Theoretical Framework REVIEW OF RELATED LITERATURE

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2.2 Theoretical Framework

To answer the research questions, there are some theories, which are considered as a helpful foundation. It appropriately provides good understanding about the required technique, which would be observed and investigated in the study and gives clear view about its influence on the required skills. Since the scope of the research is in the field of teaching and learning English as a foreign language, it is important to understand the concept and theory of it, so the researcher can figure out the innovative way in equipping the learners with the require technique. It helps researcher to conduct the appropriate plan in doing the research in which it can also develop learners to get and acquire the knowledge, so they will improve better. Furthermore, the theory of Communicative Language Teaching is used as the foundation to understand the appropriate concept in developing language teaching especially to use a language as means of communication. In this concept, students not only learn to construct grammaticality correct structures and concern with linguistic ground but also concern on the content, meaning, and interest in particular situations. Discussion technique is a technique that would be investigated in the research, which is a part of Communicative Language Teaching. Since it is the core point of this research, so the theory of discussion technique must be used. Discussion technique is a technique concerning talking about a topic or a problem involving two persons or more, in which these persons are concerning the same topic or problem. The exercises are in written and oral work but the emphasis is 26 on oral work. As a consequence, they can get some alternative answers to the problem they are discussing through this talking. Some students find it easier to speak if there is some framework for conservation. Discussion is aimed to actively create students’ own utterances, using their own understanding and imagination. Therefore, through discussion the language classroom can create a relaxing atmosphere, accustom learners to speaking in natural interaction, organize oral work and avoid any obsession with accuracy. It also encourages incidental classroom speaking, gives learners’ expression that they need, and exploit every opportunity for speaking. If there is an opportunity to speak more, the learner can develop their self confidence, mental, and ability to speak. There is also mutual feedback from their classmates and their teacher so the speaking error can be corrected. In conclusion, through discussion in the context of Communicative Language Teaching, the problems that occur in speaking can be solved. The learners can also develop their speaking ability through discussion. Since in this research, the aims is to know whether the discussion technique can improve speaking skill or not, so it is needed to acquire the concept of speaking itself. Learning to speak a foreign language requires more than knowing its grammatical and semantic rules. Learners must also acquire the knowledge of how native speakers use the language in the context of structured interpersonal exchange. It has many factors that interact with one another. Therefore, it is difficult for English as foreign language EFL learners to speak the target language fluently and appropriately. In order to provide effective guidance in developing competent speakers of English, it is necessary to examine 27 the factors affecting learners’ oral communication, components underlying speaking proficiency, and strategies used in communication. Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions. The problems involve not only verbal communication, but also pitch, stress, and intonation. In addition, non linguistic elements such as gestures and facial expression may affect understanding of the communication. In this study, speaking is a creative construction of oral skill of English language that must be mastered well by the students after the discussion technique is applied. EFL learners need explicit instruction in speaking like in any language skill that generally has to be learned and practiced. Evidently, in practice, the factors that facilitate the production of spoken language are not supported with practices. However, it can be developed by assigning students general topics to discuss or by getting them to talk on certain subjects. The problems in speaking can be solved by discussion activity. In a conclusion, it is believed that each theory above can help the researcher in identifying whether the chosen technique, which is discussion technique, can improve students’ speaking mastery or not. 2.2.1 Hypothesis On the basis of what is discussed in the theoretical description and the theoretical framework, the writer proposes a research hypothesis: “There is a significant difference in the student’s mastery of speaking between the students 28 who are taught using discussion technique and those who are taught without using discussion technique .” 29

CHAPTER III RESEARCH METHODOLOGY

In this chapter, the researcher discusses the methodology of this study in order to answer the research question, which is mentioned in Chapter I. This chapter is divided into six parts. They are the Research Design, Research Setting, Research Participant, Instruments and Data Gathering Technique, Data Analysis Technique, and Research Procedure.

3.1 Research Design

3.1.1 Quasi Experimental Design Bluman 2012: 45 states that quasi experimental design is a research design which is quite often applied in education where the groups have already been formed. This type of research does not include the use of random assignment. There are two groups being compared in this type of research. a. Control Group. Control group is a group in experiment research design, which is not manipulated by the treatment. b. Experimental Group. Experimental group is a group in experiment research design, which is manipulated by the treatment. This study is categorized as a quasi-experimental research design, in which classical pretest- posttest were used. There are two variables in this study, which are dependent and independent variables. The independent variable is discussion technique. The dependent variable is the students ’ speaking mastery. The total