motivate the teachers to be more creative so the students will be more enthusiastic in learning English in the class.
b. For the researcher, the result of this research can develop her experience related to her knowledge in research on education and English teaching,
especially for speaking. c. For the students, the result of this research is expected to give them new
experience in English learning, especially in learning speaking so they can be more motivated to develop their abilities.
2. Theoretical Significance
Theoretically, this study provides beneficial and referential contribution in giving general knowledge of the way to improve the students’ speaking
ability by using the role playing technique.
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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
Based on the discussion in chapter I, in this chapter, the researcher describes some theories related to the speaking ability, role play, the characteristics of
teenage learners and conceptual framework.
A. Theoretical Description 1. The Nature of Speaking
a. The Definition of Speaking
Many definitions about speaking have been proposed by language theorists. Harmer 2001:269 defines speaking ability as the ability to
speak fluently presupposed not only knowledge of language features, but also the ability to process information and language ‘on the spot’. It
requires the ability to cooperate in the management of speaking turns and non-verbal language. It happens in the real situation and has little time for
detailed planning. Therefore, the fluency is required to reach the goal of the conversation.
Attempting to elaborate more on the interactive nature of speaking, Burns and Joyce 1997 and Luoma 2004: 2 define speaking as an
interactive process of constructing meaning that involves producing, receiving and processing information. Its form and meaning are dependent
on the context in which it occurs, including the participants themselves,
