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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses the theories which support this research. It consists of two sections: theoretical description and theoretical framework. The first part
focuses on the related theories used in this research. While in the second part, the discussion focuses on a synthesis of related theories and research procedure which
become a theoretical framework of this research.
A. Theoretical Description
In this section, there will be four related theories which are discussed as guidelines for the researcher to design the speaking materials using task-based
learning. The presented theories in this section are 1 Theory of Speaking, 2 Task-Based Learning, 3 the 2013 Curriculum and 4 Material Adaptation.
1. Speaking
Speaking is the main skill that will be learned in this research. It is important for the researcher to know about speaking in depth.
a. Nature of Speaking
Speaking is one of four skills that the learners have, along with listening, writing, and reading. Speaking and writing are categories as active skill because
the learners produce something. Then, reading and listening are categories as passive skills because the learners receive something. Lynch 2003 states that in
8 the classroom, speaking can over a wide range of oral activities, from genuine
interaction to repetition drills p.12. The learners do an activity which is included as an active skill and they will try to give an interaction of each other. If it
happens continually, the learners will repeat the activity and they are doing oral activity.
According to Nunan 2003, in learning language, “speaking is the hardest
skill among the other skills for two reasons.” There are two reasons which explain why speaking is the hardest skill: first, the person whom we are talking to is
waiting for our response right then and the second, we cannot edit and cannot revise what we wish to say. By looking at those two reasons, the researcher should
be aware in looking at the characteristics of speaking in designing the materials. The researcher chooses the appropriate activities to help the learners enhance their
ability of speaking in their activity at the school.
b. Principles of Teaching Speaking
Hughes 2002 states that teaching speaking, is not easily separated from other objectives p.32. A further complicating factor is that when the spoken
language is the focus of classroom activity, there are another aims which the teacher might have. Those aims are to practice some aspects of linguistic
knowledge, to develop production skills and to raise awareness of some socio- linguistic or pragmatic point.
Nunan 2003 states that there are five principles of teaching speaking: 1
Be aware of the differences between second language and foreign language learning context.
9 2
Give learners practice with both fluency and accuracy. 3
Provide opportunities for learners to talk by using group or pair work, and limiting the teacher talk.
4 Plan speaking tasks that involve negotiation for meaning.
5 Design classroom activities that involve guidance and practice in both
transactional and interactional speaking. The researcher considers those five principles as the basic in designing the
materials for the learners.
2. Task-Based Learning