motivation while the process of teaching learning English. But not all of the students were intrinsically motivated in learning English as their subject.
2.2.3 Motivation in Speaking
Success and failure in language learning especially in speaking seems largely to depend
on students’ motivation to learn English. In particular, students’ motivation is important in the development of speaking skill. Motivation is term
for explaining the success and failure or virtually any complex task Brown, 2008. It is easy in language learning to claim that a learner will be more
successful with the proper motivation. In addition, motivation is all power that pushes someone to do something Nasution, 2000. This means that there is
positive effect that influences someone to do a lot activity. According to Nasution 2009, motivation pushes people to create an acitivity or to do positive activity.
Motivation was important factor which supports the students in learning, especially, for developing
students’ speaking skills. If the students had motivation in learning, they were interested in speaking English. However,
students who were not motivated in learning, they were not interested in speaking English. The students who had high motivation or integratively motivated might
be a good achievers. Integrative motivation was important because when the students were interested in speaking, they understood the material or context of
speaking easily. It is because they did the assignment or practiced their speaking enjoyably.
Moreover, Harmer 2001 was interested in initiating and sustaining motivation in the teaching and learning process. He further extended his
explanation about increasing and directing students’ motivation is one of a teache
r’s responsibilities. There are three areas which can directly influences students continuing participation. Those will be briefly illustrated as follows:
a.
Goal and goal setting means motivation is closely bound up with
a person’s desire to achieve a goal. A person desires whether to achieve long term goals or short term goal. Long term goal may
include the mastery of English, the passing of an exam at the end of the year, the possibility of a better job in the future, etc. On the
other hand, short term goal might be the learning of a small amount of the new language, the successful writing of an essay, the ability
to partake in a discussion or the passing of the progress test at the end of the week.
b.
Learning environment refers to the teachers who are able to
choose the students actual classrooms, the psychical appearances at the emotional atmosphere of our lessons. When the students walk
into an attractive classroom at the beginning of the course, it may help to get their motivation for the process going. When they come
to unattractive place, motivation may be not initiated in this way. c.
Interesting class refers to the choice of material to take into class
but even more important than it will be the ways in which to use in the lesson. If students are continuing to be intrinsically motivated,
they clearly need to be interested both in the subject they are studying and in the activities and the topics they are presented
with.
2.2.4 Notion of Speaking
Speaking is one of important skills which is needed by students from elementary school up to university. They will get informations by sharing to one
another. But many students get difficulties in speaking. When someone asks you “Do you speak English?” this usually means: Can you carry on a conversation
reasonably and competently? The benchmark of successful language acqusition is almost always the demonstration of an ability to accomplish paragmatic goals to
interactive discourse with other speakers of the language. And yet, as Richards 1990
noted “the conversation class is something of an enigma in language teaching.” The goals and the techniques for teaching conversation are extremely
diverse, depending on the student, teacher, and overall context of the class. Brown 1980 states that speaking is interactive process of constructing meaning that
involves producing, receiving, and proessing information. Based on the theory above, there are three main important points of view which must occur to the
participants of communication speakers and listeners to construct the meaning
during the interaction among them.
Brown 1980 also classifies types of spoken language into two types, they are monologue and dialogue. In monologue, when a speaker uses a spoken language
such as in speech, lecture, etc. The listener must process long strecher of speech without interruption and the stream of speech will go on whether the listener
comprehends or not. While in dialogue, it involves two or more speakers and can
