CHAPTER I I N T R 0 D U C T I 0 N

CHAPTER I

I N T R 0 D U C T I 0 N

1.1 Background of The Study
')

The

Ever-y

normal

in

first thing man learns in

speaking

this

wor-ld

speak.

his early

can

childhood

or communicating with the people

is

around

him.

the only way for him to communicate. Earl·;

This

interacted
do.

person

with one another in the same way as

Now as the world has greatly developed,

in society.

motivation

\}
to

According
Rodgers (1986,7),

better

children
communica-

is still regarded as one of the highest

tion

man

langua.ge.

Th.ey

profiency

is

it tf~n

~4r

also state that the
greater

than

are

time the children
simple

actions

Above

a 11 ,

are not simply

that

such

they
the

born,
as

can

primary
need

fCJr

reading

appreciation.

t.hey

gr-asp,

vocalize.

form

of

spea.king

comprt-?h~nsi

!I

T,_

by

the

var i.ous
pe~rfom

kick., stare: and

suck.

vocalizations

cries of hunger and pain.

1

~.

speech i:;

- '·

can

c

Theodor-e

and

work, as a

or- 1 i ter-ary

grammar,

Richard

linguistics emphasized

the

than

Jack C.

They

are

also

a

the

miscellany

elements

produce

the

some

of

the
that

shows

of sounds that seem remarkably like

others. There
languages,

learn

teaching

speech

is

the

was

an

papa,

They

It

skill compared

to

children

attempts

to

observation of child

""""

the only

can

etc.
eat~

interest in

to R.H. Robin
is

language.

primary

prompted

from

principle

Nasr-,

mama,

which

learning. According

T.

like

sounds
speech

natural

as

develop
language

quoted

by

form

of

general

human

communication in language (Nasr, 1984:19).

)

Mary

To

Finnochiaro

(1974,

the

primary, for this can be proved by

considered

that almost all speakers of a
langL\age

speaking

60) ,

carry

to

to

fact

language can orally use the

out their daily

activities

communicate all events and experiences they are
in

is

other speakers. Therefore,

·;:;peaking

and

to

in,/olved

becomes

an

important item in language teaching.
)

t·1oreover,

children's

speaking comes

before

writing

learning of language; also the production

membor of

the

duct ion

of written language (books, newspaper,

private

notes, etc) on the part of

it y.

Therefore,

is far greater than

the need of spoken language as

.,
..:.:..

of

pro--

language (speech)

every

the

the

spoken

C Oinilli_\11

in

an

interna.tiona l

language

is

particularly

felt

be

to

superior to others (Nasr, 1984:20).

and

Following

Breen and Candlin (1980),

Widdowson

(1978)

understood
(a

l it

stated

that,

form

a

therefore

of

normally

social

is

characteristics :

interaction

acquired

(1977)

communication

here to have the following

is

1'1arrow

and

and

in

is

social

interaction;
(b) it involves a high

degree

of

unpredictability

and

creativity in form and message;
(c)

it

takes

place

in

contexts which provide
langua.ge

sociocultural

constraints

and

use

C\.nd

discourse

a 1 so

c 1 ues

a.ppropr ia te
a. s

correct

to

interpretations of utterances;
(d)

it is
and

carried

out

under

conditions
othe1~

limiting

such as
meor·;~

psychological
constraints,

fatique and distractions;
(e)

it always has a. purpose (for
socia.l relations,

(f)

it

involves

example:

to

esta.bl ish

to persuade, or to pr-omise);

authentic,

opposed

to

te:·( tbook-

contrived language, and
(g) it is
of

judged as
actual

on the

succe:.;sful

outcomes.

(For

3

example:

basis

CDmmunication

could

be

judged

successful

non-native

English

speaker who was trying

the

station in

train

in

the

to

go

directions

to

train station).

Talking
English,
the

about the

one of the

techniques of

teaching

activities that has been

video

a technique

as

used

language

students,

English

Department in Widya Mandala Catholic

Surabaya in the second semester.

L.

Bumpass

c:le·.,,·ice

which

be

appeals

t:O

usea' to make the

children more

The

a. visual

( 1963: 32-33) '

a.ll. ,

their

"
which

for

y·oung

or

dynamic"...

\j

writer is convinced that the inti-eduction of

add.i. tion

la.nguage teaching a.id

0.

to the teacher's resources.

through extrinsic motivation,
interest quicken whEn

lively

is

Faye

the sense of sight and

real is tic.*

moving picture component as
cruci.al

to

learning experieiCE:'

conret.~

the

University

Ac~rding

aid

using

for

especially

in

is

English

to teach speaking to

foreign

a

spoken

use of visual aids, so the writer suggests by

can

a

find

to

Toronto, utter·ed "How

tra.in" to a passer-by, and was given
the

of

case

W.ching

five

scope
key

includes

cf the

organization of the thesis. Chapter

.bout
three

the

definition

of the study,
and

study, statement

video

conclusion

four

teaching
of

11

one

of

using
deals

video
with

speaking,

the thesis.

Cha.pter
in
the
chapter