ELESP Students Research Benefits

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter provides the theories related to this research. There are two major points explained in this chapter. The first point is theoretical description and the second point is theoretical framework. The theoretical description contains a review of some relevant theories which are related to speaking skill. The theoretical framework is about the summary of how those theories are implemented in answering the research questions.

A. Theoretical Description

The researcher uses theories that are related to speaking skill, such as the nature of speaking skill, the principles of speaking skill, the characteristics of successful speaking activity, the aspects to improve speaking skill, problems of learning speaking, the ways to solve speaking learning problems, and also teaching speaking. Those related theories help the researcher to analyze the data gathered focusing on the ELESP practic e teachers’ possible solutions to students’ problems of speaking during PPL in junior high schools. 10

1. The Nature of Speaking Skill

Speaking is a basic skill that has a very complicated process. It is because learners need a long time to be competent speakers Luoma, 2004, p. 1. The students need more experiences and practices to make their speaking ability fluently and naturally. Besides, in speaking learning, the students need to receive and convey the message through oral form and verbal expression Khadidja, 2010, p. 40. For those students who are studying English as a foreign language, the students can activate their speaking through the dialogues or conversation since the speaking skill requires the practice and experience to be developed.

2. The Principles of Teaching Speaking

A teacher should concern about the principles of the teaching speaking in order to improve the speaking skill. Nunan 2003, p. 54 notes five principles of teaching speaking. First, students should understand the function of the second language and foreign language learning contexts. Second, students have opportunities to practice English accurately and fluently. Third, students have opportunities to be centered. Therefore, a teacher has limited time to talk and the students have more opportunities to talk in a group or pair work. Fourth, the material in the speaking tasks involves he negotiation for meaning. Fifth, the students obtain a design of the classroom activities that involve the guidance and practice in both transactional and interactional speaking.