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CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, there are two sub chapters, namely, theoretical description and theoretical framework of this study. The theoretical description presents a few
theories related to the study, whereas the theoretical framework describes the major underlying theories employed to address the two research problems stated
previously.
A. Theoretical Description
In this section, the writer presents the theories used in conducting the study. Theories that are used in this study are theory of Communicative Language
Teaching, theory of gambits and its function, and theory of debate.
1. Communicative Language Teaching CLT
During the late 20
th
centuries, many language researches consider on how people learn the language to speak. In order to use the language productively, a
language learner should use the language in communication. This is one of the reasons why the method called Communicative Language Teaching CLT arose
Nunan, 2003. Communicative Language Teaching CLT is a method that gives the
learners more opportunity to use the target language both in the classroom and outside the classroom. CLT has various activities which can be done in pair work
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and in group work in order to develop the learners’ speaking skills. The examples of the activities are information gap, jigsaw activities, role plays, simulations, and
debate. Information gap and jigsaw activities are pair-work activities in which the
learners try to give and get information from certain pictures or real objects. Here, the learners are able to use their speaking skills in order to obtain information.
Moreover, they are able to enhance their vocabulary, grammar, and communication strategies to complete the task Richards, 2005.
Role plays and simulations are communicative activities in which the learners play certain role and use the target language as a means of
communication. These activities are both in pairs and groups work. These activities give the learners practice speaking the target language before they do it
in real environment Nunan, 2003. Debate is an opinion sharing activity in which the learners compare values,
opinions, and beliefs in a certain motion Richards, 2005. In debate, the learners can improve their speaking skills and their critical thinking since this activity
requires the learners to share their ideas, opinion, and beliefs about a certain topic. Moreover, this activity also involves the process called negotiating for meaning in
which the learners are trying to understand and make themselves understood when they are communicating in the target language. Here, the learners are able to
check to see if they have understood what others’ said, clarifying their understanding, and confirming that someone has understood your meaning
Nunan, 2003. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2. Gambits
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