REVIEW OF THE RELATED LITERATURE

3) Simulations

Rusman (2011:309) simulation is a learning strategy that aim to provide a more concrete learning experience through the creation of imitations approach forms a real atmosphere and take in atmosphere without risk. Harmer (2001:274) simulation can be used to encourage general oral fluency, or to train student for specific situation especially where they are studying English as foreign language.

In simulations, students can bring items to the class to create a In simulations, students can bring items to the class to create a

Table.2.4 Procedure of Simulation Technique

1. Orientation The Teacher presents the topic of the simulation and explained the concept of the simulation.

2. Participant training Setting the scenario (rule, role, procedure, scoring types of decisions to be made and goal)

3. Simulation operation Conduct activity, feedback and evaluation of performance and effect of decisions

4. Participating debriefing Summarizing about event, perceptions, difficulties

and insight. Analyze process and compare simulation activity to the real world.

4) Information Gap

Harmer define that in formation gap as a “gap" between the two (persons) in the information they possess, and the conversation helps to close that gap so that now both speakers have the same information Harmer (1991:48). Bakshi (2009:2) defined it as "a situation where one person knows something, which the other does not.

In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need.

These activities are effective because everybody has the opportunity to talk extensively in the target language.

Table.2.5The Procedure of Information Gap Technique

1. Using information gap activities as the main activities to improve the students‟ speaking skills and to make them involved in the

teaching-learning process.

2. Using classroom English during the teaching-learning process. 3. Using interesting media in the teaching-learning process to attract

students‟ attention and maintain their motivation in the teaching- learning process.

4. Giving rewards.

5. Giving feedback on the students‟ pronunciation

5) Brainstorming

Brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.

As with all brainstorming techniques, the idea is to create an environment in which there is no judgment. This means that when there is a new idea presented, participants are not allowed to discredit it or turndown the idea. Of course, building up on ideas is encouraged. With the Post-It Throw down, the purpose is to create as many ideas as possible within a short amount of time.

Table.2.6 Procedure of Brainstorming Technique

Step 1: Gather all students into a circular arrangement. Step 2: Equip each student with a permanent marker and a pile of post-it

notes. Step 3: Explain the goal of the brainstorm: Come up with ideas for

_________. Step 4: Encourage students to draw their ideas out as opposed to writing Step 5: Start the timer. Throw down sessions are usually held to 10-15

minute intervals. When a student comes up with an idea, they are to raise their post-it

note and quickly explain their idea to the class. At this time, all students should stop drawing and pay attention to the new idea. Once the idea is presented, everyone goes back to drawing their ideas. This fast-paced brainstorming technique will yield many crazy ideas, and that is the purpose. It is then the teacher‟s job to encourage students to build on ideas and turn them in to reality.

6) Storytelling

Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes

According to Jianing in Nugroho , there are six steps in conducting storytelling, as follows :

Table.2.7 Procedure of Story TellingTechnique

a. Warning Up

b. Divide the student into groups and each group prepares a story

c. Ask each students to prepare a story (about two minutes long) in advance

d. Divide the student into four to five groups and each group is given an opening of a story and asked to finish the story in about 20 minutes

e. Ask each group to hand in an incomplete story and redistribute them among the groups.

f. The teacher gives the first sentence to the class and then each student adds one more sentence to make a whole story.

7) Interviews

Students can conduct interviews on selected topics with various peoples. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present this or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.

In Three-Step Interview, student pairs take turns interviewing each

Table. 2.8 Procedure of Interview Technique Step. 1

Student A interviews student B

Step. 2

Student B interviews student A

Step. 3

Student A and student B, each summarizes their partner„s responses for student C and D.

The teaching steps of Three-Step Interview lead the students to communicate in target language. When the students interaction each other, they convey the ideas which involve all indicators of speaking.

8) Story Completion

This is a very enjoyable, whole-class, free-speaking activity for which student seat in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on.

The step in doing Story Completion activity, we can see the table procedure bellow.

Table. 2.9 Procedure of Story Completing Technique

Teacher explains about story completion and tells to Introduction

student show to do it well Teachers explain to the students to perform freely by

Assessment their creativity. The teacher focuses to assess the

vocabulary mastery of the students. Teacher and students sit in a circle. Based on theory of

Preparation the story completion above, the researcher gives the limitation of free speaking as stated above

The students are free to speak but they should complete the idea of the story that has been determined by the researcher for each student in a group. The students are free to tell the story by using their own words and they are free to use their gesture or even expression when conducting story completion.

9) Reporting

Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.

10) Picture Describing

One way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, then, a spoken person for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills.

Describing picture is one of activity in teaching speaking English. In this activity, students must describe pictures in front of class. Every student gets one picture and must describe it. The purposes of this Describing picture is one of activity in teaching speaking English. In this activity, students must describe pictures in front of class. Every student gets one picture and must describe it. The purposes of this

Table.2.11 Procedure of Picture Describing Technique

a. The teacher prepares picture according to the topic or material of subject.

b. The teacher asks students to examine the picture accuracy.

c. The teacher divides students in groups.

d. The teacher asks all members of groups to write the vocabularies based on the result of their examined the picture (necessary limitation of the time).

e. Then, every group make sentences and writes on the black board.

f. After that, every group describes their picture.

g. Clarification/ conclusion/ teacher reflection.

B. The Review of Related Study

This research is supported by some researches. Agung Ginanjar(2013) had researched about Teachers‟ strategies in teaching speaking to students at secondary level ”. The strategies of teaching speaking that the teacher used were cooperative activities, creative task, role play, and drilling. While student responses toward the strategies several positive attitude as they responded that the strategies helped them to speak, as well as concerned oral production of students whose participation was emphasized.

Fell y Tri Wahyuni (2014) his title research about “Teacher‟s Technique in Teaching Speaking at Islamic Junior High School 1 Lubuk Basung” she explained that the teacher technique must appropriate with student needs, the teacher have to make good atmosphere at classroom learning.

Kendra Warman (2016) did his research an analysis of teacher‟s techniques in

Padang. He was concluded that the teacher has had many experinces in teaching. They uses many techniques in teaching English especialy speaking skill. The techniques that they mostly used by them there are Brainstroming, Picture Narating, Picture Describing, and discussion.

Shafinaz Sikder(2016) Role of a teacher in teaching speaking by following a communicative approach. From the above study, it is evident that teaching speaking with communicative approach seems quite difficult in real classroom since speaking as a skill has always received less importance in our context where students never have to take oral test.

C. Conceptual Framework

This study can be drawn in the following figure:

Concept English Teaching

Techniques are used by the teacher in teaching speaking

Students‟ Responce

Analysis