used in this research. Those previous theories will be used to establish the framework of the designed materials in this research.
2.1.1 Speaking
The researcher attempts to design a set of speaking materials using role play for grade XI students of hotel accommodation class of Sewon
Vocational School 1. Therefore, this section will discuss the basic theory of speaking skill.
2.1.1.1 The Nature of Speaking
Brown and Yale as quoted by Nunan 1989: 26-27 begin their discussion of the nature of speaking by distinguishing spoken and written
language. Written language is characterized by well form sentences which are integrated into highly structured paragraphs. Spoken language, on the
other hand, consists of short, often fragmentary utterances, in range of pronunciation. It is a skill that generally has to be learned and practised.
Louma 2004 states the variation within spoken language use: - Talking to chat and talking to inform: Brown et al as quoted by
Luoma 2004 define chatting as the exchange of amicable conversational turns with another speaker. The primary purpose is
to make and maintain social contact, to oil the social wheels, and thus chatting forms a large parts of anyone’s social life. Meanwhile,
information-related talk refers to speech aimed at transferring information on a particular topic.
- Talking in different social status: Hymes as quoted by Luoma 2004 has summarized the framework of talking in different social
status that forms the acronym of SPEAKING: Situation the physical setting and the nature of the event, Participant speaker,
hearer, audience, etc, Ends conventional outcomes of the event, the ends also include the individual participants’ goal, Act
sequence the form and content of speech acts, Key tone, manner, or spirit of act, Instrumentalities channel or mode and form of
speech, Norms norms of interpretation and norms of interaction, and Genre categories.
- Roles, role relationsships and politeness: Grice’s as quoted by
Luoma 2004 gives four conversational maxims: quantity give sufficient information but not too much, quality say only what you
know to be true, relation be relevant and manner be brief, clear and orderly.
2.1.1.2 Teaching Speaking
Based on Rivers 1968:160, the teaching of speaking skill is more demanding on the teacher than the teaching of any other language skills, the
teacher will need to give the students many opportunities to practice the speaking skill. Consequently, it is essential for the teacher to give the
learners many opportunities to practice speaking skill. When the teacher provides more complicated matter of the foreign speech to be answered, the
learners ability will be greater developed also. Rivers 1968: 16 stated teacher will need to use his imagination in devising situations which provoke
the students to the use of the language in the expression of his own meaning. Speaking comes naturally to humans, but it is not as simple as it
seems. Sometimes people feel afraid to speak in front of a large group. According to Davies 2000: 82, there are some implications for teaching:
Try to create relaxed atmosphere in your classes so that most learners are not frightened of speaking in front of the rest of the
class. And do as many speaking activities as possible in pairs and groups, so that the learners can speak English without the rest of
the class listening. Expose the learners as much as possible to naturally pronounce
speech, and also integrate some pronunciation work into your lessons. They will not learn to pronounce intelligibly, or to
develop speaking skill in general, if they do not hear enough natural speech.
Accustom the learners to combine listening and speaking in real tie, in natural interaction. Perhaps the most important opportunity
for this is in the general use of English in the classroom.
2.1.2 Role Play
