Three effective steps in teaching speaking through reading comprehension to senior high school students - Widya Mandala Catholic University Surabaya Repository

CHAPTER

I

INTRODUCTION

1.1 Background of the Study
Nowadays,
considered
teaching

the development of speaking skills

by linguists
and learning.

an important part of
Wilkins,

in his

Second Language Learning and Teaching,

is

language

book

entitled

states:

In
recent years i t has been argued on
both
linguistic
and
psychological
grounds . that
spoken language should be the primary objective

in
language teaching. For various reasons the
linguist has concluded that speech is
the
primary form of language and that writing
is
secondary to it and derived from it. 1 l
Due to the

fact,

speaking has also got concern

teaching of English in our country.
the

students

since

According
Pengajaran

teach

Bahasa

to

the

the

It has been given to

first

"Garis-garis

Inggris" for

in

SMA,

of

year
Besar

SMP.
Program

teachers

the five language components: structure,

should
reading

comprehension, vocabulary, conversation and composition.
In the conversation the students should be taught
inquiring
information,

capability

or

incapability,

asking

about
for

praising someone, expressing regrets and so

1. D. A. Wilkins, Second Language Learning and Teaching.
London. Edward A. Nold, 1979, p.61.

•

2

on. 2 >
The

objectives

of

teaching

speaking

in

the

junior and senior high school are to develop oral skills
of

the students and enable them to use

correctly
hoped

in

simple

English

a variety of everyday situations.

It

that after studying speaking for five years,
might be able to express their

students

ideas,

is
the

needs,

feelings, thoughts in English orally,
Although

there have been a lot of

emphases

on

the teaching of speaking as it has mentioned above, many

SMA students still cannot express their ideas in a
life

situation.

structural
fluently,
mastery

They,

patterns
but
and

conversation.

as Cole says,

and probably perfomed

they find
fluency

may

in

difficulties to
the

conditions

real

master

the

them

quite

apply

their

of

normal

Cole states:

The students have good control of structure in
oral and written drill but a3~
unable to express
their ideas in conversation. )
The students find that the conditions are highly
artificial
practice.

and
They

quite unlike with their

given

even

to

are not sure

how

pattern

use

their

English in a formal style and informal situation.

2. Departemen Pendidikan dan Kebudayaan, Garis-garis Besar Program

Pengaiaran

Bahasa

Inggris

untuk

SMA.

1984.

Communication
Cole,
Some Techniques for
Vol. X. no.l, JanPractice, English Teaching For11m.
Peb, p.3.

3. Peter

3

One
unable

of

the

reasons which

makes

the

students

to express their ideas in the real situation

is

that there are too many emphases on pattern practice

in

the

speaking

them

class without giving enough

chances

to express their own feeling, thoughts, and

for
idea.

Clifford H. Prator describes:
The purpose of language is communication.
Until it is used for communicating ideas,
it
is not language but parroting; yet many of
the textbooks written by some of America's
most reputable linguists make little or no
provision
for communication.
There
are
manipulative drills galore, but the student
is never allowed to have an idea he wishes to
convey, to find within himself the necessary
words and the gram~ticl
devices, and to
express his thought.
According to Cole, Communication is not a
activity that can

be practised in drill such as pattern

practice but it is a contentive action which
of

the

action

immediate needs of
here

something

formal

means

the

grows

speaker. 5 )

the action of the

Contentive

speaker

to

say

based on the feeling or the movement

of

the

heart

because

Thus,

in

drill

situations in the classroom, but also the

of the immediate needs of

teaching speaking we should

not

the

speaker.

only

communication situations outside the classroom. We
4. Clifford H. Prator, ~DevlopmntLfk-a
Communication Scale University of
Angeles. Cambrigde, mass., Winthrop
p.404-405
5. Peter
Cole, Some
Practise, English
p.3.

out

teach
actual
even

__~ManLl·putJo=­
Calivornia, Los
publishers,l972.

Technique
for Communication
Teaching Forum, volume X,
1972,

4

try

to give the expression of the native

and

when

speaker,

how

formal

and

the native says something in the

informal conversation style.
Furthermore,
participation
the
of

by

there

is

very

often

little

students in speaking activities. When

writer did his PPL (Field Practice Program) at
senior high schools in

the
in

that,

speaking
and

passive

Surabaya,

lesson, the

students

only the teacher speaks

he

one

observed

usually

almost

all

time. They are reluctant to participate in the

are
the

speaking

lesson because they are not encouraged to try to express
their
In

real thoughts in the language they are

the

matter

of

chance,

the

students

learning.
many

need

opportunities to practise their speaking, to speak a lot
much

more

enough

than the teacher does. If they do

chance

and encouragement they will

not
get

have
bored,

their motivation for studying the language will be lost,
and they are reluctant to participate in the classroom.
The
Steps

writer

1n

Comprehension''
speaking
develop
teaching

is

chooses the topic

Teaching
because

Speaking
he

"Three

Effective

Through

Reading

that

teaching

realizes

not easy and it needs effective

students' speaking ability. He
speaking

through

reading

steps

considers

comprehension

to
that
can

encourage the students to learn English actively, and to
improve their speaking ability.

/

5

1.2

Statement of the Problem
The

writer

has

chosen

the

concerning

topic

Teaching Speaking through Reading Comprehension for
thesis
are

writing as he has observed that

many

students

emphases

on the

teaching

although
of

still cannot express their ideas in

is

formulated

as

there

speaking, the
the

life situation. The statement of the problem
study

his

the following:

under

"In what

real
the
ways

teaching speaking through reading comprehension improves
the Senior High School Students" speaking ability ?"
1.3 Objective

of

the

objective

The
suggestions

on

Study
of

this

study

how teaching speaking

is
through

comprehension improves the senior high school
speaking

give

to

reading
students"

ability. The three effective steps applied

by

the writer hopefully can assist the teacher in

teaching

speaking and can keep him to overcome students"

problem

in developing their ability in
1.4

communication.

The Significance of the Study
Speaking

skill

is considered to be

learning a language. Normally, before we

primary

learn

how

in
to

write and read our first language, we learn how to speak
it. Likewise, in the second language communication it is
still important for the learners to learn how to speak.
This
teachers

thesis

aware

of

is
the

designed to
contribution

make

SMA

English

of

the

reading

B

comprehension in the teaching of speaking skills.
Hopefully, this study can be of some help for the
teachers

to teach speaking

students

effectively,

to the senior

and t~

assist

high

the

school

students

to

improve their speaking ability.
1.5

The Limitation and Scope of the Study

There
teaching
this

are

lot

of

steps

to

develop

of speaking, but in this study, the

thesis

teaching

a

is

speaking

only

on

three

through

effective

reading

the

focus

of

steps

in

comprehension

to

Senior

High

(a)

speaking

before

reading activities, (b) speaking while

reading

School Students. They

are:

activities, and (c) speaking after reading activities.
content

The
applied

in

reading

which

students
in

the

this
is

of

the

thesis is limited
interesting

comprehension

reading

and

to

the

familiar

so that they can be encouraged to
speaking

activities. It

intensive

uses

to

the

participate

simple

grammar

according to the level of the students.
The

content

of speaking is designed

for

the

narrative speaking.
1.6 The Assumption of the Study

This study assumes that :
1.6.1 Through reading text students can be helped to get

7

many

ideas

that they need to

begin

and

create

their conversation.
1.6.2 Students
through

might understand a
reading

listening

text

new

difficult

rather than

only

term

through

to someone who is speaking directly

to

them.
1.6.3 Students

are

interested in the given

story

in

reading text.

1.7 Organization of the Study
This thesis consists of five chapters.
Chapter one discusses why the writer chooses
title, the

purpose

of

this

study,

the

the

scope

and

limitation and the organization of the study.
Chapter

two

deals with the review

of

related

literature.

Chapter three discusses about the contribution of
ideas

gainned from aspects of reading comprehension

to

speaking skill.
In
effective

chapter
steps

comprehension,
activities,

four, the writer

in teaching speaking
namely

speaking

speaking
while

reading

speaking after reading activities.

shows

the

through
before

three
reading
reading

activities,

and

8

In chapter five, the writer draws a conclusion of
what
on

have been discussed and gives several
how

ability.

to

help the students

improve

suggestions

their

speaking