himher. This story-sharing spreads out a feeling of relief, that is for being able to express what is just previously kept frozen in mind and for having a chance to
give responses toward what is delivered. Eventually, the story-sharing will end up in mutual understanding between the two interlocutors of what they have in their
information share.
2.11 Theoretical Assumption
Based on the discussion above, this research was intended to compare the two techniques, silent viewing and sound-only technique in order to see which one is
more effective to be used to teach speaking and as well as in what elements of speaking most students differ when they are assigned to have oral performance.
Thus, at least, there are two theoretical assumptions compiled as the rationales for this research to be drawn out.
The very first one, silent viewing technique was assumed better to promote students’ speaking skill. It is underlined by a tenet proposed by Piribilova 2006:
20 that the exposure provided in silent viewing technique such as mime, action, stance, and gesture can be used especially for explaining activities. As has been
stated previously, silent viewing technique offers a chance of visualization in the first class session which will lead to a term called “visual literacy”. It is defined as
an ability to read, interpret, and understand information presented in pictorial or graphic images Willeman, 1993: 114. This enables students to build their own
visual guessing of what is happening in the video. In subsequence, while seeing and observing silent picture, students, unconsciously, begin to do verbalization in
their mind, putting movements in the video into their own words.
On the other hand, sound-only technique can also be helpful and effective in teaching and learning a language. Yet, since the video in this research serves
narrative story in form of monologue, it seems that sound-only technique is not much helpful and effective to foster students’ speaking skill. Brown 2001: 250
states that monologue is one type of speaking performance which proposes long stretch of utterances. These will remain going on no matter whether the listener
understands or not. Furthermore, since it is the native utterances involved in the listening sessions, the students may get difficulty in understanding them well,
particularly those with inadequate vocabulary mastery. By this reason, it is presumed that sound-only technique is less effective used for improving student’s
speaking skill.
2.12 Hypothesis
