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CHAPTER II THEORETICAL REVIEW
A. Teaching English as a Foreign Language
Brown 2000: 193 explains that foreign language learning is a leaning a non native language in one’s own culture with immediate and widespread
opportunities to use the language within the environmental of one’s culture. The contexts of foreign language are those in which students do not have ready-made
context for communication beyond their classroom Brown, 2001: 116. It is taught in school but not essentially used in national or social life Broughton,
1980:6; Mambu, 2010:1. Brown also adds that people attempt to learn foreign language in order to communicate with people from other countries. In this case,
since English is an international language, language learners are prepared to be able to communicate with people across the country. The communication is not
merely spoken but also written. Similar with Brown, Uso-Juan 2006:151 says that the final target of
learning foreign or second language is to do communication. Therefore, even spoken language is not the only way to do communication with people, mastering
speaking ability plays a key role in learners’ success in accomplishing this goal. Bygates in Uso-Juan 2006: 161 says that learning a foreign language involves
internalizing and mastering a new linguistic system which is a complex and time- consuming task. In this case, the students learn a new language which can be
accomplished step by step regarding to their proficiency level. Therefore, new
language knowledge has to be integrated into learners’ own purposes to meet their needs.
B. Teaching Speaking
1. Speaking Ability
Harmer 2004 divides the English skills into two groups; those are receptive skills and productive skills. Dealing with those two language skills,
speaking is categorized as productive skills in which it deals with the knowledge of language features and the ability to process the idea and language on the spot
through mental or social processing. Furthermore, Harmer explains that the language features related to speaking consist of four elements: those are connected
speech, expressive devices, lexis and grammar, and negotiation language. In terms of mental processing, Harmer suggests three stages in what extent a speaker
produce a language: those are language processing, interacting with others, and on the spot information processing.
In language processing, a speaker should be able to process the language in their head and arrange into a coherent order so that it can convey a
comprehensible and intended meaning. After language processing, communication will be real by interacting with others, at least it consists of two
people sharing their idea into a language. When interacting with others occurs, sometimes people should process the information right away to make the
communication effective. This stage is called information processing. However, Harmer suggests that this stage is very culture specific.
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