conducted by the teachers to develop their teaching skill.
7
In addition Wijaya Kusumah stated that classroom action research is a research which is conducted
by the teachers in their class with three ways, first is planning, second is acting, and third is reflecting which has the aim to develop teachers’ teaching skill and to
improve students’ score.
8
It can be seen that Classroom Action Research is to solve
teachers’ problem in learning.
7
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, Jakarta Barat: PT. Indeks, 2009, p. 8.
8
Wijaya Kusumah and Dedi Dwitagama, Mengena l Penelitian Tindakan Kelas…… p. 9.
6
CHAPTER II THEORETICAL FRAMEWORK
A. SPEAKING
1. The understanding of speaking
Speaking is significant to an individual’s living processes and experiences as are the ability of seeing and walking. Speaking is also the most natural way to
communicate. Without speaking, people must remain in almost total isolation from any kind of society. For most people, the ability to speak a language is the
same with knowing a language since the speech is the most basic means of human communication. When we speak, a great deal more than just mouth is involved
such as nose, pharynx, epiglottis, trachea, lungs and more. But, acording to Sandra Cornbleet and Ronald Carter, speaking is not just making sound. Birds, animals,
babies make sound and though it may be communication of sorts, it is not speaking.
1
The word speaking has many different meanings on linguistics’ views. Acording to Jo McDonough and Christopher Shaw speaking is not the oral
production of written languge, but includes learners in the mastery of a wide range sub skill which added together, then it supports speaking skill.
2
In addition, speaking is not produced without some combination of language skill, but it must
be included a number of skills. So, mastering speaking is gathering skill in
1
Sandra Cornbleet and Ronald Carter , The Language of Speech and Writing, London:Routledge Publisher, 2001, p.17
2
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition A Teacher’s Guide, Oxford: Blackwell Publishing, 2003, p. 133
thought because of including some input skills in it. As the result, the mouth is delivering those skills orally.
In addition, Oxford Advance Dictionary states that speaking is to make use of language in an ordinary, not singing, to state view, wishes etc or an act of
spokesman”.
3
Another expert states that speaking is “the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of contexts
”.
4
From the statement above, it can be inferred that speaking is expressing ideas, opinions, or feelings to others by using words or sounds of articulation in
order to inform, to persuade, and to entertain that can be learnt by using some teaching
– learning methodologies. Speaking also is the important instrument of communication. People use it almost constantly. As human beings, especially as
social creature we have a need to make meaning of our surroundings. We have a need to express our thoughts, opinions, or feelings in order to be accepted in
social life. Speaking does not only make sound by the speech organs but ideas and emotions.
2. The functions of speaking
Several language experts have attempted to categorize the functions of speaking in human interaction. According to Brown and Yule, as quoted by Jack
C. Richards, “The functions of speaking are classified into three; talk as
interaction, talk as transaction and talk as performance. Each of these speech activities is quite distinct in term of form and function and requires different
teaching approaches”
5
. Below are the explanations of the functions of speaking:
3
AS Hornby, Oxford Advance Learner’s Dictionary. Oxford: Oxford University Press,
Sixth Edition, 1987 p.827
4
Hayriye Kayi
,
Teaching Speaking: Activities to Promote Speaking in a Second Language.
Nevada: University of Nevada, Internet TESL Journal, Vol. XII, No. 11, November 2006, p. 1. From: http:iteslj.org http:iteslj.orgArticlesKayi-Teaching Speaking.html.
5
Jack C.Richard, Developing Classroom Speaking Activities; From Theory to Practice, Http:www.professorjackrichard.comdeveloping-classoom-speaking-activities.pdf, p.2, It was
retrieved on 04 Oktober 2010
a. Talk as Interaction Being able to interact in a language is essential. In fact, much of our daily
communication remains interactional. This refers to what we normally mean by “conversation”. The primary intention in talk as interaction is to maintain social
relationship. Meanwhile, talk as interaction has several main features as follows:
Has a primarily social function
Reflects role relationships
Reflects speaker’s identity
May be formal or casual
Uses conversational conventions
Reflects degrees of politeness
Employs many generic words
Uses conversational register
Some of the skills involved in using talk as interaction are:
Opening and closing conversation
Choosing topics
Making small-talk
Recounting personal incidents and experiences
Turn-taking
Using adjacency pairs
Interrupting
Reacting to others
6
Mastering the art of talk as interaction is difficult and may not be a priority for all learners. In talk as interaction, the ability to speak in natural way is
required in order to create a good communication. That is why some students sometimes avoid this kind of situation because they often lose for words and feel
6
Jack C.Richard, Developing Classroom Speaking Activities; From Theory to Practice, Http:www.professorjackrichard.comdeveloping-classoom-speaking-activities.pdf, p.2, It was
retrieved on 04 Oktober 2010,
p. 2-3
