Submitted to the Board of Examiner in Partial Fulfillment of the Requirements for the Sarjana Degree of Islamic Educational Studies (S.Pd.I) English Education Department of Teacher Training and Education Faculty
THE USE OF WHO AM I GAME TO IMPROVE
STUDENTS’ SPEAKING SKILLS
(A Classroom Action Research of SecondGgrade of SMP N 3 Suruh
in the Academic Year 2015/2016)
GRADUATING PAPER
Submitted to the Board of Examiner in Partial Fulfillment of the
Requirements for the Sarjana Degree of Islamic Educational Studies (S.Pd.I)
English Education Department of Teacher Training and Education Faculty
M. Fatkhur Rohman
11311015
ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
MOTTO
“YOU WILL NEVER KNOW TRUE ANSWER, BEFORE YOU
TRY”
(Fatkhur)
DEDICATION
This graduating paper is dedicated to: 1.
My beloved parents, Mrs. Mursiyah and Mr. Tamziz, who always educate me in doing good thing. They are my hero, thanks for all generosity, finance, and encouragement, and also thanks for your love, trust, and everlasting praying. Allah bless you mom and dad.
2. My older brother Nur Qomarrudin and My older sister Sayidatun Nisak, thanks for your kindness, support, and togetherness.
3. My beloved Arifatul Fitriyah, thanks for your kindness, love, trust, encouragement, and praying.
4. My unforgettable friends (Hasan, Darus, Fauzi, Herman, Ansori, Debyo, Fariq, Hantoro, Nafi, Honang, Zulfikar) Thanks for your togetherness and I’m proud to call you as my best friends.
ACKNOWLEDGEMENT
BissmillahirrahmanirrahimAlhamdullillahirobbil ‘alamin, thanks to Allah SWT, God almighty for the
blessing given me in completing this thesis as one requirement to finished my study in English Department Faculty of States for Institute Islamic Studies.
This thesis would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to: 1.
Dr. H. Rahmad Hariyadi, M.Pd., the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Mr. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.
3. Mrs. Noor Malihah, Ph. D., the Head of English Education Faculty.
4. Mrs. Mashlihatul Umami S.Pd.I, M.A., as consultant who has educated, supported, directed and given the writer advice, suggestion and recommendation for this graduating paper from beginning until the end. Thanks for your patient and care.
5. All lecturers, especially the lecturers of English and Education Department of State Institute for Islamic Studies (IAIN) Salatiga.
6. My beloved mother (Mrs. Mursiyah) and my father (Mr. Tamziz) who always gives me support encouragement, finance, love, trust and everlasting praying.
7. My beloved Arifatul Fitriyah, thanks for your kindness, love, trust,
ABSTRACT
Rohman , Fatkhur.2016. “The Use of Who Am I Game to Improve Students’
Speaking Skill (A Classroom Action Research second grade of SMP N 3 Suruh in the academic year 2015/2016)”. Graduating Paper English Education Department of State Institute for Islamic Studies (IAIN) Salatiga: Maslihatul Umami, S.Pd.I, M.A.
Keywords: Speaking Skill, Who Am I Game, Guess game, Speaking The aims of this research are (1) to find out whether there is improvement of speaking skill trough Who Am I Game (2) to find out the extent of using Who am I game to improve speaking ability of second grade of SMP N 3 Suruh. The research method used is classroom action research. The subjects of the research were thirty students in the second grade of SMP N 3 Suruh. The researcher used two cycles; each cycle consists of planning, action, observation, and reflection. The researcher found several findings on it. The findings show that the students’ speaking skill increases from pre to post test. The mean of pre-test I is 54,33, the mean of post-test I is 66, the mean of pre-test II is 61,66, and the mean of post- test II is 74,33. The increasing percentages of students who pass in oral test in cycle I and cycle II are: 56,66% up to 76,66%. The decreasing percentages students who do not pass oral test are: 43,33% to 23,33%. It means that Who Am I Game is able to improve the students’ speaking skill.
TABLE OF CONTENTS TITLE
…………………………………………………………………… i
DECLARATION
………………………………………………………. ii
ATTENTIVE CONSELOR NOTES
…………………………………... iii
STATEMENT OF CERTIFICATION
………………………………… iv
MOTTO ………………………………………………………………… v
ACKNOWLEDGMENT……………………………………………….. vi
ABSTRACT
……………………………………………………………. ix
TABLE OF CONTENT
………………………………………………... viii
LIST OF TABLES
……………………………………………………... xiv
CHAPTER I : INTRODUCTION A. Background of the Study ……………………………………….. 1 B. Statement of the Problems ……………………………………….. 4 C. Objectives of the Study …………………………………….......... 4 D. Significance of the Study ……………………………………….. 5 E. Limitation of the Study …………………………………………. 6 F. Definition of the Key Terms ……………………………………. 6 G. Review of Previous Research ………………………………….. 7 H. Outline of Graduating Paper …………………………………… 8
CHAPTER II : REVIEW OF RELATED LITERATURE A. Games …………………………………………………………… 10 1. Kinds of Games ……………………………………………… 10 2. Kinds of Communication Games Activity …………………... 12 3. Implementation of “Who Am I Game” in Teaching Speaking.. 14 4. Picture as a Media to Support Who Am I Game ……………. 14 5. Steps of Who Am I Game ………………………………….... 15 6. Advantages of using Who Am I Game ……………………… 16 7. Disadvantages of using Who Am I Game…………………… 17 B. Speaking…………………………………………………………. 17 1. The definition of speaking …………………………………... 18 2. The elements of speaking …………………………………… 19 3. Teaching speaking skill ……………………………………... 21 4. Principles for designing speaking techniques ………………. 24 5. Indicator of speaking competence …………………………... 25 CHAPTER III : RESEARCH METHODOLOGY A. The Setting of Research…………………………………………. 28 1. History and general situation of SMP Negeri 3 Suruh ……… 28 2. The list of educational facilities and tools …………………... 29 3. The list of teacher and staff of SMP Negeri 3 Suruh ……….. 31 4. The situation of Students ……………………………………. 32
C.
The Method of Research ……………………………………….... 34 D.
The Procedures of Research……………………………………… 39 1.
Planning ……………………………………………………… 39 2. Action ………………………………………………………... 39 3. Observation …………………………………………………... 39 4. Reflection ……………………………………………………. 39 E. Technique of Collecting Data …………………………………… 41 1.
Test …………………………………………………………. 41 2. Observation ………………………………………………….. 42 3. Documentation ………………………………………………. 42 F. Evaluation Criteria ………………………………………………. 43 G.
Technique of Data Analysis ……………………………………... 45
CHAPTER IV : THE IMPLEMENTATION OF RESEARCH A. Cycle I…………………………………………………………… 47 1. Planning ……………………………………………………... 47 2. The implementation of the action ………………………….... 47 3. Observation …………………………………………………. 49 4. Score of speaking …………………………………………… 49 5. Reflection …………………………………………………… 55 B. Cycle II………………………………………………………….. 55 1. Planning …………………………………………………….. 55
3. Observation …………………………………………………. 57 4.
Score of speaking …………………………………………… 58 5. Reflection …………………………………………………… 63 C. Discussion ……………………………………………………… 63
CHAPTER V : CLOUSURE A. Conclusion ……………………………………………………… 67 B. Suggestion ………………………………………………………. 68 1. Teacher ……………………………………………………… 68 2. Researcher …………………………………………………... 68 3. Students ……………………………………………………... 69
LIST OF TABLE 1.
The speaking assessment rubric 2. Education facilities and tools of SMP Negeri 3 suruh 3. The organization profession structure of SMP Negeri 3 Suruh 4. The situation of students of SMP Negeri 3 Suruh 5. The students list of 8E class 6. The result of pre test and post test cycle I 7. The result of oral test cycle I 8. The result of pre test and post test cycle II 9. The result oral test cycle II 10.
The mean of Student’s score 11. The percentages of oral test 12. The mean and T-calculation of students’ Score
CHAPTER I INTRODUCTION A. Background of Study The function of language is for communication. English is used by
millions of people in the world. In Indonesia English is considered as a foreign language that is thought from elementary school until university.
In education teacher hope that students can be spoken English fluently. Speaking is one of the important skills in language learning besides listening, writing and reading. Speaking is the act, utterance of one who speaks. Speaking also can be defined activity in giving and asking information by two and more people. In speaking, there is a process of communication between speaker and listener.
Speaking is one of the most important skills to be mastered. Its success is measured in term of the ability to carry out conversation in an interactive process of constructing meaning that involves producing, receiving, and processing information. Mastering speaking skill is very significant because people can carry out conversation with others. On that account, in speaking classroom the learned should work as much as possible on their own, talk to another directly and think medium of the teacher.
To most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is language. One of the big questions in any second langu age teachers’ head is “how to develop our students’ speaking skill? This problem, according to Stevick (1967) is due to the gap between linguistic expertise and our teaching methodology. The ESL teacher’s growing concern over communication is largely a reaction against the most extreme practice of the Audio-lingual Method, which tended to dichotomize language structure and content. The behaviorist theory of learning on which this method was based stressed the development of automatic, conditioned responses to teacher-directed cues. Memorization of short dialogues and oral repetition of controlled structural drills became the activities through which students gained phonological and syntactic habits. It was assumed that students would be able to infer general rules and patterns from the model sentences drilled and thus extend their control by recognizing semantic and structural similarities which had never been explicitly presented to them.
A considerable number of articles discuss specific methods by which teachers might develop lots of examples for teaching students to communicate more effectively. The majority depends upon fact that in order to increase what West (1968) terms IPTT (Individual Pupil Talking Time), the teacher must concern which development of student to student interaction.
In teaching learning English as the foreign language most of factors can be derived by the teacher and students. Limitation of vocabulary it can be caused difficult to speak. The students feel nervous when he or she will to speak. Students are not ready to learn. There are some factors from student. While factors from teacher are the teacher teach focus on grammar. The real speaking need short time to speak. It is very difficult to remember Grammar because English Grammar is very complex. So, some students hate English.
Ideal English classroom should be enjoyable and learning methods should be fun, so students fell enjoy during teaching learning process. In contrary, most of students still consider that English is difficult lesson, especially in speaking skill. In junior high school English becomes one of subject in national examination. Thus, students must study hard about speaking in an important element in English learning.
From these reasons above, the English teacher must give fun method with games in teaching vocabulary to interest student motivation like use who am I game. By using this game students will be easier to improve their speaking skill. It must be remembered by everyone who wants to be professional communication that speaking English is as foundation to step forward their future.
Based on the explanation above, the researcher t akes a title “THE
USE OF WHO AM I GAME TO IMPROVE THE STUDENTS’ SPEAKING
SKILL ” (A Classroom Action Research in second grade of SMPN 3 Suruh
B. Statement of the Problem
Based on the Background of the study, there are many problems that arise. Some problems that can be identified are as follows:
1. Can the use of Who Am I game improve the students’ speaking ability of the second grade of SMPN 3 Suruh Semarang regency or not?.
2. How far the use of Who Am I game to improve students’ speaking skillof second grade of SMPN 3 Suruh Semarang regency?.
C. The Objective of the Study
Generally the objective of this research is to improve the Students’ speaking ability in the second year of SMP N 3 Suruh. The Objectives of the research especially are to get information about: 1.
Whether the implementation of Who Am I game to improve speaking ability of the second grade students of SMPN 3 Suruh Semarang regency.
2. The extent of use of Who Am I game to improve speaking ability of the second grade students of SMPN 3 Suruh Semarang regency.
D. Significance of the Study
The researcher hopes that the result of this research can give information and the researcher hope by using Who Am I game and in speaking class will be useful for both, for the teacher, the students and the researcher.
1. For the teachers The result of the research can give additional information to teach
English especially speaking skill to improve the quality of teaching learning process. Beside that researcher hope it can be solution of problem teaching English.
2. For students The result of the research can give motivation the students to interest in learning English. Use who am I game they can learn
English more fun and enjoy.
3. For the other researchers It can lead to future researcher because it will be a good basic to know why the students have low performance in speaking skill. The result of the research can be used as an input in English teaching and learning process.
4. For institution The result of this result can contribute the institution to fulfill the demand of English curriculum. Thus, students are able to get
5. For the Writer
From this research, the writer can learn some ways to give motivation for the students to improve speaking skill and study.
E. Limitation of the study
The researcher limits this research dealing with the improvement of students’ speaking skill of the second grade in SMPN 3 Suruh trough Who Am I game.
F. The Definition of Key Terms 1.
Game Game is one of activities which can help to create dynamic, motivating classes. The reason is that real learning takes place when the students, in relaxed atmosphere, participate, in activities that require them to use what they have been drilled on. Games are not only suitable for children also for adult. Since there is always a child hidden in every one of use. Bringing out this ‘child’ undoubtedly facilities the learning of a foreign language. (Endang Fauziati, 2005:130).
2. Speaking
Speaking is so much a part of daily life that we take it for granted. The average person produces tens of thousands of word a day, although some people-like auctioneers or politicians- my produce even more than that. So natural and integral is speaking that we forget how we how to do it all over again in a foreign language. (Scott Thornbury, 2005:1) G.
The Review of Previous Research
In this thesis, the writer uses the previous dealing with the topic of this study.
The research was done by Mut Mainah 2010 in “The Use of
Snake and Ladder Games to Improve Students Speaking Ability ” (An
Action Research at The Seventh Grade of SMPN 09 Salatiga in Academic Year 2010/2011). Research by Mut Mainah in 2011 the students of English department of State Institute of Islamic Studies (STAIN) Salatiga.
She found that the use of snake ladder game can improve students speaking ability.
The second review related to this research, the title is “Improving
Students’ Speaking Ability Trough Communication Games” (A Classroom
Action Research at First Grade of MTs. Manaratul Islam, Cilandak)”, Research by Ulviana 2011the student of teacher training Syarif Hidayatullah State Islamic University Jakarta. She was conducted in two cycles, in which in the first cycle there were three meetings and in the second cycle there were four meetings. Every cycle consisted of four steps: Planning, Acting, Observing, and Reflecting. Planning is the first step to do the research. Acting is the implementation of the planning that has been planned by the teacher and the researcher as well. Each Acting
Observing students’ activity in the classroom is the duty. She observed every single thing that happen in the classroom while the teaching and learning process were accomplishing. She used observation form that has been formed by the researcher concerning with cases to be observed.
Reflecting is time to reflect the all activities whether the implementation of the communication game developed students’ speaking skill or it not.
Based on the result of data analysis, she inferred that teaching English by using communication games is effective and can improve students speaking ability. It can be proved through several data such as; observation result, which it shows students enthusiastic, and actively participated in learning process. They were also motivated to learn spoken English with it reduces students’ hesitation to say in English.
H. Outline of Thesis Presentation
In order to make easy understand this thesis, the writer’s following system of presentation as follows. Chapter I presents introduction. It explains background of study, the statement of problem, the objective of study, definition of keys term, and outline of thesis presentation. Chapter
II describes the reviews or related literature. It discusses the general concept of classroom action research class, the activities of classroom action research, the design of classroom action research, objective of classroom action research and general concepts of who am I game and general situation of SMP N 3 Suruh. It consists of geographical placed, the history of SMP N 3 Suruh, the profile of teacher and students, the condition of the infrastructure. Chapter IV is the implementation of research, it contains about field note and scores of speaking. Chapter V as the last part of this outline consists of closure which will be defied into two part, conclusion and suggestion. Bibliography. Appendixes.
CHAPTER II REVIEW OF RELATED LITERATURE A. Games Enjoyment of game is not limited by age. Some individual are not
seen from age but from the suitability of the games and the roles of the players. It is usually accepted that young learners and adult are interested in playing games. Moreover, Andrew Wright and Friends (1983:1) state games help and encourage many learners to sustain their interest and work.
Games also help the teacher to create context in which language is useful and meaningful. The learners want to take part, and in order to do so must understand what other saying or have written, and they must speak or write in order to express their own point of view or give information.
Games provide one way of helping the learners to experience language rather than merely study it. The teacher should be careful to make the games enjoyed by young learners and at the same time some language items are learned. The game also has many advantages. They make the students more e asily to understand the teacher’s instruction, strengthen the students’ understanding of the context of learning.
1. Kinds of Games
Classifying language games into categories can be very difficult because categories often overlap. Therefore, different linguistics uses character of a type of game and the way in which it engages the learner can be helpful in the adaptation of games on the creation of new games. According to Hadfield (1987:4), language games can be divided into two further categories: Linguistic games and communicative games. Linguistic games focus on accuracy, such as applying the correct antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people indentifying the differences between their two pictures which are similar to one another but not exactly alike. Hadfield (1987:5) also classifies language games into many more categories as follow: a.
Guessing Games Guessing games are familiar variant on these principles. The player with the information deliberately withholds it, while others guess what it might be.
b.
Search Games Search games are another variant, involving the whole class. In these games everyone in the class has one piece of information.
Players must obtain all or a large amount of the information available to fill in a questionnaire or to solve a problem. Each student is thus simultaneously a giver and collector of information. c.
Matching Games Matching games are based on a different principle, but also involve a transfer of information. These games involve matching identical pairs of cards or pictures, and may be played as a whole class activity, where everyone must circulate until they find a partner with the same card or picture.
d.
Exchanging and collecting games Exchanging and collecting games are based on the barter principle. Players have certain articles or cards which they are willing to exchange for others in order to complete a set. This may be played as a whole class activity, where players circulate freely, exchanging cards or articles at random: or as an inter- group activity, where players agree to collect a certain set of articles as a group and then exchange articles between groups; or as a card gam e on the ‘rummy’ principle.
e.
Combining activities Combining activities are those in which the players must act on certain information in order to arrange themselves in groups such as families or people living in the same flat.
2. Kinds of Communication Games Activity
According to Harmer (1982:349), there are two particular categories of communication games, they are: a.
Information-Gap Games: games that involves solving a puzzle, drawing a picture (describe and draw), putting things in the right order (describe and arrange), and finding similarities and differences between pictures.
These games are commonly accomplished in pairs. Student has to talk to his/her partner in order to obtain the task.
b.
Television and radio games: this games activity is accomplished in grouping or team work. Each team has to ask “yes/no question” to the chairperson from the other team. The chair person has to think of an object that is either animal, vegetables or mineral or combination of two or three of these by giving opportunities to other team to ask about 20 questions and each team must guess what object is being imagined by the chairperson. The team will get points if they guess the answer correctly in fewer.
Other games are also suggested by Harmer such as “just a
minute ” in which each participant has to speak for 60 seconds on
the subject that is given by the chairperson without hesitation, reception, or deviation. If another contestant hears any mistakes, he or she has to interrupt, by which she/he gets a points. The person
From the games suggested by Hammer, as for the writer the Television and radio games (Who Am I Game) are considered the suitable one for teaching speaking. In view of students limited vocabulary and expression, that to play the game they only have to ask question in the form of simple sentence. So these games will not force them to do what they can do.
3. Implementation of “Who Am I Game” in Teaching Speaking This game is supposed to be useful for teacher in encouraging game, the teacher gives materials such as expressions, vocabulary, picture, realties, and other media which are enable students to expose their English through the activities. For instance, information gaps, it is a classroom activity where the teacher chooses two students make groups A and B, then the teacher gives them different picture to play the game.
4. Picture as a Media to Support “Who am I Game” in Teaching Speaking
To get the goals of the study, the teacher should decide to use the appropriate media in teaching learning activity. There are many kinds of media, one of them is picture. Pictures are appropriate media to be used in teaching learning process, especially in teaching speaking.
Picture also can be used as media in “Who Am I Game”. The students will not get difficulties to describe a particular thing by using picture. creative and attract the students to speak. According Gerlack and Ely (1980:218) state the advantages of the picture are: a.
The pictures are inexpensive and widely available.
b.
They provide common experiences for an entire group.
c.
The visual detail makes it possible to study subject which would otherwise be possible.
d.
Picture can help to prevent and correct misconception.
e.
Picture offer a stimulus further study reading and research.
Visual evidence is powerful tool.
f.
They help to focus attention and help develop critical judgment.
5. Steps of Who Am I Game
According to Walidi (2006:30) there are five steps in Who Am I Game, there are: a.
Formed two groups, namely the Group A and Group B, the number of its members should be equal and balanced.
b.
A card given to one player from one group, for example, Group A.
c.
After that the player observing cards, for 90 seconds in front of the group with a convincing expression, he tried to give the traits or descriptions of mysterious objects/animals on the card.
d.
With a view of the traits described his friend, the other objects/animals, and delivered orally after time runs out (90 seconds) by the interlocutor of the interpreter.
e.
Once the time runs out, the next sign turn Group B with the opportunity and the same time. Soon Meekis (2013) list pr ocedures of playing “Who am I” game such as; Pick one name for each person playing. Do not let any of the players see the names until the game starts. The names can represent real people you know, celebrities, animated characters, story book, characters, historical figures, or animal such mammals, birds, etc. Stick one label on each person is back. Do not allow him/her to see the name before you put it there. Tell everyone the rules. Each person gets “yes or no” question to find out who she / he is. For ins tance, she can ask, “Am I a male?” Am I alive?” and so on. The question cannot be either / or questions like “Am I male or female?” The players have roam around the room to ask other people the questions. Tell them they cannot ask only one person all questions; the point to mingle. Whoever guesses correctly first wins the game. No hints are allowed, unless everyone is stuck and cannot figure out who they are. Vary the game by using the names of objects instead of people and animal.
6. Advantages of Using “Who Am I Game” in Teaching Speaking
There are several advantages teaching English use Who Am I Game, they are: a.
“Who Am I game” can be make students to be more creative and communicative.
b.
Provide more opportunities for students to express their opinions and feeling c.
This game gives positive effect on the students’ interest and motivation in studying English as well as to increase their speaking ability.
d.
Increase cooperation among students.
e.
Increase tolerance among students.
B. Speaking
Speaking skill is an important skill needs to be teaching in language class. However, it does not mean the other skills such as listening, reading, and writing are less important rather than speaking skill. Those skills are sustaining each other, for instance; speaking skill preceded by listening. Through listening people know vocabulary they do not know before.
1. The Definition of Speaking
Speaking in linguistics term has various definitions. In Oxford Advanced Learner’s Dictionary, speak means saying something to express ideas and opinions.
Speaking is an interactive process of contracting meaning that involves producing and receiving and processing information (Born, 1994; Bums & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experience, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable. (Flores, 1999:2).
Speaking is a means to deliver opinions. Speaking ability is important in language learning, because we can communicate through our oral expression to gain much more information. In addition, Fulcher (2003:23) defines that, speaking is the verbal use of language to communicate with others”. By speaking, people will be able to communicate with other because they could deliver their ideas, opinions, feels, and interact to each other.
From the above definition, it can be concluded that speaking is a crucial part of second language learning and teaching. Dealing with the importance of speaking in EFL, Stovall (1998) in Malihah (2010:88) states those language learners need recognize that speaking involves three areas a.
Mechanics (pronunciation, grammar, and vocabulary): using the right words in the right order with the correct pronunciation.
b.
Function (transaction and interaction): knowing when clarity of message in essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building).
c.
Social, cultural, and norms (turn-talking, rate of speech, length of pauses between speakers, relative roles of participants): understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
2. The Elements of Speaking
The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language on the spot (Harmer, 2001:269).
a.
Language Features Among the elements necessary for spoken production, are the following:
1) Connected speech: effective speakers of English need to able not only to produce the individual phonemes of English in connected speech sounds are modified (assimilation), omitted (elision), added (linking), or weakened (through construction students in activities designed specifically to improve their connected speech.
2) Expressive devices: native speakers of English change the pitch and stress of particular parts of utterance, vary volume and speed, and show by other physical and non-verbal (paralinguistic) means how they are feeling (especially in face- to-face interaction).
3) Lexis and grammar: spontaneous speech id marked by the use of a number of common lexical phrases, especially in the performance of certain language functions.
4) Negotiation language: effective speaking benefits from the negotiator language we use to seek clarification and show the structure of what are saying.
b.
Mental/social processing If parts of a speaker’s productive ability involves the knowledge of language skills such as those discussed above, success is also dependent upon the rapid processing skills that necessitates.
1) Language processing: effective speakers need to able to process language in 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 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.
2) Interacting with others: most speaking involves interaction with one or more participants. This means that effective speaking also involves a good deal of listening. An understanding of how the other participants are feeling. And a knowledge of how linguistically to take turns or allow others to do.
3) (On the spot) information processing: quite apart from our response others’ feeling. We also need to able to process the information they tells 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.
3. Teaching Speaking Skills
Speaking is considered as a productive skill. Productive skills used to put ideas into words. It means that students do not only keep silent and listen to the teacher’s explanation, but also should speak actively. In this case, teacher should give opportunity to the students in order they can practice their speaking skill.
In speaking class, teacher plays an important role because teacher is the key for the students to help them having good English proficiency.
Moreover, teacher should not only create enjoyable learning, but also academically beneficial in speaking class. According to Dornyei (2007:73), there are three types of strategy to make the class more interesting and enjoyable. Those are: a.
The teacher is able to break the monotony of learning.
b.
The teacher is able to make the tasks more interesting.
c.
The teacher is able to increase the involvement of the students. There are similar categories apply to the kinds of oral production that students are expected to carry out in the classroom. (Douglas, 2001:271): a.
Imitative A very limited portion of classroom speaking time may legitimately be spent generating “human tape recorder” speech, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound.
b.
Intensive Intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work acti vity, where learners are “going over” certain c.
Responsive A good deal of student speech in the classroom is responsive: short replies to teacher or student-initiated questions or comments. These replies are usually sufficient and do not extend into dialogues.
d.
Transactional (dialogue) Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language.
e.
Interpersonal (dialogue) The other form of conversation mentioned in the previous chapter was interpersonal dialogue, carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
f.
Extensive (monologue) Finally, students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned.
4. Principles for Designing Speaking Techniques a.
Use techniques that cover the spectrum of learner need, from language based focus on accuracy to message-based focus on