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CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents the theoretical description and the theoretical framework of this research.
A. Theoretical Description
Theoretical description contains theories which are relevant to the research. The theories are Speaking Skills, Contextual Teaching and Learning,
and Classroom Action Research.
1. Speaking Skills
This part will discuss the theory of speaking skills. There are two things presented here. They are the nature of speaking and teaching speaking.
a. The Nature of Speaking
According to Bygate 2001, “Speaking is physically situated face to face interaction: usually speakers can see each other and so can refer to the physical
context and use a number of physical signals to indicate, for instance, attention to interaction, their intention to contribute and their attitude towards what is being
said” p. 16. It means that the speaker has to be able to think and understand what he wishes to say. Speaking happens in real time, so the speaker cannot carefully
edit and revise what had been said. Nunan 1991 states that speaking consists of producing systematic verbal
utterance to convey meaning p. 43. The speakers should know and understand
10 the language itself so they can express what they want to say. The meaning
depends on the context based on the purpose of the speaking. According to Lado 1962, “speaking ability is described as the ability to
express oneself in life situations or the ability to report acts or situations in precise words, or the ability to converse, or to express the sequences of ideas fluently.
People need to pronounce the words precisely” p. 240. However, in speaking foreign language, it is not enough to make the communication going smoothly.
People also need to have communication competence. According to Lado 1961, “speaking ability as the ability to use in essentially normal communication
situations the signaling systems of pronunciation, stress, intonation, grammatical structure, and vocabulary of foreign language at a normal rate of delivery for
native speakers of the language” p. 241. Therefore, the speaker of foreign language should be able to speak with good pronunciation, stress, intonation,
grammatical structure, and vocabulary of target language.
b. Teaching Speaking
Rivers 1970 states that “The teaching of the speaking skill is more demanding on the teacher than the teaching of any other language skill. To teach
the speaking skill it is necessary to have a clear understanding of the processes involved in speech” p. 160. The teacher gives more opportunity to the students
to practice speaking so that the students would have clear understanding towards the processes of speaking. Rivers 1968 also explains that in speaking, the
teacher is supposed to create conducive situation p. 160. The teacher can
11 encourage and motivate the students to use the language actively with their friends
in situational contexts. In teaching speaking, the teacher becomes the facilitator for the students.
The teacher creates effective activities to encourage the students to use English in the classroom with the teacher and their friends. According to Davies 1988,
there are four characteristics of successful speaking activity. First, the students have the chance to talk as much as possible in the limited time given. Second, all
the students should participate actively in speaking without being dominated by talkative students. Third, the interesting and new topic will be delivered in
learning speaking, to draw students’ attention and interest to speak. Fourth, the level of relevancy, accuracy, and comprehension are required for the effectiveness
of speaking.
2. Contextual Teaching and Learning