking involves
not only the production of sounds but also the use of gesture, the movement of the muscles of the face, and indeed of the whole body.
1
According to Byrne speaking is a two-ways process.
2
In the process of speaking a person does not only consider the informational content of what
they are saying but also try to project their own ideas appropriately and effectively, and present themselves to the world of the listeners in a way
which engages their attention. Speaking ability is indeed an important aspect in learning a certain
languages. However, speaking is an ability that is taken for granted, learned as it is through a process of socialization through communicating.
3
In addition, to reach a high achievement of speaking ability, learner must practice more and more.
1
Didik Santoso, A Journal; Accelerated Leraning: An Alternative Approach in Teaching English Speaking Skill, Jakarta: Universitas Islam Negeri Jakarta, 2006, p. 42.
2
Donn Byrne, Teaching Oral English, London: Longman, 1976, p. 8.
3
Glenn Fulcher, Testing Second Language Speaking, London: Pearson Education Limitied, 2003 p. 22.
Like writing, speaking is a complex skill requiring the simultaneous use of a number of different abilities, which often develop at the different
rates. Either four or five components are generally recognized in analyzing the speech process.
a. Pronunciation and intonation b. Grammar accuracy
c. Vocabulary d. Fluency
e. Comprehension On the other hand, there is difference between spoken language and
written language in some aspects. In contrast to the written language, where sentences are carefully structured and linked together, speech is characterized
by incomplete and sometimes ungrammatical utterances and by frequent start and repetitions.
4
For the purposes of most day-to-day talk, however, the grammar that is required is not as complex nor need be as accurate as the
grammar that is required for writing. Both speaking and writing is a process which takes place through the
dimension of time. The difference is writing has inherent potential to persist through time and for different sections to be revisited in the same form. But
speaking cannot persist through time without secondary apparatus, such as tape-recorder. When a word is spoken, it cannot be taken back or altered.
From many definitions explained above, speaking is a skill which deals not only the production of what the speaker says but also the expressions
of the speaker in order people understand what heshe say. Speaking is a skill which is used in daily life and the skill is required by much repetition.
Someone who speaks should have sufficient vocabulary to express what he wants to say.
4
Donn Byrne, Teaching Oral English…, p. 8.
