Theoretical Thinking THEORETICAL FRAMEWORK

D. Theoretical Thinking

Some experts agree to use the three stages of language teaching for teaching speaking: 1 introducing new language; 2 practice; 3 communication activity. Therefore, the teaching activity in the class will be conducted in three stages; in the first stage the writer will introduce the new language points which include its pronunciation, its writing form, and its function. In the second stage, the writer will bring the students to practice the target language utterances in controlled way, this activity commonly known as drilling activity. Finally, in the third stage, the writer will give some instructions or the rules to play “Find Someone Who” game to the students before they begin practicing the communication activity. The writer firstly will make sure that each student understands the rule then the writer will distribute a piece of paper that consists of some task that should be completed by each student and the writer will give a brief demonstration about the way for completing their task. Finally, all of students should circle around the class to ask their friends in the target language in order to seek for useful information for completing their task. Furthermore, since learning a language considers also as a hard work thus learners should catch lots of learning points while a new language being introduced; therefore giving learners a break from a hard learning process trough game alike activity seems to be important. Teachers can use a kind of game Find Someone Who as speaking activity in communication activity stage, this decision being made after considering the benefits of game for language learning according to some experts. They report that “Find Someone Who” game not only can provide intense and meaningful practice of language but also increase learners’ cooperation and communication during learning process. Based on experts’ statement above the writer assumed that after giving the treatment- learning speaking using kind of game “Find Someone Who”- to a class of X ten grade students in SMKN 3 Tangerang, the students in this group will show willingness to speak and better speaking skill than before they was given the treatment. When the condition appears such as writer’s assumption that there is a significant effect of FSW game to improve studen ts’ speaking skill, it means that the writer’s assumption is accepted. On the contrary, when the result shows no significant effect of FSW game for improving students’ speaking skill after the treatment being given to the group it means the writer’s assumption that FSW game is effective to improve students’ speaking skill is rejected.

E. Hypotheses