IMPROVING THE STUDENTS ’ SPEAKING ABILITY IN EXPRESSING OPINION THROUGH PROBLEM BASED LEARNING STRATEGY FOR THE ELEVENTH GRADE STUDENTS OF MAN 2 SEMARANG IN THE ACADEMIC 20182019 A GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillm

  IMPROVING THE STUDENTS ’ SPEAKING ABILITY IN

EXPRESSING OPINION THROUGH PROBLEM BASED

LEARNING STRATEGY FOR THE ELEVENTH GRADE

STUDENTS OF MAN 2 SEMARANG IN THE ACADEMIC

  

2018/2019

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirement for

the Degree of Sarjana Pendidikan (S.Pd)

  

By:

MIR ’ATUS SA’ADAH

  

113-14-031

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

  

SALATIGA

2018

DECLARATION AND PERMISSION FOR PUBLICATION

  The one who signed below: Name : Mir

  ’atus Sa’adah Student ID Number : 113-14-031 Department : English Education Department Faculty : Teacher Training and Education Faculty Declares that this graduating paper was written by the researcher herself and the researcher didn ’t copy from other researchers. Theories and citations were used based on the code ethics of writing graduating paper. I give permission to publish this graduating paper on IAIN Salatiga

  ’s e-repository.

  th

  Salatiga, September 14 2018 th

  Salatiga, September 14 2018 Dr. H. Sa

  ’adi, M. Ag The Attentive Counselor

  ’s note Mir ’atus Sa’adah

  To the Dean of Teacher Training and Education Faculty

  Assalamu ’alaikum, Wr. Wb. After reading and correcting Dian Amalia

  ’s graduating paper entitled

  IMPROVING THE STUDENTS ’ SPEAKING ABILITY IN EXPRESSING

OPINION THROUGH PROBLEM BASED LEARNING STRATEGY FOR

THE ELEVENTH GRADE STUDENTS OF MAN 2 SEMARANG IN THE

ACADEMIC 2018/2019 I have decided and would like to propose that this paper

  can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.

  Wassalamu ’alaikum, Wr. Wb.

  Counselor Dr. H. Sa

  ’adi, M. Ag NIP: 196304201992031003

MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA TEACHER TRAINING AND EDUCATION FACULTY

  Jalan Lingkar Selatan Km 02, Kel. Pulutan, Siderejo, Salatiga 50716, Telp (0298) 6031364 Website-mail:

  A GRADUATING PAPER

  IMPROVING THE STUDENTS ’ SPEAKING ABILITY IN EXPRESSING OPINION THROUGH PROBLEM BASED LEARNING STRATEGY FOR THE ELEVENTH GRADE STUDENTS OF MAN 2 SEMARANG IN THE ACADEMIC 2018/2019 WRITTEN BY:

  Mir ’atus Sa’adah

NIM. 113-14-031

  Has been brought to the broad of examiners of English Education Department of Teacher Training and Education Faculty at the State Institute for Islamic Studies

  th

  (IAIN) Salatiga of September28 , 2018, and hereby considered to have completed the requirements for the degree of Sarjana Pendidikan (S.Pd.) in English Education.

  Board of examiners Head : Noor Malihah, Ph.D. Secretary : Dr. Sa ’adi, M.Ag. First examiner : Dr. Setia Rini, M.Pd. Second examiner : Sari Famularsih, M.A.

  Salatiga, October 1, 2018 Dean of Teacher Training and Edycation Faculty of IAIN Salatiga Suwardi, M.Pd.

  NIP. 19670121 199903 1 002

  MOTTO

  

“Inna ma’al’usri yusron”

(Verily, with every difficulty is relief)

(Q.S Al Insyiroh verse 6)

  

DEDICATION

  This graduating paper is sincerely dedicated to:

  1. My beloved father and mother (Bapak Sarju and Ibu Muslikhah) who always give me spirit and inspiration so that the writer can finish her study. Thanks a lot for your praying and guidance.

  2. My beloved brothers and sisters (Mas Rohmad, Mbak Ifa, Dek Fina, Mas Rosid, Mbak Dewik) who always motivate and support the writer to do the best.

  3. My lecturers in IAIN Salatiga, especially Mr. Sa’adi, M. Ag who guides the writer patiently.

  4. My teacher in Al-Muntaha Islamic Boarding House (Nyai Hj. Zulaicho, A.H), thanks for your praying.

  5. My beloved partner (Jo) who always motivate and support the writer to do the best.

  6. All of TBI ’14, especially Anglila Wikasitakusumaning Ahayu.

  7. All of Al-Muntaha Islamic Boarding House’s Students, especially (Jubet, Ecuk, Mbak Afi, Ryda, Hima, Okta).

  8. My friends in Senior High School (Ndlot, Fara, Samsul)

  

ACKNOWLEDGMENT

Bismillahirrahmanirrahim, Assalamu

  ’alaikum Wr.Wb. Alhamdulillahirobbil ’alamin, all praises be to Allah SWT, the Most

  Gracious, and The Most Merciful who always bless and help the writer so the writer can finish the graduating paper. Bless and mercy are upon great the Prophet Muhammad SAW for his guidance that leads the writer to the truth.

  However, this paper will not be finished without supports, advices, help and encouragement from several people and institution. Hence, the writer would like to express special thanks to:

  1. Mr. Dr. Rahmat Hariyadi, M.Pd., the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.

  2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty (IAIN) of Salatiga.

  3. Mrs. Noor Malihah, Ph.D, the Head of English Education Department of Teacher Training and Education Faculty (IAIN) Salatiga.

  4. My counselor Dr. H. Sa’adi, M.Ag. who gives great attention, suggestion and guidance for this graduating paper from chapter 1 until chapter 5.

  5. All of lecturers and staffs of State Institute for Islamic Studies (IAIN) of Salatiga

  Salatiga, September 14 th

  2018 The writer Mir ’atus Sa’adah

  113-14-031

  

ABSTRACT

  Mir ’atus Sa’adah. 2018. Improving the Students’ Speaking Ability in Expressing

  Opinion Through Problem Based Learning Strategy for the Eleventh Grade Students of MAN 2 Semarang in the Academic Year 2018/2019.

  A Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Institute for Islamic Studies Salatiga. Counselor:s Dr. H. Sa ’adi, M. Ag.

  This research focused in improving students ’ speaking ability by applying

  Problem Based Learning (PBL) Strategy. The objectives of the study are to know and to find out the implementation of Problem Based Learning Strategy to improve students ’ speaking ability and To know and to find out the result of improvement of speaking skills after using Problem Based Learning (PBL) strategy for the eleventh grade students of MAN 2 Semarang in the academic year 2018/2019. The methodology of research is classroom action research. Each cycle consists of planning, action, observation and reflection. From the result of this research shows an improvement of students

  ’ speaking ability by using PBL strategy. It can be seen for the mean score of pre-test and post-test. In cycle I post- test higher than pre-test: 72.72 > 63.96. In cycle II: 84.06>77.13. It means that the implementation of PBL strategy is successful to improve students ’ speaking ability.

  Key Words: Problem Based Learning, Speaking Ability, Expressing Opinion.

  TABLE OF CONTENTS

  DECLARATION ................................................................................................................ ii ATTENTIVE CONSELORS

  ’ NOTE ................................................................................. iii STATEMENT OF CERTIFICATION ................................................................................ iv MOTTO .............................................................................................................................. v DEDICATION .................................................................................................................... vi ACKNOWLEDGEMENT .................................................................................................. vii ABSTRACT ........................................................................................................................ viii TABLE OF CONTENTS .................................................................................................... ix LIST OF APPENDIXES ..................................................................................................... xi

  CHAPTER I ........................................................................................................................ 1 INTRODUCTION .............................................................................................................. 1 A. Background of the Research ................................................................................... 1 B. Research Questions ................................................................................................. 3 C. Objective of the Research ....................................................................................... 3 D. Significances of the research ................................................................................... 4 E. Hypothesis and Success Indicator ........................................................................... 5 F. Method of the Research .......................................................................................... 5 G. Graduating Paper Organization ............................................................................... 10 CHAPTER II ....................................................................................................................... 11 A. Review of Previous Research.................................................................................. 11 B. Supporting Theories of Speaking ............................................................................ 14

  1. Speaking ........................................................................................................... 14

  a. Definition of speaking ................................................................................. 14

  b. Elements of speaking .................................................................................. 15

  c. Function of speaking ................................................................................... 18

  d. The classroom activities .............................................................................. 19

  2. Problem Based Learning .................................................................................. 24

  CHAPTER III ..................................................................................................................... 27 IMPLEMENTATION OF RESEARCH ............................................................................. 27 A. The Procedures of the Research ...................................................................... 27

  B. Technique of data Collecting .......................................................................... 27

  C. Data Analysis .................................................................................................. 31

  CHAPTER IV ..................................................................................................................... 33 A. Field Note ................................................................................................................ 33

  1. Description of Teaching and Learning Process in Cycle I ................................ 33 1) Planning ...................................................................................................... 33 2) Action .......................................................................................................... 34 3) Observation ................................................................................................. 34 4) Reflection .................................................................................................... 35

  2. Description of Teaching Learning Process in Cycle II ..................................... 35 1) Planning ...................................................................................................... 35 2) Action .......................................................................................................... 36 3) Observation ................................................................................................. 36 4) Reflection .................................................................................................... 36

  B. Research Finding ..................................................................................................... 37

  1. Cycle I ............................................................................................................... 37

  a. Planning ...................................................................................................... 37

  b. Action .......................................................................................................... 38

  c. Observation ................................................................................................. 43

  d. Reflection .................................................................................................... 55

  2. Cycle II .............................................................................................................. 56

  a. Planning ..................................................................................................... 56

  b. Action .......................................................................................................... 56

  c. Observation ................................................................................................. 61

  d. Reflection .................................................................................................... 74

  3. Discussion ......................................................................................................... 75

  CHAPTER V ....................................................................................................................... 82 CLOSURE .......................................................................................................................... 82 A. Conclusion ........................................................................................................ 82 B. Suggestion ......................................................................................................... 83 REFERENCES APPENDIXES

  LIST OF APPENDIXES

  A. Lesson Plan

  B. Result of Students Activity

  C. Field Note

  D. Note of Counselor

  E. Official Statement from MAN 2 Semarang

  F. SKK

  G. Consultation Sheet

  H. Documentation

I. CV

CHAPTER I INTRODUCTION A. Background of the Research A language is a sign system of which the main function is

  communication among people. Speech is then the main instrument for human communication (Ferdinand dr Saussure 1959: 8-10). As an international language, English is very important and has many interrelationships with various aspects of life. In Indonesia, English is considered as the first foreign language from elementary school up to the university level.

  English is the language of international politics, international business, international finance, of film, literature, research and technology accessed on

  th

  September 30 20018). English is one of the international languages used by most of the world population, so each school has given English lesson, but this is not maximal because the condition of class does not support learning process, almost the class is messy class, students are not ready to learn and to understand the material. Ideal English classroom should be enjoyable and learning methods should be fun so students fell enjoy during teaching learning process.

  In English language teaching, there are four ability included: speaking, reading, writing, and listening. Speaking is a language skill that is developed in child life, which is produced by listening skill, and at that period speaking skill is learned (Tarigan, 1990:3-4).

  Based on the observation when the researcher taught in the classroom, there were many reasons that the students less in speaking. It may be caused by the students

  ’ shy or lack of self -confidence to speak in English. So, their study have not been maximally. They did not use English in daily life although in giving gratitude and meeting. Sometimes the students were less concentration when they have learning in the classroom. They were sleepy, not to understand about the material but shy to ask to the teacher, and unfamiliar with using dictionary. They considered that study English is difficult and not their daily language, so their study about English being not interested.

  From the reason, the researcher wants to improve the students ’ interest in speaking ability by using Problem Based Learning Strategy.

  Teachers can use many strategies in language teaching, there are many kinds of strategy of language teaching, one of them is Problem Based Learning (PBL) Strategy. Problem Based Learning is one of the change from teaching paradigm to the learning paradigm (Barr and Tagg, 1995:271). This strategy can make the students active in the class and this strategy focused on the student centered.

  In the new curriculum, students should be active in the class, and the teacher only becomes a facilitator. So, this strategy is the appropriate strategy to improve the students

  ’ speaking ability. By the use of Problem Based Learning (PBL) Strategy, the researcher hopes the students are able to involve the emotional power to find a new knowledge and motivate them to be active in the class and improve their self-confidence on English language especially in speaking skill.

  From explanation above, the researcher decides to conduct a research entitled “Improving the Students’ Speaking Ability in Expressing

  Opinion Through Problem Based Learning Strategy (A Classroom Action Research of the eleventh grade of MAN 2 Semarang in the Academic Year 2018/2019) ”.

  B. Research Questions

  Based on the background of the study, there are some statements of the problem are as follows:

  1. How is the implementation of PBL strategy improve students’ speaking ability in the eleventh grade of MAN 2 Semarang in the academic year 2018/2019?

  2. How is the result of the implementation of PBL strategy improve students speaking ability in the eleventh grade of MAN 2 Semarang in the academic year 2018/2019?

  C. Objective of the Research

  According to the statement of the problem, the objectives of the study are as follows:

  1. To know and to find out the result of implementation of PBL Strategy to improve students ’ interest in speaking ability in the eleventh grade of MAN 2 Semarang in the academic year 2018/2019?

  2. To know and to find out the result of improvement students’ speaking ability after using PBL strategy for the eleventh grade of MAN 2 Semarang in the academic year 2018/2019?

D. Significances of the Research

  Through this classroom action research, the researcher hopes that it can give advantages for:

  1. Theoretically, it is expected that the finding of this research can support and complete the previous theories related to improving students ’ speaking ability through Problem Based Learning strategy.

  2. In practice, the researcher expects that the finding of this research can be useful for:

a. The teachers

  1) To improve the teacher’s ability to teach the students with a better strategy.

  2) To increase the teacher’s professionalism in learning process.

b. The Students 1) To make the students to active in the class.

  2) To interest the students speaking up in the class. 3) To develop the students speaking ability. 4) To train the students confidence.

c. The school

  The result of this research can create the innovation for the school to develop the interesting learning strategy to improve students ’ involvement in teaching learning process. Besides, it creates good quality for students ’ output.

  E. Hypothesis and Success Indicator

  By conducting this research, the researcher proposes a hypothesis: Using PBL Strategy in English subject can improve the students ’ interest in speaking ability in expressing opinion for the eleventh grade of MAN 2 Semarang in the academic of year 2017/2018.

  The success indicator of this research is taken from the passing grade (KKM) of English lesson in MAN 2 Semarang. The passing grade is 70 and the target of the passing grade is 85%.

  F. Method of the Research

  In this research, the researcher used Classroom Action Research (CAR). According to Suyadi (2015:18) informs that Classroom Action Research consists of three words, so there are three definitions, which can be explained:

  Research is the activity of looking at an object by using a certain way 1. to find accurate data. Action is the activities that are intentional and planned with a specific 2. purpose. Classroom is a group of students who are receive the lessons from the 3. same teacher and the same time.

  Based on three words; research, action and classroom, Classroom Action Research (CAR) means teaching and learning activities that are

  

applied in the classroom with the aim of improving the teaching and

learning process.

  The models that usually applied in the action research is model by Kemmis & Mc Taggart. There are four steps in this model they are; planning, action observation and reflection. The whole actions above, which were applied in CAR as follows:

Figure 1.1 The Scheme Based on Kemmis and McTaggart (in McNiff, 2002: 58)

1. Planning

  In this phase you identify a problem or issues and develop a plan of action in order to bring about improvements in a specific area of the research context. This is a forward-looking phase where you consider; i) what kind of investigation is possible within the realities and constrain of your teaching situation; and ii) what potential improvements you think are possible.

  2. Action The plan is a carefully considered on which involves some deliberate interventions into your teaching situation that you put into action over an agreed period of time. The interventions are

  ‘critically informed ’ as you question your assumptions about the current situation and plan new and alternative ways doing things.

  3. Observation This phase involves you in observing systematically the effects of the action and documenting the context, action and opinion of those involved. It is a data collection phase where you use

  ‘open-eyed’ and ‘open-minded’ tools to collect information about what is happening.

  4. Reflection At this point, you reflect on, evaluate and describe the effects of the action in order to make sense of what was happened and to understand the issue you have explored more clearly. You may decide to do further cycle of AR to improve the situation even more, or to share the

  ‘story’ of your research with others as part of your ongoing professional development. Those explanation above is adapted from Kemmis &Mc Taggart (1998:11-14) in Anne Burns (2010:8).

G. The subject of the research

  9. FNZ Female

  16. MYZ Male

  15. MDS Female

  IW Female

  13. HK Female 14.

  12. HCAM Female

  11. HH Female

  10. FHR Female

  The subject of this research is the second year students of MAN 2 Semarang XI MIA 2 in the academic year 2018/2019.

Table 1.1 List of Students ’ Name of XI MIA 2 class of MAN 2 Semarang No Student

  7. EPH Female

  6. ES Female

  5. DW Female

  4. DF Female

  3. BS Female

  2. AC Female

  1. AUA Female

  

’s Name

Sex

  8. FA Female

  17. MR Male

  18. M Male

  19. RA Female

  20. ODY Female

  21. PSN Female

  22. PNA Female

  23. RAPS Female

  24. SR Female

  25. SRN Female

  26. SS Female

  27. SM Male

  28. UTU Female

  29. AR Female

H. Graduating Paper Organization

  This graduating paper has five chapters. Each chapter has different elements as follows: Chapter I is an introduction. This chapter consists of the background of the research, research questions, objectives of the research, significances of the research, hypothesis and success indicator, research methodology, and graduating paper outlines. Chapter II is the theoretical framework.

  This chapter consists of supporting theories and the review of previous research. Chapter III is the implementation of the research. This chapter consists of procedure of the research. Chapter IV is research findings. This chapter consists of the result of the research in using Problem Based Learning Strategy in improving speaking ability for the eleventh grade of students of MAN 2 Semarang in the academic year of 2018/2019. Chapter V is closure. This chapter consists of the conclusions and suggestions of the research based on the analysis in the chapter four. After that, it is followed by bibliography and appendixes.

CHAPTER II THEORETICAL FRAMEWORK A. Review of Previous Research In this research paper, the researcher takes five previous researches

  comparison. The first is Khikmah ’s paper (2011). In her paper about The Use of Student Team Achievement Divisions (STAD) Method and Authentic Material toward Speaking Skill. This research was conducted at MA Mir‟atul Muslimien. Eighteen students of the second grade students of MA Mir‟atul Muslimien 2015 were instructed through STAD strategy and authentic material to improve their speaking skill. This research used classroom action research (CAR). In cycle I, there are 72.23% students passed the standardized score (KKM). It means the target of this research has not achieved yet because the target for students passing KKM is 75%.

  However, in cycle II, there are 77.78%students passing the KKM. This mean this research has been completed and shows that STAD can improve the students‟ speaking skill. The result of the research, the researcher suggests that the English teacher could implement STAD and authentic material in teaching speaking. This technique can help the students to remember the information and the details of the text. In implementation of STAD strategy the students deepen their understanding in authentic text that has been read.

  The second is Fadilah ’s paper (2011). In her paper talk about the use Problem Solving Activities to teach students

  ’ speaking skill. The research used quantitative method with one group pretest-posttest design. The instrument of this research was the t-test. The population of this research 20 of class control and experiment group speaking 1 of IAIN Salatiga.

  The sample was entire population. The data of this research were collected by using the pretest and posttest to the students ’ sample. The results of the data analysis showed that: the mean of control group was

  1.04 and the experiment group was 2.56 and t-observed was 1.81. The t- critical value with degree of freedom (df) = 19 and significance level at 0.05 was 0.90. Based on the analysis above the alternative hypothesis of this research was accepted, because the t-observed was bigger than t- critical value (1.81 > 0.90). It could also be concluded that teaching speaking skill using problem-solving activities improved the students

  ’ speaking skills.

  The third research is Diah ’s paper (2015). In her paper talked about Implementation of Problem Based Learning to Improve Students

  ’ Problems Solving Skill. There are 22 people as the study subjects. The data collected in this study is the data on students

  ’ problem solving ability and self-efficacy. The data is collected by distributions of test, observation and questionnaires, the data is analyzed by Class Action Research. The study results show (1) the implementation of PBL model can improve the students

  ’ problem solving skill where in the 1st cycle, it is 69%, in the 2nd cycle, it is 73%, (2) the implementation of PBL model can improve the students ’ self-efficacy where in the 1st cycle, it is 61%, in the 2nd cycle, it is 43%. The study results show that the implementation of Problem Based Learning (PBL) model can improve the students

  ’ problem solving skill and self-efficacy.

  The fourth is Fahma ’s paper (2016). In her thesis talked about the implementation of problem based learning model in improving learning achievement on accounting subject students. This research was classroom action research that consisted of two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The subjects of this research were the students of XI AK3 class of SMK Negeri 4 Klaten. The data analysis technique used in this research was descriptive comparative analysis. It was to compare the initial condition before action implementation with the results of the research in Cycle 1 and 2. The results of the research show that: (1) Problem-Based Learning (PBL) model can improve the students

  ’ accounting learning achievement that was proven that: (a) the improvement of the students ’ learning achievement that the percentage before the action implementation was only 58.82% was improved to 100% after the action implementation, (b) the students were able to solve problems by having group discussions, (2) improving the students

  ’ accounting learning achievement using Problem- Based Learning (PBL) model was conducted by having group discussions.

  The fifth is Angga ’s paper (2015). In his journal talked about is The effect of problem based learning strategy toward students' speaking ability. It was done to the students at the first grade of SMAN 1 Enam Lingkung registered in 2012/2013. The data of the study were collected trough tested. The findings of the study showed that experimental group taught by the problem based learning have better ability than control group which is taught by the conventional method. So, it can conclude that the used of problem based learning in teaching descriptive text can improve students ’ speaking ability in expressing description people, things, and places.

  To differentiate with those papers, this research is focused on the students ’ interest in speaking ability and analyze the ability of the second year students of MAN 2 Semarang in speaking ability in the academic year 2018/2019. The researcher chooses the strategy of PBL and the purpose is to improve the students

  ’ speaking ability.

B. Supporting Theories of Speaking

1. Speaking

a. Definition of Speaking

  Bailey (2005: 2), “Speaking consists of producing systematic verbal utterance to convey meaning. Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information. It is often spontaneous, open-ended and evolving.

  Harmer (2007: 284), “Speaking is the ability to speak fluently and presupposes not only knowledge of language features, but also the ability to process information ”.

  Therefore, the researcher concludes that speaking is ability to produce the language and share their ideas.

b. Elements of Speaking

  In accordance to Harmer, (2007: 269-271), The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language ‘on the spot’.

a. Language features Among the elements necessary for spoken

  production (as opposed to the production of practice examples in language drills, for example) are the following: a) Connected speech

  Effective speakers of English need to be able not only to product the individual phonemes of English (as in saying I would have gone) but also to use fluent

  ‘connected speech ’ (as in I’d’ve gone). In connected speech sounds are modified (assimilation), omitted (elision), added (linking

  r ), or weakened (through contraction and stress patterning).

  b) Expressive device Native speakers of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and noun-verbal (paralinguistic) means how they are feeling (especially in face-to-face interaction) the use of these devices contributes to the ability to convey meanings. They allow the extra expression of emotion and intensity. Student should be able to deploy at least some of such suprasegmental features and devices in the same way if they are to be fully effective communicators.

  Lexis and grammar

  c) Spontaneous speech is marked by the use of a number of common lexical phrases, especially in the performance of certain language function. Teacher should therefore supply a variety of phrases for different functions such as agreeing or disagreeing, expressing, surprise, shock, or approval. Where students are involved in specific speaking contexts such as a job interview, we can prime them, in the same way, with certain useful phrases which they can produce at various stages of an interaction.

d) Negotiation language

  Effective speaking benefits from the negotiation language we use to seek clarification and to show the structure of what we are saying. We often need to

  ‘ask for clarification ’ when we are listening to someone else talk.

b. Mental/social processing

  If part of speaker ’s productive ability involves the knowledge of language ability such as those discussed above, success is also dependent upon the rapid processing ability that talking necessitates.

  a) Language processing Effective speakers need to be able to process language their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. Language processing involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. One of the main reasons for including speaking activities in language lessons is to help students develop habits of rapid language processing in English.

  b) Interacting with others Most speaking involves interaction with one or more participants. This means that effective speaking is also involves a good deal of listening, and understanding of how the other participants are feeling, and a knowledge of how linguistically to take turns or allow others to do so.

  c) (On-the-spot) information processing Quite apart from our response to others

  ’ feelings, we also need to be able to process the information they tell us the moment we get it. The longer it takes for ‘the penny to drop ’ the less effective we are as instant communicators. However, it should be remembered that this instant response is very culture-specific, and is not prized by speakers in many other language communities.

c. Function of Speaking

  According to Richards (2008: 21) the functions of speaking are; talk as interaction, talk as transaction, talk as performance.

  They are as follows:

  a) Talk as interaction

  Talk as interaction refers to what we normally mean by “conversation” and describes interaction that serves a primally social function. When people meet, they exchange greetings, engage in small talk, recount recent experiences, and so on, because they wish to be friendly and to establish a comfortable zone of interaction with others. The focus is more on the speakers and how they wish to present themselves to each other than on the message.

  b) Talk as transaction Talk as transaction refers to situations where the focus is on what is said or done. The message and making oneself understood clearly and accurately is the central focus, rather than the participants and how they interact social with each other. In such transaction,

  talk is associated with other activities. For example, students may be engaged in hands-on activities (e.g., in a science lesson) to explore concepts associated with floating and sinking. In this type of spoken language students and teachers usually focus on meaning or on talking their way to

understanding. (Richard 2008:24) in (Jones 1996:14).

  Examples of talk as transaction are:

  1. Classroom group discussion and problem-solving activities

  2. A class activity during which students design a poster

  3. Discussion needed computer repairs with technician

  4. Making a telephone call to obtain flight information

  

5. Asking someone for directions on the street

  6. Buying something in a shop 7. Ordering food from a menu in restaurant.

c) Speaking as performance

  This refers to public talk, that is, talk that transmits information before an audience, such as classroom presentations, public announcements, and speeches.

d. The classroom activities

  Harmer (2001: 348-352) observes that there are seven classroom speaking activities, such as:

a) Acting from script

  Playing script and acting out the dialogues are two kinds of the acting scripts that should be considered by the teacher in the teaching and learning process. In the playing script, it is important for the student to teach it as real acting.

  The role of the teacher in this activity is as theatre directors, drawing attention to appropriate stress, intonation, and speed.

  This means that the lines they speak will have real meaning. By giving students practice in these things before they give their final performances, the teacher ensures that acting put is both a learning and language producing activity. In acting the dialogue, the students will be very helped if they are given time to rehearse their dialogues before the performance. The students will gain much more from the whole experience in the process.

  b) Communication Games Games are designed to provoke communication between students. The games are made based on the principle of the information gap so that one student has to talk to a partner in order to solve a puzzle, draw a picture, put a thing in the right order, or find similarities and differences between pictures. Television and radio games, imported into the classroom, often provide good fluency activities.

  c) Discussion

  One of the reason that the discussions fail (when they do) is that students are reluctant to give an opinion in front of the whole class, particularly if they cannot think of anything to say and are not, anyway, confident of the language they might use to say it. Many students feel extremely exposed in discussion situation.

  Discussion is probably the most commonly used activity in the oral ability class. Here, the students are allowed to express their real opinions. Discussion range is divided into several stages frim highly formal, whole-group staged events to informal small-group interaction. Harmer (2001:272).

d) Prepared talks

  A popular kind of activity is the prepared talk were a student makes a presentation as a topic of their own choice.

  Such talks are not designed for informal spontaneous conversation, because they are prepared, they are more ‘writing-like’ than this. However, if possible, students should speak from notes rather than from a script.

  Prepared talks represent a defined and useful speaking genre, and if properly organized, can be extremely interesting for both speaker and listeners. Just as in process writing the development of the talk, from original ideas to finished work, will be vital of importance. e) Questionnaires Questionnaires are useful because, by being pre- planned, they ensure that both questioner and respondent have something to say to each other. Students can designed questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process. The results obtained from questionnaires can than form the basis for written work, discussion, and prepared talks.

  f) Simulation and role-play Role-play are effective when they are open-ended, so that different people have different views of what the outcome should be, and a consensus has to be reached.

  According to Ken Jones (1982: 4-7) in Harmer (2001: 274) have the following the characteristics:

  1. Reality of function The students must not think of themselves as students, but as real participants in the situations.

  2. A simulated environment The teacher says that the classroom is an airport check-in area for example.

  3. Structure

  Students must see how the activity is constructed and they must be given the necessary information to carry out the simulation effectively.

g) The roles of the teacher

  As with any other types of classroom procedure, teachers need to play a number of different roles during the speaking activity described above. However, three have particular relevance if we are trying to get students to speak fluently:

  1. Prompter Students sometimes get lost, cannot think of what to say next, or in struggle out of such situations on their own, and indeed sometimes this may be the best option. However, we may be able to help them and the activity to progress by offering discrete suggestions. If this can be 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 ‘dead end’ of language or ideas.

  2. Participant Teacher should be good animators when asking students to produce language. Sometimes this can be achieved by setting up an activity clearly and with enthusiasm. At other times, however, teachers may want to participate in discussions or role-play themselves. That way they can prompt covertly, introduce new information to help the activity along, ensure continuing student engagement, and generally maintain a creative atmosphere.

3. Feedback provider

  The vexed question of when and how to give feedback in speaking activities is answered by considering carefully the effect of possible different approaches.

2. Problem Based Learning Strategy

  Problem-based learning is an approach to learning that has been constructed from a perspective that considers a whole range of theories. (Maggi, 2004:34).