A. Previous Study - Implementation of whole-class interactive teaching method on speaking fluency at the seventh grade students at SMPN 1 Dusun Hilir - Digital Library IAIN Palangka Raya

CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, writer will discusses about previous study,whole class,
interactive teaching, whole class interactive teaching and speaking fluency.
A. Previous Study
There are many related theses belong to this research.
The first, Kouicem khadidja is thesis entitled “the effect of classroom
interaction on developing the learner’s speaking skill” said the result is The idea
that interaction could and should take place in the classroom became more and
more popular especially in second or foreign language classroom.1
The second, Ambar wahyuni in title “The Effectiveness of Using Direct
Method To Improve Students’ Speaking Ability” the result of research showed
that the students involved activity in teaching learning process, they were more
encourage and confident to speak in English than before.2
The third, Z. Al-Shammari in title “the effectiveness of direct instruction
in teaching English subject in elementary public education school in Kuwait : a
research case study” said This .study has shown beyond doubt that direct
instruction is a very effective approach in teaching English as a foreign language.3

1

kouicem khadidja, the effect of classroom interaction on developing the learner’s speaking skill,
People‟S Democratic Republic Of Algeria MENTOURI university-constantine.
(http://bu.umc.edu.dz/theses/anglais/kou1159.pdf online, 3 november 2015)

Ambar Wahyuni, The Effectiveness of Using Direct Method To Improve Students’
SpeakingAbility,salatiga,2013,.p.8.Online(http://perpus.iainsalatiga.ac.id/docfiles/fulltext/5023f8
69e8178bab.pdf)
3
Z. AL-Shammari, the effectiveness of direct instruction in teaching English subject in
elementary public education school in Kuwait : a research case study, Gulf university for

2

The fourth, Mohammad Aliakbari, in tittle “The Role Of Classroom
Interaction On Improvement of Speaking Among Iranian Efl Learners”. Said The
results revealed that classroom interaction can be considered as a way of
improving the learners’ speaking ability.4
Based on the previous study above were some research used qualitative by
kouicem discussed about effect of english classroom interaction learner speaking

meanwhile quantitative data by Al-Shammari in elementary school discussed
about direct instruction in teaching english. Mohammad Aliakbari discuss about
role of classroom interaction on improvement speaking fluently. The result of the
research is effective. This research different from previous study. writer used
quantitative data and writer cluster whole class and interactive teaching became
whole class interactive teaching method in teaching speaking skill. Writer want to
know the effect of method in speaking skill students SMPN 1 Dusun Hilir. This
research and previous study was different.

B. Whole Class
1. Definition of Whole Class

science
and
technology,
university
park
pennisylvania
16802
USA.(

Http://Www.Academia.Edu/8920435 online: 3-desember 2015)
4
Mohammad Aliakbari, The Role Of Classroom Interaction On Improvement Of Speaking Among
Iranian Efl Learners , iran,Volume 8 (1),January 2015; 126-135

According to arends in book Jamil Suprihatiningrum said direct
instruction/whole-class aims at accomplishing two major learner outcomes,
mastery of well-structured academic content and acquisition of all kinds of skill.5
Whole class teaching is known as direct instruction, which is also known
as active learning (whole-class teaching), refers to the style of teaching where
teachers are actively involved in carrying the lesson content to the students with
teaches directly to the entire class.6
2. Procedure of Whole Class
There some procedure of whole class. Directing it is teacher share goals
with the whole class teaching, ensuring that all students know what to do, and
attract students to the points that require special attention, Instructing: providing
information and structuring well, Demonstrating it means show, describe, and
make models of lesson given, Questioning and discussing it means students ask
some question to teacher and discuss with among students, consolidating: it is
maximizing opportunities to strengthen and develop what has been taught

through a variety of activities in class and through focused tasks well to be done
at home, , Evaluating pupils' respons it is teacher identifying various errors of the
result of task students, Summarizing it means teacher summarize all that has been
explained and practiced.7

3. Advantages of whole-class

5

Jamil Suprihatiningrum, Strategy Pemebelajaran, Yogyakarta: Ar-Ruzz media, p. 229
Daniel Muijs and David Ronald, Effective Teaching,.., p. 41.
7
Ibid., p. 59
6

Every strategic that applied in process learning and teaching has
advantages and disadvantages. It is also happens in whole class strategic. Whole
class has much strength. They are, Teachers can control the content of the material
and order and business information received by the students, so as to maintain the
focus on what should be achieved by students, Can be applied effectively in large

and small classes, It is the most effective way to teach concepts and skills are
explicit to students who are underachieving, Stresses listening activities through
(lectures) that helps match students learn these ways., The learning model of
direct instruction/whole class (especially demonstration activities) can provide a
challenge to consider the gap between theory (it is supposed) and observation
(reality of the matter), Students who are not able to drive themselves can still
perform when the direct learning model used effectively.8
2. Disadvantages of whole-class
Although whole class has many advantages in learning process, it has
many disadvantages too. The disadvantages are stated as below, It is difficult to
overcome the differences in terms of ability, knowledge of the beginning, the
beginning level of learning and understanding, learning styles, or interest students,
Because students have little opportunity to look actively, it is difficult for students
to develop social and interpersonal their skill, Because teachers play a central role,
the success of this learning strategy relies on the image of teachers. If the teacher

8

Ibid .,p.59

does not seem ready, knowledge, confidence, enthusiasm, and structured, students
can become bored, distracted, and their learning will be hampered.9
Interactive Teaching

C.

1. Definition of Interactive Teaching
Strategy interactive learning refers to the form of discussion and sharing
among learners. Seaman and Fellenz explains that "the discussion and sharing
provide learners with opportunities to reach to the ideas, experiences, insights, and
knowledge of the teacher or of peer learners and to generate alternative ways of
thinking and feelings" discussion and sharing will provides the opportunity for
students to react to ideas, experiences, and knowledge of the teacher or group, as
well as trying to find alternatives in thinking. "Strategy developed interactive
learning” in a range of grouping and interactive methods, in which there exist
forms of class discussion, small group discussion or work assignments in groups,
and students work together in pairs (whole class).
2. Procedures of Interactive Teaching
There are some procedures of interactive teaching below, Preparation
it means in the early stages of learning interactive activities is that the preparation

of teachers and students seeking background topics that will be discussed in the
learning activities, before view it means in the early stages of knowledge,
teachers multiply knowledge beginning students know the things that have been
known to the students about the topic to be studied, exploratory it activities
undertaken in this third stage is featuring activities for curious students, children

9

Ibid., p 61

question it is time for students ask about lesso 10, Investigation it means make
interaction between students and teachers, students with students, students with
media with students with the tools., After View it means teacher show of final
knowledge, the students read the results, reflection step of students activities to
think about what had happened or have just learned.11
3. Advantages of interactive teaching.
Excess interactive learning as expressed by suprayekti is that students learn
to ask questions, try to formulate questions, and try to find answers to their own
questions by doing observation, in that way, learners become critical and active
learning. Meanwhile, according to the Nurhasanah Renny excess interactive

teaching are, Students are given more opportunities to engage curiosity on the
object to be studied, Train the students express curiosity through the questions
posed by the teacher, Provide the means to play for students through exploration
and investigation, The teacher as facilitator, motivator, and active learning
designer, placing students as subjects learning experience, The learning outcomes
more meaningful.12
4. Disadvantages of Interactive Teaching
Relies heavily on the skills of teachers in preparing and developing group
dynamics.13 At the same time, because the students’ thinking depth and breadth
are unbridled, they may feel frustrated when the teacher gives a partial summary
on the teaching content. Therefore, teachers should pay special attention to giving

10

Ibid,. p.89
Ibid., p. 88
12
Ibid.,p. 91
13
Ibid., p. 92

11

students a proper encouragement, and avoid affecting students’ learning initiative
and enthusiasm.14
D.

Whole Class Interactive Teaching
1. Procedures of Whole Class Interactive Teaching
There some procedure of whole class interactive teaching. This procedure
combined from whole class strategy and interactive teaching strategy
procedure. There are : Directing is teacher share of topic ensuring that all
students know what to do, and attract students to the points that require
special attention. 15 Before view is teachers multiply knowledge beginning
students know the things that have been known to the students about the topic
to be studied.16 Exploratory is teacher ask students for build curious students
with the interest question.17, Demonstrating is teacher show, describe topic
and make group between students.18, Explaining and illustratingit is teacher ot
give accurate explanations with an appropriate level of speed, and refer to
previous work, Questioning and discussing it means teacher ask in a way that
fits with the direction and speed of learning and ensure that all students take

part (if necessary, supported by equipment or communication aids),
Investigation it means teacher will be interaction between students and
teachers, students with students, students with media with students with the

14

CHENG Shujia and YU Chunrong, Application of Interactive Teaching in Teaching
Microeconomics: A Case Study of Teaching the Short-Term Cost Theory,2014 (ONLINE
www.cscanada.net/index.php/hess, on line 29 april 2015).
15
Daniel Muijs & David Reynolds, Effective teaching,. P. 59
16
Abdul Majid, M.Pd, strategy Pembelajaran,. P. 89
17
Ibid,. p. 89
18
Daniel Muijs & David Reynolds, effective teaching,. P. 59

tools.

19

, Consolidating it means teacher maximizing opportunities to

strengthen and develop what has been taught through a variety of activities in
class and through focused tasks well to be done at home, ask the students
with a partner or as a group for reflection or discussing a process, providing
an opportunity for them to expand the ideas and reasoning, or to compare
then perfected a method or way that they use to record the results of their
work, ask them to think of different ways to approach a problem, ask them to
generalize

or

give

examples

suitable

for

become

general

statement.20,Evaluating pupils' response it means teacher identifying various
errors, using them as points of positive teaching by talking about the mistakes
and all the misconceptions that can lead to the occurrence of errors, the
students discuss the justification of the methods or resources they select and
gave the feedback. 21, Reflection it means students activities to think about
what had happened or have just learned. The point is to think back on
anything that has been learned or have just learned.22, Summarizingit means
teacher summarize all that has been explained and practiced.23
2. The advantages of Whole Class Interactive Teaching
The advantages of whole class interactive teaching it is combine between
whole class and interactive teaching advantages. There are: Teachers can control
the content of the material and order and business information received by the
students, so as to maintain the focus on what should be achieved by students, Can
19

Abdul Majid,M.Pd, srtategy pembelajaran,.p. 90
Daniel Muijs & David Reynolds, effective teaching,. P.60
21
Ibid. p.60
22
Abdul Majid, M.Pd, strategy pembelajaran,. P. 90
23
Daniel Muijs & David Reynolds, effective teaching,. P.61
20

be applied effectively in large and small classes, It is the most effective way to
teach concepts and skills are explicit to students who are underachieving, Stresses
listening activities through (lectures) that helps trouble of students learn these
ways, The learning model of direct instruction (especially demonstration
activities) can provide a challenge to consider the gap between theory (it is
supposed) and observation (reality of the matter), Students who are not able to
drive themselves can still perform when the direct learning model used
effectively.24, Students are given more opportunities to engage curiosity on the
object to be studied, Train the students express curiosity through the questions
posed by the teacher, Provide the means to play for students through exploration
and investigation, The teacher as facilitator, motivator, and active learning
designer, placing students as subjects learning experience ,The learning outcomes
more meaningfu.l25
3. Disadvantages of Whole Class Interactive Teaching
There some advantages of whole class interactive teaching, it is combine
with advantages whole class strategy and advantages interactive teaching
strategy. It is difficult to overcome the differences in terms of ability, knowledge
of the beginning, the beginning level of learning and understanding, learning
styles, or interest students, Because students have little opportunity to look
actively, it is difficult for students to develop social and interpersonal their skill,
Because teachers play a central role, the success of this learning strategy relies on
the image of teachers. If the teacher does not seem ready, knowledge, confidence,
24
25

Ibid .,p.59
Ibid.,p. 91

enthusiasm, and structured, students can become bored, distracted, and their
learning will be hampered.26, Relies heavily on the skills of teachers in preparing
and developing group dynamics. 27 At the same time, because the students’
thinking depth and breadth are unbridled, they may feel frustrated when the
teacher gives a partial summary on the teaching content. Therefore, teachers
should pay special attention to giving students a proper encouragement, and
avoid affecting students’ learning initiative and enthusiasm.28
E. Speaking
1. Nature of speaking
Speaking is an interactive process of constructing meaning that involves
producing, receiving and processing information. Its form and meaning are
depending on the context in which it occurs, including the participants
themselves, their experiences, the physical environment, and the purposes for
speaking. It is often spontaneous, open-ended, and evolving. However, speech is
not always unpredictable. Speaking requires that learners not only know how to
produce specific points of language such as grammar, pronunciation, or
vocabulary ("linguistic competence"), but also that they understand when, why,
and in what ways to produce language ("sociolinguistic competence") .29

26

Ibid., p 61
Ibid., p. 92
28
CHENG Shujia and YU Chunrong, Application of Interactive Teaching in
TeachingMicroeconomics: A Case Study of Teaching the Short-Term Cost Theory,2014
(ONLINE www.cscanada.net/index.php/hess, on line 29 april 2015).
27

29

Emma Rosana Febriyanti, teaching speaking of english as a foreign language: problems and
solutions, Universitas Lambung mangkurat, banjarmasi,. (online 22 may 2016.
portalgaruda.org/article portalgaruda.org/article)

2. Definition of speaking fluency
Brumfit said considered fluency as natural language use like the native
speakers. That the ability one speaks fluently can sustain the speaker to produce
continuous speech and meaning without comprehension difficulties for the
listener. Richards et al. said argued the strand of fluency is a measurement of
one’s communicative proficiency level. As a result, it is obvious that the speaking
fluency is an important component of the communication competence. Hedge said
eventually put the fluency development into the criteria list of communicative
competence for being a successful English speaker. Based on Fillmore’s said
definition of speaking fluency: a) the ability to talk at length with few pauses; b)
be able to produce sentences coherently, reasoned and semantically; c) have
appropriate expressions in a wide range of contexts; d) language use should be
creative and imaginative. Hedge said further stated that speaking fluency is in line
with: 1) the coherent response within the turns of communication; 2) appropriate
use of linking different devices; 3) intelligible pronunciation and proper
intonation.30
3. Micro and macro skill of speaking
Oral production in speaking has various components that make up some
criteria for assessment. Brown classified it into micro and macro skill of
speaking. 31 The micro skill refer to producing the smaller chunks of language
each such as phonemes, morphemes, words, collocation, and phrasal units. And
30

Yingjie I. J. Yang, The Implementation of Speaking Fluency in Communicative Language
Teaching: An Observation of Adopting the 4/3/2 Activity in High Schools in China,
International Journal of English Language Education ISSN 2325-0887 2014, Vol. 2, No. 1
31
Brown, H. Douglas,2004. Language Assesment : Principle and Classroom practice. San
Fransisco state university, p. 142

Macro skill imply the speaker’s focus on the larger elements; fluency, discourse,
function, style, cohesion, nonverbal communication, and strategic options. The
micro and macro skill total roughly 16 different objectives to asses in speaking.
Micro and macro skills of oral production.
Micro-skil there are Produce differences among english phonemenes and
allophonic variants, Produce chunks of language of different length, Produce
english stress patterns, words in stressed and unstressed positions, rhythmic
structure, and intonation contours, Produce adequate number of lexical units
(words) to accomplish pragmatic, Produce fluent speech at different rates of
delivery, Monitor one’s own oral production and use various strategic devicespauses, fillers, self-correction, backtracking to enhance the clarify of the message,
Express a particular meaning in different grammatical forms, Use cohesive
devices in spoken discourse, Use grammatical word classes (noun,verb,etc)
system (e.g tense, agreement, pluralization), word order, patterns, rules, and
elliptical forms, Produce speech in natural constituents: in approach phrases,
pauses groups, breathe groups, and sentences constituents.
Macro skill there are, Appropriately accomplish communicative functions
according to situations, participant, and goals, Use appropriate styles, registers,
implicative, redundancies, pragmatic conventions, conversation rules, floor
keeping and yielding, interrupting, and other sociolinguistic features in face to
face, Convey links and connections between events and communicative such
relations as focal and peripheral ideas, eventh and feeling, new information and
given information, generalization and exemplification, Convey facial features,

kinesics, body language, and other nonverbal cues along with verbal language,
Develop and use a battery of speaking strategies, such as emphasizing key words,
rephrasing, providing a context for interpreting the meaning of words.32
In this study writer focused on micro speaking which refers to producing
reduced forms of word and phrases and using grammatical word classes (noun,
verb, etc) system (e.g tense, agreement, pluralization), patterns, rules, and
elliptical forms.
4. Speaking Difficulties in Foreign Language Learning
Practicing the speaking skill of the foreign language is not as knowing
about this language. Echevarria et al. support that the difference between the
knowledge of how things must be done and the ability to do these things is crucial
in the learning process. Learners often find some difficulties when practicing the
speaking skill, even those who know about the system of the foreign language.
Parrott asserts that teachers must perform a series of tasks that aim at providing
learners with the confidence and the skills required to take advantages of
the classroom opportunities in order to speak English effectively. According
to Ur

there are four main problems in getting students speak in the foreign

language in the classroom.
a. Inhibition
This problem reveals more when learners try to participate in the
classroom but many factors stop them to do so. Little wood argues that
“it is too easy for a foreign language classroom to create inhibition and

32

Ibid,. p. 143

anxiety.” Such factors refer to the feeling of shyness and fear of making
mistakes and these are due to the ill development of communicative skills
and the feeling of linguistic inferiority. Students fear to make mistakes
especially if they will speak to critical audience. Ur states that
“Learners are often inhibited about trying to say things in a foreign language
in the classroom. Worried about, making mistakes, fearful of criticism or
loosing face, or simply shy of

the attention that their speech

attracts.”Bowman et al who argue that in teaching speaking you are asking
your learners to express themselves in front of the whole class, so this leads
many of them to experience the stress when doing speaking activities
support this view also. To end, stress and anxiety are two factors that also
can stop the students from speaking confidently in front of their classmates.
b. Nothing to Say
The common expressions SL Learners use when they are imposed to
participate in a given topic is “I have nothing to talk about”, “I don’t know”,
“no comment” or they keep silent. These expressions are due to the lack
of motivation in expressing themselves or the chosen topic they should
discuss or talk about. Rivers says that “The teacher may have chosen a
topic which is uncongenial to him [the learner]or about which he knows
very little, and as a result he has nothing to express, whether in the native
language or the foreign language.”Moreover, the poor practice of the SL
can contribute to create this problem. Backer and Westrup support that
many students find it difficult to answer when teachers ask them to say

anything in the target language. The learners may have only some ideas to
talk about; they may not know how to use some vocabulary or they are
not sure of the grammatical correctness. Also, students could not carry
out the discussion on topics that are not interesting for them.
c.

Low Uneven Participation
This problem refers to the amount of each student’s time of talking.
Rivers claims that some personality factors can affect participation in a FL
and teachers then should recognize them. Some students tend to be
dominant and take almost the whole students‟ talk time. However, others
prefer to speak only if they ensure that what they will say is correct, and
some others keep silent, show no interest or participation all along the
course. Harmer suggests streaming weak participators in groups and letting
them work together. In such cases they will not hide behind the strong
participators, and the teacher can achieve a high level of participation.
Another factor that can create problem of participation is the classroom
arrangement that may not help students to perform some speaking activities.
Bowman et al support the idea by saying that “traditional classroom seating
arrangements often work against you in your interactive teaching.”Low
participation is due to the ignorance of teacher’s motivation too. If the
teacher does not motivate his learners, the talkative ones also will show
no interest. Therefore, increasing and directing student motivation is one of
the teacher’s responsibilities.

d. Mother Tongue Use
SL students of the same mother tongue tend to use it outside and even
inside the classroom because they feel more comfortable and less exposed to
the target language. According to Baker and Westrup “barriers to learning
can occur if students knowingly or unknowingly transfer the cultural rules
from their mother tongue to a foreign language .” Therefore, the learners will
not be able to use the foreign language correctly if they keep on influenced by
the use of their mother tongue. Lack of the vocabulary of the target language
usually leads learners to borrow words from their native language.33
5. The roles of teacher in speaking class
Three have particular relevance if teacher are trying to get students to
speak fluency:34
a. Students sometime get lost, cannot think of what to say next, or in some
other way lose the fluency teacher expect of them. However, teacher may
be able to help them and the activities to progress by offering discrete
suggestion. If this can done supportively without disrupting the discussion,
or forcing students out of role it will stop the sense of frustration that some
students feel when they come to a “deed end” of language or ideas.
b. Participant ,Teacher should be good animators when asking students to
produce language. Sometimes this can be achieved by setting up an
activity clearly and enthusiasm. At the other times, however teacher may
33
34

Kouicem Khadidja…P. 36
J. Michael O’ Mallay and Lorraine Valdez Piece, Assessment for English Language Learners,
Addison-Wesley company inc : 1996, p. 87 (in thesis Inna Miftahul Ulum, 1101120658, the
effect of british parliamentary debate system on academic speaking skill of esl students at 3 rd
semester of English education of [alangka raya academic year 2015-2016)

want to participate in discussion or role-play himself or herself. That way
they can prompt covertly, introduce new information to help the activity
along, ensure continuing students engagement, and generally maintain a
creative atmosphere.
c. Feedback provider ,The vexed question of when and how to give
feedback in speaking activities is answer by considering carefully the
effect of possible differences approaches. When students are in the
middle of a speaking activity, over-coorrection may inhibit them and take
the communicative out of the activity. On the other hand, helpful and
gentle correction may get students out of difficult misunderstanding and
hesitations. Everything depends upon our tact and the appropriacy of the
feedback teacher give in particulars situation.
6. Assessment of speaking
Below is activity of speaking assessment :
a. Perform the dialogue with your friend in front of the class
Create the dialogue about greeting below and choice the situation you
greet with your friends or family below!
a)
b)
c)
d)
e)

In the party
In the market
In the house
In the office
At street
Examples : the situation in the office
A: Hi…
B: Hello..
A : My name is Lisa, and you?
B: I am Yuni. Are new worker here?
A:…..
Perform it Orally

Before begin the activity, writer tried explain the task and roles of
speaking. Writer gave time for the conversation
Scoring rubric of speaking :35
Table 2.1
Scoring Rubric of Speaking
No

Aspect

1

Criteria

Score

1. Grammar and vocabulary appropriate

4

2. Grammar and vocabulary sometimes
Leksikogramatika

less precise and does not affect the

3

meaning
3. Grammar and vocabulary are less
precise and affect meaning

2

4. Grammar and vocabulary elusive

1

5. Silent

0

1. Conduct and to respond with
appropriate speech acts in spoken

4

language
2. Conduct and respond to speech acts in
spoken language where there is
Systematic

sometimes a misunderstanding
3. Often there was an error in conducting
and responding to speech acts
4. Not being able to perform and respond
to simple speech act
5. Producing words are not in the form of
text
1. Very clear and approach native

Pronunciation and
Intonation

speaker
2. It is clear though accented mother
tongue

35

3

2

1

0

4

3

Yenny Sukhriani, Pembelajaran dan Penilaian Bahasa Inggris, PT Leuser Cita Pustaka, 2010.,p 25

3. Less obvious and affect meaning
4. It is not a clear and eliminates most
meaning
5. It is not clear and not meaningful

2
1
0

1. Confident and smooth in taking a turn
to speak and be able to correct

4

yourself if you make a mistake
2. Confident though there was repetition
Interactive
Communicative

and doubt
3. More than initiative responds
4. It is difficult to talk despite being
lured
5. Not being able to respond and take the
initiative
Total

3
2
1

0
16